Visual Disabilities
Similar to people with varying degrees of hearing impairments, it is less common for someone to be completely blind. In actuality, their ability to see may exist anywhere along a continuum from sighted to blind. In addition, amount of usable sight varies from person to person, and visual acuity may change under differing light conditions. Vision is measured in terms of how MUCH can be seen (peripheral field of vision), and how CLEARLY it can be seen (visual acuity).Legal
Blindness means having between zero and 10% of normal visual acuity
in both eyes (20/200 vision or less), and/or 20% or less of normal peripheral
vision in both eyes. In other words, this person, while wearing glasses,
can see less at 20 feet than a person with normal vision can see at 200
feet.
Low Vision or
Partially Sighted means having visual acuity and/or field or vision
that is less than normal, or having a visual limitation in only one eye.
Vision that is limited to a narrow angle in the center of the field of
vision sometimes is called TUNNEL VISION.
Visual disabilities
are so varied that it is often difficult to detect such a student in the
classroom or on the campus. The student may appear to get around without
assistance, read texts, and/or even take notes from the chalkboard. However,
in most cases some form of assistance is needed.
Some students use aids such as guide dogs. These dogs are trained to move at the direction of their masters and are well-disciplined to function in group settings. It is important to note that guide dogs are not to be petted or distracted in any way while they are on duty. Guide dogs are allowed by law in all college buildings, including laboratories, food services areas, classrooms and administrative offices.
Other students may
use white canes, and a few use special electronic sensing devices to enhance
mobility. Special considerations may be needed for the student who is
visually impaired when a class is moved to a new location, when a group
goes on a field trip, or when the furnishings in a room are moved for
a special program.
Adaptive Technology
Aids
Whenever possible,
texts are obtained in Braille, on tape, or on computer diskettes from
national lending libraries. The college will provide texts and materials
in alternative format when they are not available for loan.
For classes and labs
which utilize computers, magnification and/or screen reading software
can make computers accessible by individuals with visual disabilities.
A Braille embosser
is also available for anyone needing to translate material into Braille
for students.
Suggested Modifications
for Students with Visual Disabilities
- Provide reading lists or syllabi in advance to allow time for arrangements to be made, such as the taping or Brailling of texts.
- Allow the student to use notetaking devices such as Braille-writers.
- Allow tape recording of lectures and class discussions.
- Team the student with a sighted classmate or lab partner.
- Reserve front seats for low-vision students. Make sure seats are not near or facing windows. Glare from the light can make it hard for a student to see the instructor or the board.
- Verbalize the content printed on transparencies or on the chalkboard.
- Face the class when speaking.
- Provide large print copies of classroom materials by enlarging them on a photo copier.
- Be flexible with assignment deadlines, especially if library research is requested.
- If a specific task is impossible for a student to carry out, consider an alternative assignment.
- Provide alternative testing formats (e.g. oral, large print, Braille or taped).
- Allow extended time for tests.
- Other adaptations suited to specific situations, such as tactile materials in presenting graphs or illustrations may be helpful.