Students with Visual Impairments

The Nature and Degree of Visual Impairment 

Visual impairment is a significant loss of vision in both eyes that cannot be corrected with glasses, and its impact on learning varies by individual. The two main categories are Low Vision (most students, who use print but need special tools and materials) and Blind (some usable vision may remain; “legally blind” status provides access to services). Impairments can be congenital (present at birth) or adventitious (acquired later), with age of onset affecting skill development. Even students with the same diagnosis may function differently, as vision can fluctuate due to factors like fatigue, glare, or lighting. Therefore, each student requires individualized adjustments rather than assumptions based solely on medical diagnosis. 

https://www.youtube.com/watch?v=7wGP_k_UP9c

Educational Implications of Vision Loss 

Vision loss often requires students to learn differently, sometimes with fewer opportunities and at a slower pace. Key areas affected include concept development, communication, life skills, orientation/mobility, and academics. Concepts such as spatial awareness, time, and body awareness may need explicit teaching. Beyond academics, fostering self-image, independence, self-care, social skills, and community living is essential for healthy growth. The classroom plays an important role in supporting both intellectual and personal development, helping students with vision loss build relationships and maturity. 

Needs of Students with Visual Impairments 

• To be made welcome and to belong where successful social relationships can occur: where they can talk and listen, find others with common interests, take part in extracurricular activities and in the good-natured humour, banter, and informal exchanges of school. 

• To be challenged to take risks and grow. 

• To become aware of personal strengths, talents, learning styles, and interests. 

• To have opportunities for experiential and incidental learning such as first-hand experience in labs, music, drama, field trips, group and paired projects, team projects, and sports. 

• To be included in discussions and asked questions: to be full participants in the classroom. 

• To have opportunities to develop goals, dreams and aspirations. 

• To feel safe and comfortable throughout the school. To have appropriate orientation to the school, to be able to move independently and be assisted when needed. 

• To have optimum lighting situations, which will reduce visual fatigue when reading and writing and facilitate safe travel within the school. 

• To work with people who understand the educational implications of vision loss. 

• To have appropriate learning resources and technology made available. 

Students With Visual Impairments - Expectations 

• To assume the same rights and responsibilities as other students. 

• To observe the same rules of behaviour and discipline as other students. 

• To communicate effectively with others, using good interpersonal skills. Develop listening, speaking, reading and writing skills for all occasions. 

• To become independent, resourceful, and adaptable. 

• To take reasonable risks. 

• To show positive self-image by good posture, smiling, and caring for self (hygiene, appearance, clothing). 

• To use and develop any residual vision. 

• To learn the specialized skills and uses of technology that will allow for success at school and in adult life. 

• To plan early for a meaningful career: Explore the range and possibility of occupations, make focused, and realistic educational plans and decisions to achieve those goals, and engage in work experience. 

• To develop self-advocacy skills 

Orientation and Mobility (O&M) 

Orientation and mobility means knowing where you are, where you want to go, and how to get there safely and independently. It is an essential part of the education plan for students with severe vision loss and must be taught by trained O&M specialists, not classroom teachers. However, teachers can support by reinforcing skills, collaborating with the specialist, and encouraging students to adapt to classroom and school changes. The level of instruction depends on the severity of vision loss, and services may be provided by district specialists, contracted staff, or vision resource teachers. Teachers may also invite O&M instructors to demonstrate proper sighted-guide techniques. 

 

https://www.youtube.com/watch?v=bRh6UveZcc0

Safety and Environment 

Students with visual impairments should be included in all aspects of school life, but they may face extra challenges navigating the physical environment, from daily routines (gym, washroom use) to special events and emergency procedures like fire drills. These situations may require planning and discussion with the school team, vision resource teacher, and orientation and mobility specialist to ensure safety and full participation. 

Safety and Environment – Notes 

• Emergency procedures, fire drills 

• Class changes 

• Library 

• Bathrooms and change rooms 

• "Comfort" places in the school 

• Office, phone 

• Specialty areas: 

• Gym 

• Science labs 

• Industrial labs, shops 

• Art and home economic rooms 

• Cafeteria and lunch room 

• Playground, outdoor areas 

• Bus stops 

https://www.youtube.com/watch?v=QIfI2g1h2Tw&t=36s

Teaching Tips 

• Planning- An IEP should be reviewed annually. Teachers need to provide reading materials early so they can be Brailled, enlarged, or taped. Texts and novels must often be ordered in advance. A buddy system can help with board work, small print, and labs, while also allowing the visually impaired student to support others in their strengths. 

• Instruction- Because students miss visual cues, teachers should talk through activities, describe non-verbal communication, and explain transitions clearly. Use hands-on, real-life materials to connect abstract learning to experience. Extra explanations and comprehension checks may be needed. Avoid asking “Can you see…?”—instead ask the student to describe what they see. Help them make connections between learning experiences. 
• Assessment - Students with vision loss may need extended time, fewer questions, or alternate formats (verbal tests, readers, or scribes). Adjustments should ensure they can demonstrate knowledge without being limited by their disability. 
• The Print User- Reading takes longer; taped material can help. Provide clear outlines, focus on key concepts, and allow skipping of non-essential text. Expect proper spelling and grammar, and encourage computer use for efficiency, though handwriting practice is still important. 
• The Braille User- Braille literacy is taught by specialists, not classroom teachers. Literacy develops at a different rate and order for Braille users. Taped books may supplement reading. Since Braille writing takes more time, focus should be on quality over quantity in assignments. 

https://www.youtube.com/watch?v=vYQ8sfYxtzk

Aids you Student may need 

Students with visual impairments benefit from a variety of aids and technologies that support learning and independence. They need guidance in choosing and learning how to use the right tool for each situation. Many resources are available through the Provincial Resource Centre for the Visually Impaired (PRCVI) and Special Education Technology (SET-BC). 

Paper 

• Bold-lined paper with enlarged spaces. 

• Specialized formats (e.g., graph paper for math, music staves). 

Books 

• Large print or Brailled texts (ordered via the vision resource teacher). 

• Handouts can be Brailled or enlarged with advance notice (1–2 weeks). 

• “Talking book” audio versions of texts and novels should be provided when possible. 

Equipment 

• Tilt-top desks and book stands for better positioning. 

• Reading windows and line markers for tracking text. 

• Optical enhancers for enlarging and clarifying print. 

• CCTV for electronic text magnification with adjustable settings. 

• Tape recorders for notes, assignments, exams, and teacher feedback. 

• Braillers (Braillewriters) for Braille reading and writing activities. 

Technology 

• Braille ’n’ Speak: an electronic note-taker with audio feedback, compatible with printers and computers. 

• Computers: may use enlarged print, speech output, or Braille software. Special adaptations provide paperless Braille. Keyboarding should be introduced early to build independence.