What is Blindness/Low Vision?
Low Vision: Low vision is when students are still able to learn using their sense of vision, but they may need some adaptations such as: magnified print, text/font changed, or enhanced contrast.
Functional Blindness: Someone with functional blindness uses multiple modalities to function. Some students may still be able to navigate the classroom without assistance, but will generally read and write with Braille.
Blindness: People who are nearly blind, or completely blind fit into this category. This occurs when learning must take place through other senses the majority of the time, as visual acuity is very reduced.
(Cox & Dykes, 2003)
How does Blindness/Low-Vision impact learning?
Like many other low-incidence exceptionalities, students who are blind/have low vision can have a wide range of needs to be successful in the classroom. For some students, they will still be able to participate in visual activities with some small adaptations, while others will need their entire learning experience to be in verbal and tactile forms. When someone has vision loss it does not mean they are any less capable of learning than individuals with good eyesight, but rather, they learn in different ways. According to Carol Castellano from the Blind Children's Resource Center (2003) the largest overarching goal for students with vision impairments is to learn independence so they can become self-sufficient, competent adults. In order to do this, teachers can explain to the students how to do a task verbally, rather than simply doing the task for them. For tasks that need to become a routine for students (for example, opening their lunch containers) there may need to be extra time given, but their teacher needs to believe in their ability to do it.
(Blind Children's Resource Center, 2003)
What can I do to help students who are blind/low vision learn?
There are a number of ways to differentiate for students who have vision difficulties. Some of them include, but are not limited to:
Instructional Techniques:
- hands on learning
- read notes aloud while writing on the board
- allow student to hand in taped responses
- provide students with materials in an audio format
- have student sit near the board
- variety of different instructional modalities: auditory, kinetic, tactile
Adapted Materials:
- larger print books
- magnifying glass
- braille books
- raised-line paper
- visor to reduce glare from light
- phys. ed equipment with auditory signals (ex. a ball that beeps)
Other considerations:
- help student to learn their way around the classroom, and to different areas in the school
- avoid making major changes to classroom set-up
- ensure there are obstruction-free ways for students to get around the classroom
(Cox & Dykes, 2003)
Resources Available:
- American Foundation for the Blind
- Blind Children Resource Center
- CNIB (Canadian National Institute for the Blind)
Low Vision: Low vision is when students are still able to learn using their sense of vision, but they may need some adaptations such as: magnified print, text/font changed, or enhanced contrast.
Functional Blindness: Someone with functional blindness uses multiple modalities to function. Some students may still be able to navigate the classroom without assistance, but will generally read and write with Braille.
Blindness: People who are nearly blind, or completely blind fit into this category. This occurs when learning must take place through other senses the majority of the time, as visual acuity is very reduced.
(Cox & Dykes, 2003)
How does Blindness/Low-Vision impact learning?
Like many other low-incidence exceptionalities, students who are blind/have low vision can have a wide range of needs to be successful in the classroom. For some students, they will still be able to participate in visual activities with some small adaptations, while others will need their entire learning experience to be in verbal and tactile forms. When someone has vision loss it does not mean they are any less capable of learning than individuals with good eyesight, but rather, they learn in different ways. According to Carol Castellano from the Blind Children's Resource Center (2003) the largest overarching goal for students with vision impairments is to learn independence so they can become self-sufficient, competent adults. In order to do this, teachers can explain to the students how to do a task verbally, rather than simply doing the task for them. For tasks that need to become a routine for students (for example, opening their lunch containers) there may need to be extra time given, but their teacher needs to believe in their ability to do it.
(Blind Children's Resource Center, 2003)
What can I do to help students who are blind/low vision learn?
There are a number of ways to differentiate for students who have vision difficulties. Some of them include, but are not limited to:
Instructional Techniques:
- hands on learning
- read notes aloud while writing on the board
- allow student to hand in taped responses
- provide students with materials in an audio format
- have student sit near the board
- variety of different instructional modalities: auditory, kinetic, tactile
Adapted Materials:
- larger print books
- magnifying glass
- braille books
- raised-line paper
- visor to reduce glare from light
- phys. ed equipment with auditory signals (ex. a ball that beeps)
Other considerations:
- help student to learn their way around the classroom, and to different areas in the school
- avoid making major changes to classroom set-up
- ensure there are obstruction-free ways for students to get around the classroom
(Cox & Dykes, 2003)
Resources Available:
- American Foundation for the Blind
- Blind Children Resource Center
- CNIB (Canadian National Institute for the Blind)