Sensory Disabilities

Visual Disorders and Blindness

Visual disorder is the loss of visual function of such magnitude that special aids and use of other senses are necessary to achieve performance ordinarily directed by visual clues. Visual disorders range from the total absence of sight to varying degrees of useful vision. Because a student has a visual disorder, it should not be assumed that they cannot participate in educational activities. Orientation, mobility, and rehabilitation specialists employed by the state Division of Blind Services can often determine special aids and/or accommodations that facilitate integration into the classroom setting.

The student who has a visual disorder may exhibit problems in one or more of the following areas:

• Inability to utilize visuals such as films, graphs, demonstrations, and written materials
• Difficulty in taking traditional paper and pencil exams
• Need for a longer period of time to complete assignments
• Difficulty in focusing on small-group discussion when there is more than one group functioning due to noise
• Need for a variety of low-vision aids to integrate the classroom
• Feelings of social inadequacy and isolation due to societal barriers
• Reduced personal independence
• Difficulty initiating career choices due to employer misconceptions

Instructional Techniques:

• Provide a detailed course outline and syllabus in an electronic format (i.e. on disk in MS Word or sent to the student by email).
• Provide large print visuals when appropriate.
• Provide textbooks in advance so that taped copies can be made.
• Provide supplements to films such as sound tapes and oral summaries for preview and review.
• Permit visually impaired students to tape lectures for review and reinforcement; place recorder in close proximity to eliminate background noise and assure quality
• Accept a tape recording of written assignments.
• Allow tests to be taken orally.
• Photocopies of class handouts or course packets should be sent to students electronically (i.e. disk or email) before they are used in class.

Environmental Considerations:

• Allow partially sighted students to sit near the front of the room or other optimum locations.
• Be sensitive to possible environmental hazards to visually impaired students.
• Be aware of emergency routes and provide assistance to students when appropriate