1. Engaging the Visually Impaired Learner
How to identify, understand and accommodate visually impaired students in the classroom

2. Who are our visually impaired students?
Students who are blind or visually impaired exhibit a functional loss of vision and generally are unable to see or read standard print-based materials. In most cases, these students need the same content used by sighted students provided in specialized formats (such as braille, large print, audio, and digital text) in order to access the information it contains.
The following definition of visual impairment is excerpted from IDEA:
Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness. (34 C.F.R. §300.8(c)(13).)

3. Types of Visual Impairment
strabismus, where the eyes are unable focus simultaneously on a single point;
congenital cataracts, where the lens of the eye is cloudy;
retinopathy of prematurity, which may occur in premature babies when the light-sensitive retina hasn’t developed sufficiently before birth;
retinitis pigmentosa, a rare inherited disease that causes increasing damage to the retina;
coloboma, where a portion of the structure of the eye is missing;
optic nerve hypoplasia, which is caused by underdeveloped fibers in the optic nerve and which affects depth perception, sensitivity to light, and acuity of vision;
cortical visual impairment (CVI), which is caused by damage to the part of the brain related to vision, not to the eyes themselves.

4. Introducing Ophelia!
Ophelia is one of my students this year, and she has been diagnosed with CVI. Here are some basic strategies I’ll want to keep in mind:
Keep the desk arrangements easily navigable, with Ophelia nearer to the board
Keep supplies in a permanent, easy-to-locate spot in the room
Make sure any labels are large and legible
Keep walkways open and clear, remind other students to be aware of their belongings and keep them out of the way
Allow for a reliable trailing surface if needed
Provide technological resources, such as…

5. Technological assets for the visually impaired
Voice-to-text software for ease of writing, or a speech synthesizer for ease of reading (UDL II 5.2, 6.3, III 8.3)
Recordings of class lectures (UDL I 1.3)
Braille note taker (UDL II 5.2, 6.3)
Refreshable braille display for use with computers or tablets (UDL II 5.2, 6.3)
Audio books and BARD app on enabled devices
BARD is an app that provides braille books, audio books and other useful resources (UDL I 1.3, II 5.2, III 7.1)

6. Lesson Modifications: William Golding and WWII
Verbally introduce new topics or discussions with clear language (ex, Do Now prompt)
Provide audible stimulation during the hook rather than relying solely on written or visual information (WWII picture and recordings)
Increase font size on worksheets and projected text
Encourage class discussion and communication skills
Allow for verbal rather than written responses
Record classes for ease of reference

7. Examples of adapted materials
For the visual learner, a handout or note-taking outline is not always the best way to modify materials. The following are recordings or videos that relate to my lesson on William Golding during WWII. Please close your eyes, take a moment to “see” the world as Ophelia might see it, with your mind’s eye…
Golding's Introduction to Lord of the Flies
The Sounds of WWII
How to use a braille note taker

8. References
Educating Students With Visual Impairments for Inclusion in Society. (n.d.). - American Foundation for the Blind. Retrieved May 9, 2014, from
Koenig, A. J., & Holbrook, M. C. (2000). Instructional strategies for teaching children and youths with visual impairments (2nd ed.). New York: AFB Press.
Paths to Literacy. (n.d.). Strategies. Retrieved May 9, 2014, from
Sensory: Blind and Low Vision. (n.d.). National Center on Accessible Instructional Materials. Retrieved May 9, 2014, from
Visual Impairment, Including Blindness. (n.d.). National Dissemination Center for Children with Disabilities. Retrieved May 9, 2014, from
Willings, C. (n.d.). Teaching Students with Visual Impairments. Teaching Students
with Visual Impairments. Retrieved May 9, 2014, from