A student with a severe vision impairment needs access to books and other reading material. Books may be available in Braille or in recorded form so students can listen to them. Software converts information on a computer screen to auditory or printed Braille format, helping visually impaired students read material from documents or web pages. These programs help students read through their own compositions as well as pre-printed material. Students with less severe impairment benefit from screen enlargement software for computerized materials.
Teachers should adapt their lessons to provide appropriate accommodation for visually impaired students. Assign a scribe to take notes and allow the student to tape record lectures and class activities for later review. When using videos or visual presentations, teachers need to include audio components and instructions. Students with visual impairments should partner with another student for assistance with physical activities, room changes and science labs. Instructors must prepare in advance to allow time for format and materials adjustments. The student may require more frequent breaks to reduce fatigue, and some students need to handle objects to understand them. Prepare tactile elements to lessons when possible and verbalize encouragement.
Students with severe vision impairments also need testing accommodations. Besides the obvious need for large print, Braille or oral format to convey the questions, students may also need assistance to respond to the questions. Teachers should supply a scribe, allow oral responses or let students use electronic devices to supply answers. To prevent distraction to and from other students, the student may need a separate, individual space for the exam. Reading and transcribing may take longer than traditional methods, so instructors should allow extended time on exams.
Lighting conditions affect how well students with visual impairments see and function in a classroom. Students may need to adjust seating based on glare and shadows, perhaps dependent upon the time of day. Students should be allowed to explore the classroom to learn the layout so they can function as independently as possible; do not make changes to structure without giving the student advanced notice and time to examine the changes. Instructors must allow space for the student's equipment needs.