Visual Impairment

1. By: Cassie Koch
Visual Impairment

2. Teaching Techniques
 Convert exam papers in their usual format (e.g.,
Braille, modified layout, large print).
 A student may require a reader to read the
questions;
 A student may require a scribe for dictation of
answers;
 Keep a front row seat open for a student with a
vision impairment. A corner seat is especially
convenient for a student with a dog guide.
 Provide hand-outs (preferably electronically) in
advance of lectures and seminars, and allow
audio-taping where possible to assist review of
notes. Some students may need handouts and
tests on colored paper to reduce glare.

3. Assistive Technology
 Enlarged Text- For students with some existing visual function, providing text information in enlarged
format may be the simplest strategy. As a general rule of thumb, 18 point or 24 point font size is good,
but enlarging beyond that may not be efficient. Enlarged text can be acquired through a variety of
sources, including publishers and vendors, or materials modified through the magnification feature of
copy machines, while text size of most digital materials can be easily adjusted to a user’s preference.
 Handheld Magnifiers- These low-tech, portable tools allow students with some vision to access not only
text, but other objects in their environment as well. They are available in a range of magnification power,
are relatively inexpensive, and eliminate some material modification. However, selection of magnification
power should be based on the recommendations of a low vision specialist.
 Video Magnifier- A video magnifier can be used for other objects as well. It may be in the form of
handheld device, a stand-alone device, or work with a computer, TV or projection system.
 Braille-For students who do not have sufficient vision to rely on other supports, Braille is an essential
tool for teaching literacy skills and will serve as a lifelong skill. Learning Braille allows students to
experience aspects of written language such as spelling, grammar and sentence structure, and will
provide a valuable foundation for written language. Braille products can be obtained commercially or can
be created using specialized software and a braille embosser.
 Braille Labeler- Labelling items throughout the student’s environment will not only reinforce vocabulary,
spelling and reading but will also promote independence and assist with orientation.
 Audio Books- Audio books are generally recorded using human voice, and can be accessed through
the use of specialized computer software, devices, or mainstream tools like MP3 players. The various
devices allow options in features such as searching and navigating an audio file. While many students
will find the use of audio books useful, educators warn not to rely solely on audio books for access to
text. Students who are still developing literacy skills need continued access to print or braille, while

4. Characteristics
 Physical Signs- Crossed eyes, eyes that turn out, eyes that flutter from side to side or up and down, or eyes
that do not seem to focus are physical signs that a child has vision problems. Other problems are less obvious.
The American Academy of Pediatrics recommends that children have their eyes checked during regular well-
baby visits throughout their first years. A child should have a routine eye exam every year beginning at age 5
 Clumsiness- A child might have a vision problem if he appears to be overly clumsy. Poor vision might be the
cause when a child is constantly running into things or falling down. He might have trouble realizing how close
or far away objects really are. The eyes provide the information about surroundings and spatial position that is
transmitted to the brain. Consequently, clumsiness can occur when the eyes misjudge a distance. Sometimes
young children who do not walk well actually have problems with their vision.
 Behavior- Some children who have vision problems appear to have a short attention span. Other children
might blink frequently or squint whenever they read or watch television. Often children are sensitive to bright
light or might sit close to the television or hold books that they are reading close to their face. Likewise, younger
children with visual impairments might hold toys very close to their face.
 Poor Eye-Hand Coordination- Poor eye and hand coordination can be another sign that a child has a vision
problem, therefore parents should observe a young child as he plays. Older children who go to school might
have difficulty with sporting activities or certain projects in class. Signs of poor eye-hand coordination might
include difficulty throwing or catching a ball, tying shoes or copying schoolwork from the blackboard. Poor
handwriting is often another sign of poor eye-hand coordination. Children who suffer from lazy eyes, crossed or
wandering eyes can have problems with coordination, balance and depth perception, primarily because they
learn to use only one eye at a time.
 Poor Academic Performance- Children who have trouble seeing often perform poorly at school. Frequently,
problems with learning are actually related to poor vision and not to a learning disability. A child might not read
well, or might use her finger to follow along when she is reading so that she doesn’t lose her place. Some
children also have trouble remembering what they read. Children with vision problems can find it difficult to
write as well or might have problems with math and other subjects. Schoolwork can be a challenge for a child
who cannot keep a clear focus, deals with double vision or blurred print on pages. Unfortunately, not all vision