Improving Visual Access Special Education Department: Blind/Visually Impaired

Improving Visual Access

Special Education Department: Blind/Visually Impaired

Improving Visual Access for All Students

The purpose of this powerpoint is to provide strategies to improve visual access for:– All students

Present strategies to help all students visually access learning materials successfully.

– Students with a visual impairment Present strategies for students who meet eligibility

criteria for special education blind/visually impaired services.

Visual Strategies for

All Students

Visual Strategies for All Students

Handouts/Teacher Made Materials– Avoid dark colored paper

Black print on white provides optimal contrast Bold colors are optimal for pictures & other graphics

– Use only high quality copies with clear graphics

– Avoid visual clutter See following examples


Example of cluttered page layout


Example of uncluttered page layout


Handouts/Teacher Made Materials continued– Avoid fonts that are busy (script, broadway etc.)

(Verdana and Arial are examples of preferred fonts)

– Use developmentally appropriate font sizes Kindergarten – 18-24 point font First grade – 16-24 point font Second grade – 14-18 point font Third - Fifth grade – 12-14 point font Middle and High School – 10-12 point font


Clutter– Cluttered environments or learning materials often

make it difficult for children to visually process information.

Classroom environment– The combination of calendar math, word walls, busy

bulletin boards etc. placed in close proximity creates clutter.

– To avoid classroom clutter, create clear space between displayed learning materials, and display only materials that enhance student learning.


Clutter (cont.)– Cluttered learning materials can create visual

confusion for students and be overwhelming. Learning materials

– Turn a cluttered one page handout into two pages.– When unable to avoid visual clutter on a page, cover a

portion of the page (plain book mark, reading window).– Also see handouts/teacher made materials.


Interactive Whiteboards– Use high contrast colors (blue & black preferred)– Keep screen simple avoiding clutter– Test ease of viewing from the back of the

classroom– Backgrounds should be plain not patterned


Lighting– Avoid glare on the whiteboard, computer screen interactive whiteboard – Be aware of glare on laminated materials– Characteristics of fluorescent lighting (flickering, humming, brightness)

can affect many students adversely, such as: Sensory overload Headaches Irritability Dry eyes

Common Visual Difficulties Computer Access


Computer Access– Use settings to adjust monitor to meet individual

student needs Font size, brightness, enlarged cursor, resolution,

accessibility features

– Avoid glare– Consider dimming overhead lights– Adjust position of monitor based on size of

student

Students with Temporary Visual Conditions

Students with Temporary Visual Conditions

Common Causes of Vision Difficulties– Eye patching– Not wearing glasses– Eye infections– Light sensitivity– Headaches– Fatigue– Allergies– Undiagnosed correctable eye conditions

Reading Difficulties

Reading Difficulties

When students are struggling with reading, determine if they have received a comprehensive eye examination (preferably by a pediatric ophthalmologist) to rule out a visual impairment.

Vision Therapy

Vision Therapy

Vision therapy is a medical intervention that is typically prescribed by optometrists and is not supported by the American Association of Pediatric Ophthalmology and Strabismus or the American Academy of Ophthalmology.

Vision Therapy

Vision therapy/behavioral visual therapy is not conducted in the school setting and is not considered an educational service.

Vision Therapy

When discussing reading issues, parents may share medical information that describes visual characteristics such as: eye teaming, convergence insufficiency, and/or visual processing difficulties that require on-going vision therapy.

Vision Therapy

See these links for further information regarding professional perspectives on vision therapy:

http://www.aapos.org/terms/conditions/108

http://www.aao.org/about/policy/upload/Learning-Disabilities-Dyslexia-Vision-2009.pdf

Criteria for Special Education Category of Blind/Visually

Impaired

Criteria for Special Education Category of Blind/Visually Impaired

In order to qualify for service, students must meet both medical and educational requirements.

The first step in the eligibility process is for a teacher for students who are blind or visually impaired (TBVI) to review medical records from an ophthalmologist or optometrist documenting a diagnosed visual impairment.

Criteria for Special Education Category of Blind/Visually Impaired

See the following Minnesota Department of Education link for criteria:

https://www.revisor.leg.state.mn.us/rules/?id=3525.1345

Improving Visual Access for Students with a Visual

Impairment

Improving Visual Access for Students with a Visual Impairment

There are many different types of visual impairments and each particular type results in unique visual functioning.

Students with visual impairments require the expertise of a teacher for students who are blind or visually impaired who understands the functional implications of various medical eye conditions.


• A teacher for students who are blind or visually impaired (TBVI) must be consulted for input on the impact of a visual impairment on the following:• accessing learning materials • recommending necessary accommodations or

modifications• providing input on the impact of a visual impairment

on both incidental and structured learning


Because a visual impairment impacts all areas of development and learning, it is necessary for a teacher for students who are blind or visually impaired to collaborate with all IEP team members.

Contributing Authors

Exsted, R. 2014

Gullette, A. 2014

Kochevar, J. 2014

Ward, K. 2014

Documents

Improving Visual Access Special Education Department: Blind/Visually Impaired