Improving Visual Access
Special Education
Department: Blind/Visually
Impaired
Improving Visual Access for All
Students

The purpose of this powerpoint is to provide
strategies to improve visual access for:
–
All students

–
Present strategies to help all students visually access
learning materials successfully.
Students with a visual impairment

Present strategies for students who meet eligibility
criteria for special education blind/visually impaired
services.
Visual Strategies for
All Students
Visual Strategies for All Students

Handouts/Teacher Made Materials
–
Avoid dark colored paper


Black print on white provides optimal contrast
Bold colors are optimal for pictures & other graphics
–
Use only high quality copies with clear graphics
–
Avoid visual clutter

See following examples
Visual Strategies for All Students

Example of cluttered page layout
Visual Strategies for All Students

Example of uncluttered page layout
Visual Strategies for All Students

Handouts/Teacher Made Materials continued
–
Avoid fonts that are busy (script, broadway etc.)

–
(Verdana and Arial are examples of preferred fonts)
Use developmentally appropriate font sizes





Kindergarten – 18-24 point font
First grade – 16-24 point font
Second grade – 14-18 point font
Third - Fifth grade – 12-14 point font
Middle and High School – 10-12 point font
Visual Strategies for All Students

Clutter
–
Cluttered environments or learning materials often
make it difficult for children to visually process
information.

Classroom environment
–
The combination of calendar math, word walls, busy
bulletin boards etc. placed in close proximity creates
clutter.
– To avoid classroom clutter, create clear space between
displayed learning materials, and display only materials
that enhance student learning.
Visual Strategies for All Students

Clutter (cont.)
–
Cluttered learning materials can create visual
confusion for students and be overwhelming.

Learning materials
–
Turn a cluttered one page handout into two pages.
– When unable to avoid visual clutter on a page, cover a
portion of the page (plain book mark, reading window).
– Also see handouts/teacher made materials.
Visual Strategies for All Students

Interactive Whiteboards
–
–
–
–
Use high contrast colors (blue & black preferred)
Keep screen simple avoiding clutter
Test ease of viewing from the back of the
classroom
Backgrounds should be plain not patterned
Visual Strategies for All Students

Lighting
–
–
–
Avoid glare on the whiteboard, computer screen
interactive whiteboard
Be aware of glare on laminated materials
Characteristics of fluorescent lighting (flickering,
humming, brightness) can affect many students
adversely, such as:




Sensory overload
Headaches
Irritability
Dry eyes
Visual Strategies for All Students

Computer Access
–
Use settings to adjust monitor to meet individual
student needs

–
–
–
Font size, brightness, enlarged cursor, resolution,
accessibility features
Avoid glare
Consider dimming overhead lights
Adjust position of monitor based on size of
student
Students with Temporary
Visual Conditions
Students with Temporary Visual
Conditions

Common Causes of Vision Difficulties
–
–
–
–
–
–
–
–
Eye patching
Not wearing glasses
Eye infections
Light sensitivity
Headaches
Fatigue
Allergies
Undiagnosed correctable eye conditions
Reading Difficulties
Reading Difficulties

When students are struggling with reading,
determine if they have received a
comprehensive eye examination (preferably
by a pediatric ophthalmologist) to rule out a
visual impairment.
Vision Therapy
Vision Therapy

Vision therapy is a medical intervention that
is typically prescribed by optometrists and is
not supported by the American Association of
Pediatric Ophthalmology and Strabismus or
the American Academy of Ophthalmology.
Vision Therapy

Vision therapy/behavioral visual therapy is
not conducted in the school setting and is not
considered an educational service.
Vision Therapy

When discussing reading issues, parents
may share medical information that
describes visual characteristics such as: eye
teaming, convergence insufficiency, and/or
visual processing difficulties that require ongoing vision therapy.
Vision Therapy



See these links for further information
regarding professional perspectives on vision
therapy:
http://www.aapos.org/terms/conditions/108
http://www.aao.org/about/policy/upload/Learning-Disabilities-DyslexiaVision-2009.pdf
Criteria for Special Education
Category of Blind/Visually
Impaired
Criteria for Special Education Category
of Blind/Visually Impaired

In order to qualify for service, students must
meet both medical and educational
requirements.

The first step in the eligibility process is for a
teacher for students who are blind or visually
impaired (TBVI) to review medical records
from an ophthalmologist or optometrist
documenting a diagnosed visual impairment.
Criteria for Special Education Category
of Blind/Visually Impaired

See the following Minnesota Department of
Education link for criteria:

https://www.revisor.leg.state.mn.us/rules/?id=3525.1345
Improving Visual Access for
Students with a Visual
Impairment
Improving Visual Access for
Students with a Visual Impairment

There are many different types of visual
impairments and each particular type results
in unique visual functioning.

Students with visual impairments require the
expertise of a teacher for students who are
blind or visually impaired who understands
the functional implications of various medical
eye conditions.
Improving Visual Access for
Students with a Visual Impairment
•
A teacher for students who are blind or
visually impaired (TBVI) must be consulted
for input on the impact of a visual
impairment on the following:
•
•
•
accessing learning materials
recommending necessary accommodations or
modifications
providing input on the impact of a visual
impairment on both incidental and structured
learning
Improving Visual Access for
Students with a Visual Impairment

Because a visual impairment impacts all
areas of development and learning, it is
necessary for a teacher for students who are
blind or visually impaired to collaborate with
all IEP team members.
Contributing Authors
Exsted, R. 2014
Gullette, A. 2014
Kochevar, J. 2014
Ward, K. 2014