ADVANCING LEARNING through INCLUSION
Visual Impairment
What does visual impairment involve?
According to the WHO, visual impairment ranges from low vision to total blindness and also affects colour, contrast and visual field, thus limiting interaction with one’s surroundings.
This condition may have different causes such as eye disease, injury or genetic conditions, and it may be congenital or acquired in one’s lifetime. Visual impairment not only affects visual acuity, but also can have an effect on the perception of colour, contrast sensitivity and visual field, limiting a person’s ability to interact with his or her surroundings in a conventional manner.
People with visual impairment may encounter significant barriers in education. The lack of access to adequate teaching materials, the dependence on visual materials in education, and inaccessible physical spaces are just some of the challenges faced by these students. As a result, it is crucial that educators are empowered and aware so that they can offer a meaningful and accessible learning environment focused on the educational needs of the students.
Teaching strategies for students with visual impairment should be designed not only to mitigate limitations imposed by the disability, but also to promote autonomy, participation and academic success.
These strategies go beyond mere physical or technological adaptations. They imply a holistic approach that takes into account the emotional, social and cognitive needs of students.
ENABLING STRATEGIES
By means of accessible and inclusive practices, such as the use of materials in an accessible format, verbal description of visual content, and the integration of assistive technology, teachers can transform their classroom into a space where all students, irrespective of their visual capacity, have the opportunity to achieve their potential.
Moreover, collaboration with Special Educational Needs (SEN) experts, families, and other professionals is essential in order to guarantee that the individual needs of each student are addressed effectively.
Educational resources in accesible formats
Provide all educational resources in accessible formats, such as braille, audio or digital documents compatible with screen readers. Ensure that these materials are available alongside the materials for the rest of the students.
Detailed verbal descriptions
Describe all visual content used in class, such as images, graphs, diagrams or videos, in a clear and detailed way. This will allow students with visual impairment to understand the information better.
Physical surroundings
Organise the classroom so that it is free of obstacles. Inform the student of the classroom layout and let him or her know in advance of any changes to the distribution of furniture or materials.
Assistive technology
Familiarise yourself with assistive technology used by the student, such as screen readers, electronic magnifiers or braille devices. Ensure that the student has access to adequate technology during classes.
Exams and tasks
Adapt exams and tasks so that they are accessible. This might include the presentation of questions in braille or digital format, the use of oral evaluations or allowing more time to complete an exam.
Peer support
Encourage collaboration between classmates, assigning roles such as ‘help mate’ to help with taking notes, navigating the classroom or accompanying a student in group activities at the beginning of the course.
Information and communication
Enable access to all information and ensure that communication, whether verbal or written, is clear and comprehensible. If necessary, use alternative methods to ensure comprehension.
Constant feedback
Offer constant and constructive feedback to the student. Ensure that he or she understands the content and instructions and is progressing adequately in his or her studies.
Ongoing professional development
Participate in ongoing training on inclusive education and the specific needs of students with visual impairment. This will help you to keep up to date on best practice and available resources and tools.
Families and experts
Communicate openly and constantly with families and with other experts, such as therapists or support teachers. This will help give a collaborative and coherent focus to students’ education.
Remember…
It is crucial that teachers are empowered and aware so that they can offer a meaningful and accessible learning environment focused on the educational needs of students.
Find out about help provided by expert institutions
Use assistive technology
Organise the physical surroundings in an accessible way
Provide constant feedback
Facilitate access to information
Adapt exams and tasks where possible
“Fear is the greatest impairment of all.” Nick Vujiic
with the collaboration of…
Fundación ONCE
The Fundación ONCE for the Cooperation and Social Inclusion of people with disabilities was set up in February 1988 by agreement of the General Council. In September of that same year, it was launched as an instrument of cooperation and solidarity on the part of blind people in Spain towards other collectives with disability to improve their living conditions.
