Visual Impairment

Definition & AB Educ. Code

Visual impairment is a limitation of one or more functions of the eye that cannot be corrected
with the use of glasses or contacts. The exceptionality is considered to have a low-incidence rate
amongst students. There are two Alberta Education codes for visual impairments:
Code 56: VISUAL DISABILITY (ECS: Code 30; Grades 112: Code 56):
A student/ECS child identified with a mild to moderate visual disability is one whose vision is so
limited that it interferes with the ability to learn and requires modification of the learning
environment. A student/child who is designated as having limited vision should have a visual
acuity of less than 20/70 (6/21 metric) in the better eye after correction and/or a reduced field of
vision.
Code 46: BLINDNESS:
A student/child with severe vision impairment is one who:
has corrected vision so limited that it is inadequate for most or all instructional situations, and
information must be presented through other means; and has a visual acuity ranging from 6/60
(20/200) in the better eye after correction, to having no usable vision or a field of vision reduced
to an angle of 20 degrees.
For those students/ECS children who may be difficult to assess (e.g., cortical blindnessdevelopmentally delayed), a functional visual assessment by a qualified specialist in the field of
vision or a medical professional may be sufficient to support eligibility.

Characteristics &/or
Teaching Strategies & Resources
Observable Behaviours

Students who are visually

impaired may experience
the following:
Uncomfortable/uneasy
in unfamiliar settings
Feeling of isolation
due to their disability
Increased feelings of
stress
Struggle to pick up on
social cues
May use a cane or
have a seeing eye dog
May appear to be
unable to focus
Shorter attention span

Braille textbooks:
Braille is a type of written language
where the words are written with a
pattern of raised dots on a page that is
felt by fingers.
When using Braille in the classroom, it
is important to ensure that the student
can read Braille. This may require that
the school provides the student with an
assistance to teach them how to read
Braille.
Laptop programs (eg. Zoomtext):
Assignments/notes can be uploaded into
the program so that they can be enlarged
and easier for the student to see. This
program also allows students to respond to
assignments by being able to type in the
program.
Student would need to have a
laptop/computer all the time. Teacher must
also have digital copies of each assignment
or set of notes to email to the student.

Links &/or Sources

Voice Print http://www.ami.ca/

Pages/default.aspx
Speaking Graphing
Calculator http://shop.aph.org/
webapp/wcs/stores/
servlet/Product_Ori
on%20TI84%20Plus
%20Talking
%20Graphing
%20Calculator_10734000P_10001_11051
Sample Activities http://vision.alberta
.ca/media/83125/3
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Voice recorder:
Used to record teacher lectures.
Students can used this as a study tool,
rather than having to review notes through
a program like Zoomtext.
Scribe (for assignments or testing):
An academic accommodation for students
who are visually impaired is to have a
scribe to write for them. This will allow for
the students to express their ideas during
tests and quizzes and allow them the same
opportunities for achievement as other
students.
Voice Print
(http://www.ami.ca/Pages/default.aspx):
Voice print is a Canadian website that
provides audio for various newspapers, free
of charge. This would be an excellent way
to have your exceptional student be able to
participate in some of the Social Studies
units that involve current events.
It would be easy to implement into the
classroom as long as you have access to
technology.
Visual Efficiency Skills:
These skills are used to accurately interpret
visual information and complete visual
tasks as efficiently and effectively as
possible. With comprehensive, systematic
training and practice, most students can
learn to use their remaining vision more
effectively and efficiently.
Visual efficiency training may include blur
interpretation, scanning and location skills,
strategies to improve visual efficiency (e.g., use
of appropriate lighting or wearing tinted lenses
to reduce glare), and strategies which enhance a
given students access to visual information

%202010.pdf
Adapted program
of studies from the
California
Department of
Education http://www.cde.ca.g
ov/sp/se/sr/docume
nts/braillemathstan
d.pdf
NSCC Disability
Services http://www.disabilit
yservices.nscc.ca/e
n/home/disabilitiesi
nformation/sensory
disabilities/default.
aspx
Standard for
Special Education https://education.al
berta.ca/media/511
690/ecep_blind_or_
visually_impaired.p
df
Special Education
Coding Criteria http://education.alb
erta.ca/media/8708
251/spedcodingcrit
eria_2012-2013.pdf
Information for
Teachers http://www.learnalb
erta.ca/content/inm
dict/html/visual_im
pairment.html