What is visual impairment?

Visual impairment is defined by “a range of visual losses that require adaptations for
learning in a variety of environments” (Silberman & Sowell, 1998, p. 162) and students who
have visual impairments represent a very diverse group of learners. The level of a student’s
disability is influenced by environmental factors, other disabilities, and the type or degree of
visual impairment.

The are four levels of visual impairment or dysfunction:

1. Normal vision
2. Moderate visual impairment
3. Severe visual impairment
4. Blindness
(International Statistical Classification of Diseases and Related Health Problems, 10th
Revision, Version, 2007).

Moderate visual impairments combined with severe visual impairments are termed ‘low
vision’; and low vision combined with blindness represents all vision impairment.

EXAMPLES OF VISUAL IMPAIRMENT

There is no ‘typical’ vision-impaired student as they impairment may be resulting from a

range of conditions and its impact on the students day to day life will depend on the type,
extent and timing of their vision loss. Vision impairment can affect each individual
differently and the degree of sight among visually impaired students may vary greatly. For
example some students may only see whether it is light or dark, they may see shapes, they
may not be able to differentiate between colours or they may only be able to read large
print. Problems with an individua's visual acuity can lead to blurriness, patchiness,
wobbliness or distortions in their vision

As visual impairments may affect the student’s acuity, the student’s visual field, and/or the
student’s ability to process visual information. Because each factor has significant
implications for effective instruction, it is CRITICAL that the team works closely with the
child’s family, physicians and vision teacher to understand the nature of the child’s visual
impairment and ensure that proper techniques and strategies are used to maximize the
student’s ability to access visual information and use compensatory strategies. It is
important to note that most individuals who are legally blind have enough residual vision to
see light, colour, objects and make use of varying degrees of distance and near visual
information.

Some signs that a student may have a vision impairment

• Red or watery eyes

• Squinting (even in indirect light)
• Irritation of the eyelids
• Crossed eyes (or other obvious muscle problems) • Lack of attention (to visual stimuli)
• Holding text close to or far away from eyes
• Inability to see blackboard or objects

Visual impairment can have a major impact on motor development and skill acquisition,
which can lead to poor balance and coordination as the child grows. This can be seen in
poor performance in static and slow dynamic balance tasks, slower walking speed, a shorter
stride length and a prolonged duration in the stance phase of walking (A. Hallemans et al. /
Research in Developmental Disabilities 32 (2011) 2069–2074).

Impact of visual impairment

• Reading lectures written work
• The learning processes of students may be affected in the following ways:
• Accessibility of information: braille, audio tapes or enlarged print.
• A student who is using braille is not able to skim read and may therefore take
up to 3 times as long as other students to read a text
• Inability to take their own notes during class discussions
• Headaches may often result from eyestrain, which will reduce their study time
considerably
• Participation and interaction in classes or tutorials may be limited.
• Due to an inability to read body language and the interactions of others to
feel comfortable about participating.

Possible effects on the development of literacy skills:

 Incomplete and/or distorted visual information interferes with concept development
crucial to growth in literacy skills. Foundation skills, such as oral language and
vocabulary usage, may be affected by lack of incidental learning opportunities.
 Visual impairments may negatively affect the child’s ability to comprehend spoken
and written words and may increase the length of time required for the mechanics
of literacy (following written material, locating key information, organizing
information to be referenced at a later time).

Beginning of school year

 Meet with the student and include them in the brainstorming process on what
environmental and instructional strategies will be helpful for them specifically as all
visual impairment is different.
 Discuss classroom environmental factors such as lighting conditions, the use of
tactile cues, and proximity to the teacher during instruction to promote
independence and mobility in the classroom.
 Once there has been a strategized classroom layout that works for both student and
teacher, ensure that the layout of the particular classroom is not constantly
changing.
 Provide instruction and directions in the students preferred and strongest mode of
communication
  Work with team members, student, and family to identify appropriate homework
and assessment options and requirements.

Teaching Strategies

• Personal delivery – speech, visibility, position, classroom distraction equipment

• Presentation – structure, pace, contributions
• Visual Aids

Personal delivery

• Identify yourself
• Introduce others or ask fellow students to identify themselves prior to speaking
• Speak naturally, don’t avoid language you would use normally such as the terms
‘look’ and ’see’
• Use accurate and specific language when giving instructions
• Glare from light may affect an individuals vision, so altering your teaching
environment may be necessary

PRESENTATION
• For students with vision impairment your teaching style will need to be verbal – so
ensure that you are not rushing through information.
• Verbalise what is written on PowerPoints or whiteboards
• Talk through any procedures or calculations that you may take
• Describe any graphs or charts and read any written information out loud
• Offer to record any sessions on a phone so that the student is able to go back over
what you said if they cannot create notes.
• Allow more time to complete tasks and provide breaks to combat fatigue.

Visual aids
• Hardcopies of any materials prior to starting the class,
• Written material is accessible in the appropriate format, such as large print for an
individual with low vision, software such as a screen reader that converts
information on a computer screen to audio or to a braille format.
• Make the required books lists and course materials available early so there is
sufficient time for them to be reproduced

Examples
• Darker lines on paper
• Increased font size on handouts
• Varied activities to give eyes a rest
• Printed handouts
• Talking calculator
• Magnifying devices
 • Use voice recorder

References:
Hallemans, A., Ortibus, E., Truijen, F. & Meire, F. (2011). Development of independent
locomotion in children with a severe visual impairment, Research in Developmental
Disabilities, 32. 2069-2074. doi:10.1016/j.ridd.2011.08.017
Retrieved from:
https://reader.elsevier.com/reader/sd/pii/S0891422211003209?token=999A1E2280
CF2FF0C708CB4B0E61A6278A2496A1B112032168ABDC23EC71C4F48AE73BC534FDF
75B39432490A1593D2C

World Health Organisation. (2010). International Statistical Classification of Diseases and

Related Health Problems, 2(10), 1-195. Retrieved from:
https://www.who.int/classifications/icd/ICD10Volume2_en_2010.pdf