Students who are blind or visually impaired can possess no vision, see only large forms, see magnified print, have tunnel vision, peripheral vision, or some other modified form of vision. These students use auxiliary aides and adaptive equipment (such as a guide dog, cane, Braille, etc.) to function in a visual world. Because standard instruction is highly visual, these students are constantly challenged by the teaching strategies used in the college classroom. Even though a blind or visual impaired student can hear lectures and can participate in the class discussions orally, much of the classroom material is inaccessible to a person who is visually impaired, such as overhead transparencies, PowerPoint presentations, material written on the chalkboard or whiteboard, videos, and demonstrations. Moreover, the written material distributed in class (such as the class syllabus, handouts, websites, exams, textbooks, and supplemental reading material) can be inaccessible. Making the class and all of its material accessible to students who are blind or visually impaired takes prior planning on the instructor's part. With a combination of classroom accommodations, instruction modifications (based on UDL principles) and assistive technology, these students can meet the writing demands of the college experience.
How Blindness or Visual Impairment May Affect Writing
- Inhibits mobility/spatial orientation within the classroom;
- Inhibits reading without text modified through assistive technology whether in Braille or using a text reader;
- Impact student's ability to interact with others such as in class discussions or group work.
Assignment Design and Delivery
- Employ UDL principles in assignment design and delivery;
- In developing an assignment, recognize that the assignment's goal can be accomplished through a variety of means. Offer flexibility in assignment tasks to make the overall learning goal accessible to all students;
- Clearly present goal(s) of assignment to students on instruction sheet and during in-class assignment review;
- Provide lecture notes, handouts, assignments and other printed material in alternate formats (audiotape, Braille, enlarged or image enhanced) for greater accessibility;
- Review assignment instructions orally in class;
- Emphasize drafting and revision.
Classroom Accommodations
- Establish a supportive writing environment;
- Have student sit in the front of the room;
- Provide extended time on exams, in-class writing, and/or lengthy writing assignments;
- Suggest using a note taker;
- Provide study questions, study guides and other study aides in multiple formats;
- Provide multi-modal options for test taking, such as administering test orally rather than in written format;
- Limit use of visual reference phrases such as "look at this" or "As you can see" while pointing to something on the chalkboard or whiteboard, overhead or on a PowerPoint Presentation;
- Repeat aloud or verbally describe what is written on the chalkboard or whiteboard, overhead or on PowerPoint Presentation.
Assistive Technology
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Assistive technology for students with blindness or visual impairment helps in all aspects of the college writing experience. Some of the common and highly effective aids and devices students with blindness or visual impairment may use include:
- An assistant to take class notes;
- An assistant to read material out loud;
- Textbooks on tape;
- Screen magnification or reading software;
- Text to speech software;
- Type & Speak or Braille & Speak device;
- Voice recognition software;
- Large print handouts;
- Computer equipped to enlarge screen characters and images;
- Raised-line drawings and tactile models of graphic material;
- Computers with optical character reader, voice output. Braille Screen display and printer output.
The Ohio State University Partnership Grant Fast Facts for Faculty Series The Fact Sheet "Teaching Students with Sensory Impairments" is available at http://ada.osu.edu/resources/fastfacts/
NCIP (National Center to Improve Practice in Special Education Through Technology, Media and Materials) website http://www2.edc.org/ncip/Default.htm
This site provides resources on assistive technology for students with disabilities. Though the material on the site was compiled in 1998, the information still offers valuable insight for educators today. Of particular interest is the section on "Technology for Students Who are Visually Impaired Collection." http://www2.edc.org/ncip/library/vi/toc.htm
Project DO-IT (Disabilities, Opportunities, Internetworking, and Technology)
Of particular interest for faculty working with students with blindness or low vision include:
- What are typical accommodations for students with blindness? http://www.washington.edu/doit/Faculty/articles?150
- What are typical accommodations for students with low vision? http://www.washington.edu/doit/Faculty/articles?149
