Accommodations for Students with Blindness and Visual

Impairment

Chapter 5

David Goh

Definitions and Types

• Partially sighted- visual acuity b/w 20/70 and 20/200

• Blind- unable to see; use touch and hearing to assess environment

• Legal blindness/ low vision- visual acuity 20/200 or worse

• Functional vision- refers to the amount of usable vision

Causes

• Disease- cataracts, glaucoma, prematurity

• Trauma and injury

• Refractive errors

• *** Causes are interesting, but teachers should focus on the amount of vision a student has

Characteristics

• Spatial impact and concepts (left and right and up and down)

• Travel and independent mobility

• Speech- may ask questions and to repeat for clarity

• Motor development (hand/eye coordination; writing)

• Social development

Prevalence

• According to the American Printing House for the Blind- 55,000 students or less than 1% of student population– Approximately half have other disabilities– 25% are visual readers (large print)– 10% Braille readers– Remaining non-readers or pre-readers b/c of

age or disability status

Identification

• Red rimmed, swollen, crusted eyes• Excessive blinking• Itchy eyes• Tearing• Eyes turning• Sensitivity to light• Squinting or closing one eye• Headaches and fatigue• Tripping and bumping into things• Recurring styes

If you Suspect a Problem

• Refer to the school nurse

• Ophthalmologist or optometrists

• Special Ed. Teacher will help to assess level of functional visions and compensatory skills and help identify sensory channels

Instructional Guidelines

• Using Braille and related devices

• Orientation and mobility skills training

• Optical and non-optical instructional aids– Large print, magnifying devices, lamps, bold

line paper, color acetate, hats and visors, raised line paper, measurement tools

Need for Testing Accommodations

• Most tests have not developed, standardized or adopted for visual impairments

• Tests must be modified in terms of presentation and response format

• Students who are blind at birth have limited concept development and reduced descriptive terminology, and trouble with special concepts

Methods of Accommodations

• Setting- – Separate location, lighting, avoid sound distractions

• Timing and Scheduling– Increase time, rapport with tester, students who are

blind tend to work slower, fatigue and pacing• Presentation

– Magnification, large print, Braille, increase spacing, reduced number of questions, oral exam, simplify directions, repeat directions, assistive technology

• Response– Verbal and or Braille conversions, circle or underlined

response

What Research Says About Accommodations

• Few published studies that report benefits

• General consensus that these students need an equal playing field when being assessed

• Specific accommodations will vary based of student capability and the nature to the disability

Overall Recommendations

• Interpretation of results of high stake test should be based on multiple sources

• Get input of medical profession, family members, related service providers and teachers

• Responsibility of multidisciplinary team to be sensitive of individual student characteristics that impact learning

• Assessor needs to offer patience and encouragement• Use assistive technology• Student should have previous exposure to testing

conditions.• Give student direct instruction in general on test taking

strategies to enhance overall performance