A teacher who is working with a visually impaired student should conference with the student privately in an effort to fully understand the nature of the student's visual impairment and any modifications he has used successfully in other classroom settings. Giving the student a tour of the classroom in advance can also help him orient himself to the room's layout.
Many students with visual impairments are not entirely blind and are able to see what is taking place during instruction if they are close to the board or the front of the class. Preferential seating might place students at the front of the class or simply away from windows or lights that can cause glare or reflections that affect the student's sight.
A variety of assistive devices and support tools might be required for visually impaired students. Most commonly this includes auditory recording devices that allow students to record class lectures and discussions rather than writing notes. Some students will use devices to enlarge the print on instructional materials or convert the print to Braille. You might need to offer extra assistance ensuring that these materials can be modified to meet the student's needs.
Visually impaired students might require accommodations regarding the length of assignments or the time they are given to complete assignments or examinations. These needs are entirely individual and based on whether the visual impairment significantly slows the student's working speed. Teachers will typically be given guidelines for these types of modifications by a school's special education services or disability support services.