Visual Disabilities

Visual disabilities can result from a variety of causes, including congenital conditions, injury, eye disease, brain trauma, diabetes and multiple sclerosis. A person is considered legally blind if corrected vision is not better than 20/20, or if peripheral fields are no more than 20 degrees diameter or 10 degrees radius.

Eighty to ninety percent of people who are legally blind have some measurable vision or light perception. Even those students who may appear to travel and function without assistance are likely to still require some type of classroom accommodation.

Most students with visual disabilities use a combination of adaptations for class participation, including readers, notetakers, Braille, cassette tapes, tape recorded books, voice-synthesizing computers and optical scanning or enlarging devices.

It should be noted that not all students who are totally blind can or want to read Braille. Some medical conditions may actually preclude that skill. Conditions such as diabetes, for example, may reduce sensation in the fingertips as a result of poor circulation, therefore limiting a person's ability to read Braille.

Instructional strategies and potential accommodations

Provide a list of textbooks, assigned reading and test dates as far in advance of the course as possible. Students may need to make arrangements to have books taped or Brailled, which could take several months.
Read aloud or have another student quietly read any written material presented in class to the student with a visual disability. This includes materials on the blackboard, overhead, flip chart, etc.
Use good contrast in printed material for persons who are partially sighted. Write larger and darker when using the chalkboard.
Create an environment as noise-free as possible. Unnecessary sounds can be distracting. For example, turn off the overhead projector when not in use.
When using aides such as videos, models, or slides, have someone available to assist the student with a visual disability by describing the material. If possible, make the material available for a private showing.
Try to speak directly facing the class; turning your head away can muffle or distort the sound of your voice.
Since the student with a visual disability can not see visual cues, it is important for him or her to be seated in a position to receive verbal cues.
Dog guides are trained and well behaved. Do not worry that they will disturb your class. They will need no special consideration except possibly in planning field trips.
Encourage the student to meet with you to discuss any potential modifications of assignments at the beginning of the term. Consider an alternative form of an assignment if the original format creates an excessive burden for a student who is visually disabled. It is important to remember that any alternative version should require the same level of skill and effort as the original assignment.
Invite students to discuss timelines for projects and assignments with you. Information gathering and assistance from readers, notetakers or volunteers may require additional time.
Be prepared to give the student additional lead time to complete assignments.
The majority of students with visual disabilities will use tape recorders, notebook computers or other technology for note taking. If not, a notetaker may be necessary.

Test adaptation and administration alternatives

Adapted testing procedures generally include the use of readers, scribes, large print exams, word processors, computers, large-print magnifying equipment or tape-recorded exams.
Allow for test taking in a separate, quiet setting, such as an empty office, classroom, conference room, etc. If quiet, private space is not available in your building, please contact the Hawley Academic Resource Center.
Allow additional time for students to complete the exam. A minimum of double the allotted exam time is typically considered appropriate.

Communication suggestions

Introduce yourself and anyone else present when speaking to a student with a visual disability.
Do not feel uncomfortable using words such as see or look; students with visual disabilities use these terms also.
When walking with a student who has a visual disability, allow him or her to take your arm just above the elbow. Walk with a natural manner and pace.
A dog guide is trained as a working animal and should not be petted or spoken to without the permission of the handler. A general rule of thumb is that the dog is working while in a harness.
Ensure that when giving directions to a person with a visual disability you are clear and accurate. Use north, south, east and west as well as left and right.
When guiding a person with a visual disability, slow down when approaching steps or obstacles and let him/her know what is in his/her path. Let the student know if you will be going up or down the stairs. When coming to a door, tell the student if it opens in or out.
When offering a seat to a student with a visual disability, place the student's hand on the back or arm of the chair. This gives the student a frame of reference to seat him or herself.
Let a student with a visual impairment know when you are leaving the room.


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Visual Disabilities Visual disabilities can result from a variety of causes, including congenital conditions, injury, eye disease, brain trauma, diabetes and multiple sclerosis. A person is considered legally blind if corrected vision is not better than 20/20, or if peripheral fields are no more than 20 degrees diameter or 10 degrees radius. Eighty to ninety percent of people who are legally blind have some measurable vision or light perception. Even those students who may appear to travel and function without assistance are likely to still require some type of classroom accommodation. Most students with visual disabilities use a combination of adaptations for class participation, including readers, notetakers, Braille, cassette tapes, tape recorded books, voice-synthesizing computers and optical scanning or enlarging devices. It should be noted that not all students who are totally blind can or want to read Braille. Some medical conditions may actually preclude that skill. Conditions such as diabetes, for example, may reduce sensation in the fingertips as a result of poor circulation, therefore limiting a person's ability to read Braille. Instructional strategies and potential accommodations Provide a list of textbooks, assigned reading and test dates as far in advance of the course as possible. Students may need to make arrangements to have books taped or Brailled, which could take several months. Read aloud or have another student quietly read any written material presented in class to the student with a visual disability. This includes materials on the blackboard, overhead, flip chart, etc. Use good contrast in printed material for persons who are partially sighted. Write larger and darker when using the chalkboard. Create an environment as noise-free as possible. Unnecessary sounds can be distracting. For example, turn off the overhead projector when not in use. When using aides such as videos, models, or slides, have someone available to assist the student with a visual disability by describing the material. If possible, make the material available for a private showing. Try to speak directly facing the class; turning your head away can muffle or distort the sound of your voice. Since the student with a visual disability can not see visual cues, it is important for him or her to be seated in a position to receive verbal cues. Dog guides are trained and well behaved. Do not worry that they will disturb your class. They will need no special consideration except possibly in planning field trips. Encourage the student to meet with you to discuss any potential modifications of assignments at the beginning of the term. Consider an alternative form of an assignment if the original format creates an excessive burden for a student who is visually disabled. It is important to remember that any alternative version should require the same level of skill and effort as the original assignment. Invite students to discuss timelines for projects and assignments with you. Information gathering and assistance from readers, notetakers or volunteers may require additional time. Be prepared to give the student additional lead time to complete assignments. The majority of students with visual disabilities will use tape recorders, notebook computers or other technology for note taking. If not, a notetaker may be necessary. Test adaptation and administration alternatives Adapted testing procedures generally include the use of readers, scribes, large print exams, word processors, computers, large-print magnifying equipment or tape-recorded exams. Allow for test taking in a separate, quiet setting, such as an empty office, classroom, conference room, etc. If quiet, private space is not available in your building, please contact the Hawley Academic Resource Center. Allow additional time for students to complete the exam. A minimum of double the allotted exam time is typically considered appropriate. Communication suggestions Introduce yourself and anyone else present when speaking to a student with a visual disability. Do not feel uncomfortable using words such as see or look; students with visual disabilities use these terms also. When walking with a student who has a visual disability, allow him or her to take your arm just above the elbow. Walk with a natural manner and pace. A dog guide is trained as a working animal and should not be petted or spoken to without the permission of the handler. A general rule of thumb is that the dog is working while in a harness. Ensure that when giving directions to a person with a visual disability you are clear and accurate. Use north, south, east and west as well as left and right. When guiding a person with a visual disability, slow down when approaching steps or obstacles and let him/her know what is in his/her path. Let the student know if you will be going up or down the stairs. When coming to a door, tell the student if it opens in or out. When offering a seat to a student with a visual disability, place the student's hand on the back or arm of the chair. This gives the student a frame of reference to seat him or herself. Let a student with a visual impairment know when you are leaving the room.
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