Vision Impairments

Some Considerations

Some students with vision loss use canes or service animals; however, many navigate without them.
Like anyone else, students with vision impairments appreciate being asked if help is needed before it is given. Ask a student if he or she would like some help and then wait for a response before acting.
When talking with or greeting a student with a vision impairment, speak in a normal voice; most people with vision impairments are not deaf. Speak to the student, not through a third party or companion, and use the student's name when directing the conversation to him or her. When entering a room, identify yourself to the student.
When giving directions, say "left" or "right", "step up" or "step down." Convert directions to the vision-impaired student's perspective. When guiding a student (into a room, for example) offer your arm and let him or her take it if the student request assistance.
If a student has a harnessed guide dog/service animal, it is working and should not be petted.
Common academic accommodations for students with vision impairments include alternative print formats, magnification devices, bright incandescent lighting, tactile images (graphs, diagrams), use of access technology, extended time for tests and quizzes, test taking using a computer, recorded lectures or use of technology for note taking.

Types of Impairments and Disabilities

Have copies of the syllabus and reading assignments ready three to five weeks prior to the beginning of classes so documents are available for audio taping or Braille transcription.
Provide advance access to PowerPoint presentations or other presented print materials. This will allow the student to convert the documents into a usable format for in-class use.
Read aloud what is written on the board or presented on overheads and in handouts during class lectures. Pace the presentation of material: if referring to a textbook or handout, allow time for students to access the information.
Allow students to record lectures or use other technology to facilitate note taking.
Keep a front row seat open for a student with a vision impairment. A corner seat may be convenient for a student with a service animal.
Make arrangements early for field trips and ensure that accommodations will be in place on the given day (e.g. transportation, site accessibility).
Be flexible with deadlines if assignments are held up by the document conversion process.
When in doubt about how to assist the student, ask him or her.
Allow the student the same anonymity as other students (i.e. avoid pointing out the student or the alternative arrangements to the rest of the class).