INTERVENTIONS AND ADAPTATIONS FOR THE
VISUALLY IMPAIRED

Seating:     This student requires preferential front row center classroom seating.  Classroom demonstrations are best performed within a 3-foot distance.  During group time, this student should be seated in a central line from his teacher where materials can be easily shown for closer viewing.

Tests:   This student may need additional time to complete tests.  Low vision sometimes causes a slower reading rate.  NO SCANTRON (FILL IN THE BUBBLE) TESTS SHOULD BE USED.  This student should be allowed to answer directly on the test sheet. 

Homework/Classroom Assignments:  Assignments that are due at the end of a class period may need to be shortened or given more time for completion.  Use your discretion and best judgment. 

Maps, Graphs, Charts:  These are often difficult for students with low vision.  They can be enlarged on your school’s copy machine, or given to me ahead of time for enlarging and enhancing. 

Worksheets:  This student must have black and white, clear worksheets.
Any worksheets or handouts that appear too light will be difficult for this student to see and increase visual fatigue.  This can often be corrected by recopying darker and/or enlarging the copy at your school’s copy machine.  If your worksheets are done on the computer, it may be easier for you to print a darker, larger font copy for this student directly from your printer.

Boardwork:  It will be helpful if you verbalize what you are writing on the board.  This student may still need to walk to the board to clarify what is written there, and should have “roaming permission.”   Another solution is for you, or the student, to seek the assistance of a classmate to be a note taker.  I have NCR (no carbon required) paper available so a classmate can immediately give a clear copy of boardwork notes.  If you have a written copy of the boardwork, spelling list, homework list, etc., the student could copy from this.  WHITE DRY-MARKER BOARDS ARE ENCOURAGED WHEN POSSIBLE.

Overhead Projectors:  Provide Xeroxed copies of overheads for the student to copy.  Some students may be able to copy, IF only black pens are used.

Print Size and Color:  This student is often able to read standard-sized print, but may have difficulty with different color print (i.e. light blue) or italicized print.  Also keep in mind that indexes and glossaries in books sometimes have smaller font sizes.

Eye Fatigue:  This student’s near vision may be affected due to the strain of using distance vision throughout the school day.  Eyes can become fatigued with some blurring of vision, especially by the end of the day.

Font Size:  This student reads best with larger font.  You can use your school’s Xerox to enlarge, or I can do this for you.

Light Sensitivity:  This student is very sensitive to sunlight.  Classes that are held outdoors, and seats near or facing the window may cause this student discomfort. 

Group Demonstrations or “Story Time”:  This student will have to sit very close to see for these types of activities.  One good solution for this is to have the student sit in a chair next to the demonstrator.  In addition, you could use this student as model when modeling for other students.  For demonstrations, you may want to allow this student to preview or review visuals.  Provide real objects instead of pictures whenever possible.

Gym and Outdoor Activities:  Games involving moving balls, depth perception, or accurate distance visual skills may present problems, depending upon the child.  Watch for sensitivity to glare in outdoor activities, particularly on bright days.  PLEASE NOTIFY THE PHYSICAL EDUCATION TEACHER!

VERIFICATION:  Respect adaptations adopted by this student (i.e. head tilt or other body postures). When in doubt about whether this student can see something, ask for proof, rather than,  “Can you see this?”  Many students will SAY yes, just to fit in, even if they cannot see.