Differentiatinginstruction for studentswith visual impairments          Differentiating the content, process, and         ...
   First and foremost ask the student    ◦   Brainstorm ideas    ◦   What has he or she used in the past?    ◦   What wou...
Differentiating the           content                                              .  How the content is taught to the stu...
   Seat child near the board and in a central    location, within a group of students   Do not isolate the student   Ve...
   When using the interactive whiteboard or    transparencies dim the light in the room    for more contrast   Use 3-D o...
   Use hands-on learning experiences that    incorporate a multisensory approach and rely    on information available thr...
Differentiating the           process             How it is done
   Be aware of lighting - Some students find reading is    easiest with very bright directional light illuminating the   ...
   Be cognizant of the desk and physical space    of the room for the student    ◦ Make sure his or her workspace is acce...
Differentiating the              productHow students can demonstrate their knowledge
   Tests should be dark and clear   If the student is comfortable performing    orally, tests could be given orally by a...
 Students can use voice recognition  software to surf the net for a research  project. Students can use a refreshable Br...
Upcoming SlideShare
Loading in …5
×

Differentiating instruction for students with visual impairments

4,310 views

Published on

Learn how to differentiate content, process, and product for students with a visual impairment.

Published in: Education, Business
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
4,310
On SlideShare
0
From Embeds
0
Number of Embeds
87
Actions
Shares
0
Downloads
38
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Differentiating instruction for students with visual impairments

  1. 1. Differentiatinginstruction for studentswith visual impairments Differentiating the content, process, and procedure
  2. 2.  First and foremost ask the student ◦ Brainstorm ideas ◦ What has he or she used in the past? ◦ What would they like to try? ◦ What worked well? ◦ What didn’t work very well? ◦ Brainstorm some ways you can have this discussion with a student in your class – comment on elluminate.Differentiating instruction
  3. 3. Differentiating the content . How the content is taught to the students
  4. 4.  Seat child near the board and in a central location, within a group of students Do not isolate the student Verbalize as you write on the board If possible provide the student with a handout of key terms/topics in a way that he or she can access it ◦ Tactile information ◦ Braille ◦ Large print ◦ High contrast When writing on the board use a dark colored marker or penDifferentiating content
  5. 5.  When using the interactive whiteboard or transparencies dim the light in the room for more contrast Use 3-D objects when able to so students can touch and interact with the object Make an activity hands on if possible Use consistency across all classroom routines Allow opportunities for repetition and practice.Differentiating content
  6. 6.  Use hands-on learning experiences that incorporate a multisensory approach and rely on information available through hearing, touching, smelling, and movement. Provide reading lists and syllabi as early as possible to allow time to arrange for taping, large print, copying, or Braille of text. Think of one more way to differentiate the content of a lesson for a student with a visual impairment - comment on elluminate.Differentiating content
  7. 7. Differentiating the process How it is done
  8. 8.  Be aware of lighting - Some students find reading is easiest with very bright directional light illuminating the page. ◦ Other students with an identical eye condition, however, prefer low levels of diffused light. Students often prefer fluorescent lights Be aware of glare - Common white paper often reflects a significant glare, which can make the reading process more difficult. Have classmates identify themselves as they answer questions and participate in class discussions to allow the student to orient to the speaker.Differentiating process
  9. 9.  Be cognizant of the desk and physical space of the room for the student ◦ Make sure his or her workspace is accessible ◦ Free of obstacles ◦ Free of boundaries ◦ Visually demanding activities should be followed by periods requiring less strain on the eyes ◦ Time allowances for reading assignments should be adequate for each child’s speed of readingDifferentiating process
  10. 10. Differentiating the productHow students can demonstrate their knowledge
  11. 11.  Tests should be dark and clear If the student is comfortable performing orally, tests could be given orally by another person who fills in the blanks. Allow students to take oral exams, use extended time, and use of adaptive devices. Let students turn in a Braille copy of a test or worksheet Instead of testing allow students to create a project or presentation about a topicDifferentiating product
  12. 12.  Students can use voice recognition software to surf the net for a research project. Students can use a refreshable Braille display to create a report.Differentiating product

×