Teaching Strategies for Students with Vision Impairments
Accommodations are intended to "level the playing field". They in no way guarantee success nor should they compromise the integrity of the course. Please remember that the following are only suggestions. Faculty/Staff are not required or expected to provide all of these accommodations.
Before the Start of the Semester
- Provide reading lists or course outlines in advance to allow students to make arrangements for taping or brailing materials
- Reserve front row seats for low-vision students. A corner seat is especially convenient for a student with a guide dog. If a guide dog is used, it will be highly trained, should not provide any distractions
- Ensure that students with vision impairments are notified of organizational changes in an appropriate way. Students often orient themselves to the classrooms listed in the course selection guide and any change of classroom can be disruptive and confusing
During the Semester
- Face the class when speaking. Speak clearly in a normal voice (i.e. not loudly, slowly or with exaggeration)
- Always identify yourself by name in case the student doesn't recognize your voice
- Indicate verbally when you are entering or leaving a person's presence
- Convey orally whatever you have written on the board or shown on an overhead
- Work with the student to ensure that information is received in appropriate formats-enlarged copies (w/ increased font size), brailed information, or audiotapes for all important information
- Pace the presentation of the material: if referring to a textbook or handout, allow time for students to find the information
- Allow students to tape-record lectures
- Be flexible with deadlines if assignments are held up by document conversion
- If you are planning to use a video, inform the student, in advance, and discuss alternative ways to approach the information that the student might miss
- Ask if assistance is required-don't assume it is. Try to be alert to the person's needs
- Doors should be kept completely closed or open, not partially open
- Objects should not be moved from their usual places without letting the student know
- Open book exams can pose a major problem for students with vision impairments. If you are planning to use this format, consult with the student (in advance) to determine if an alternative format is required
- Allow the student the same anonymity as other students (i.e. avoid pointing out the student or their alternative arrangements to the rest of the class
Anyone with access to a computer or copy machine can create large print documents by following one of the procedures below (be sure to clarify with the student how much enlargement is needed):
With a computer:
If a document has been created using a standard word processing program, it can easily be enlarged before printing. Geneva or Helvetica fonts typically are the clearest. An eighteen point font is generally the best. When the type is larger than eighteen points, fewer words fit on the page, making it difficult for the student to make sense of the document (Again, check with the student to see what their needs are). Bold characters also make the print clearer.
With a copy machine:
Documents can also be enlarged by duplicating them on a copy machine that can print on 11x17 inch paper. This is also a useful procedure for course packets or articles in periodicals or books. The quality of the enlarged version will depend on the clarity and condition of the original document.
This information was adapted from the WebPages of Northwestern University and The Australian National University.