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Chapter Nine
Teaching Students with
Sensory Impairments
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Introduction

There remains some debate regarding the
best setting in which to provide services for
students with sensory impairments.



Historically, many students with sensory
impairments were served in residential facilities.
Today, many students with sensory impairments
are served in general education classrooms.
Most students with sensory impairments are
capable of handling the academic and social
demands of general education classroom settings.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Accommodations

For students with sensory impairments,
a variety of academic accommodations
may be needed such as:



Seating adjustments
Sophisticated equipment for listening,
communicating, or navigating
Support of additional personnel
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Low-Incidence Disabilities

Sensory impairments are considered
low-incidence disabilities since there
are not large numbers of these students
in the school population.

These students represent a very small
percentage of all students who are
disabled.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Basic Concepts
About Hearing Impairments (HI)

HI is a hidden
disability.

However, when
communicative
skills are needed,
hearing
limitations
become evident.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Placements

Relatively few students with profound hearing loss
(deafness) are educated in general education
settings.


More students with mild to moderate hearing
impairments are educated in general education
settings.


When these students are in general education settings, they
need major accommodations.
These students can function more easily in these settings.
Students with minimal hearing loss do not qualify for
special education.

These students are at a distinct disadvantage if the teacher
does not provide recognize and accommodate their
problems.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Impact of Hearing Loss
on Language Acquisition

The relationship of hearing loss to language
acquisition is very important for teachers to
understand.

This means that language is a dominant
consideration when discussing appropriate
education for students with hearing losses.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Hearing Impairments Defined



Hearing impairment is the generic term used
to cover the entire range of hearing loss.
Deafness describes a person with a hearing
loss that is so severe that speech cannot be
understood through the ear alone, with or
without aids.
Hard of hearing describes individuals who
have a hearing loss that makes it difficult, if
not impossible, to understand speech through
the ear alone, with or without a hearing aid.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
How Hearing
Loss is Measured

Hearing loss is often measured in decibel (dB).

Individuals with losses from 25 to 90 dB are
considered hard of hearing.

Individuals with losses greater than 90 dB are
classified as deaf.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
IDEA Definition
Deafness means a hearing impairment
that is so severe that the child is
impaired in processing linguistic
information through hearing,
with or without amplification, that
adversely affects a child’s education
performance.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
IDEA Definition
Hearing impairment means an impairment
in hearing, whether permanent or
fluctuating, that adversely affects a
child’s educational performance, but that
is not included under the definition of
deafness in this section.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Definition
of Minimal Hearing Loss
Minimal hearing loss, which is not
included in the federal definition of hearing
impairment. This condition, however,
can cause problems for students.
Minimal hearing loss is defined as a loss
of hearing between 16 and 25 dB.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Classification of HI




Conductive Hearing Loss (mild loss in both
ears)
Unilateral Hearing Loss (loss only in one
ear)
Mild Bilateral Sensorineural Hearing Loss
(caused by sound not being transmitted to
the brain
Moderate-to-Severe Bilateral Sensorineural
Hearing Loss (more severe loss in both
ears)
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Prevalence of HI

About 0.11% of students with hearing impairments
are served in special education.

Despite this small number, the Centers for Disease
Control and Prevention have estimated that as
many as 15% of all children experience some
degree of hearing loss.
 This includes those children with minimal
hearing loss that does not result in eligibility for
special services.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Causes of HI
There are many causes of hearing
Impairments. These include:
genetic causes

developmental anomalies

toxic reaction to drugs

infections

prematurity

Rh incompatibility

birth trauma

allergies
(c) Allyn & Bacon 2004Copyright © Allyn

and Bacon 2004
Characteristics of HI

Psychological

Communicational

Academic

Social-Emotional
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Indicators of HI
Turns head to position •Gives incorrect
of speaker
answers to questions
Misarticulates certain
speech sounds or
omits certain
consonant sounds
Asks for information
to be repeated
frequently
Has frequent colds,
earaches, or
infections
Withdraws from
classroom activities
that involve listening
Uses a loud voice
when speaking
Appears inattentive
and daydreams
•Has a confused
expression on face
Pulling or pressing on
ear
Has difficulty
following directions
Has a restricted
vocabulary
Does not respond
when spoken to
•Is easily distracted
by visual or auditory
stimuli
•Fidgeting or moving
about in seat
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Formal
Assessments

The assessment of hearing ability requires the
use of various audiological techniques
including:
 Pure-tone audiometry tests
 Bone conduction hearing tests
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Informal Assessment
Teachers and school personnel should
engage in informal assessment of
students suspected of having a hearing
impairment. Informal assessment
typically focuses on observing students
for signs that might indicate a hearing
loss.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Realities of the General
Education Classroom

Students with HI vary greatly in their need for
supports in the general education classroom.


Students with mild losses typically need minimal
supports.
Students with severe hearing impairments typically
require specialized instructional techniques such
as:
 Alternative communication methods
 Use of interpreters
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Continuum-of-Placement Options

Placement of students with HI ranges from
general education classrooms to residential
schools for the deaf.

The topic of educational placement has been the
most controversial aspect of educating students
with HI.

The placement decision for students with HI
should be based on the unique needs of the
student and the IEP process.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Placement Trends


The trend is towards educating more
students with HI in general education
classrooms.
During the 1998-1999 school year:


almost 60% of all students with HI were
educated in general education classrooms
for at least 40% of the school day.
fewer than 10% of students with HI were
educated in residential
settings.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Standard Operating Procedures


Students with HI should be required to follow the
same rules, routines, and procedures expected of
other students.
Some procedures may have to be modified to
accommodate special needs.


Example: Students may need to be allowed to leave their
seats to get the attention of a student who cannot hear a
spoken communication.
Example: Teacher may want to establish a buddy system in
which a student with normal hearing is assigned to assist
the student with a hearing impairment (e.g., taking notes,
notifying of fire drill).
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Physical Considerations

Seating is a major consideration.



Teachers need to ensure that students are seated to
maximize the use of their residual hearing and/or to have
an unobstructed view of an interpreter.
Students with HI need to be seated so that they can take
advantage of all visual cues.
Teachers should seat students who use
interpreters so that they can easily see the
interpreter, the teacher, and any visuals
that are used.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Teaching Tips


Seat student in the
best place to facilitate
attending and
participating.
Seat students in a
semicircular
arrangement to
increase sight lines
for students and
teacher.

Position teacher so
that the student can
read lips.

Position teacher so
that he or she faces
students when talking.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Creating a
Favorable
Environment


Attention must be given to creating a
supportive acoustical environment
throughout the classroom.
Acoustical modifications include:





Acoustical ceiling tiles
Carpeting
Thick curtains
Rubber tips on chair and table legs
Proper maintenance of ventilation systems,
lighting, doors, and
windows
(c) Allyn &
Bacon 2004Copyright © Allyn
and Bacon 2004
Preinstructional Considerations
Allow students to
move about the room
to position themselves
for participation in
ongoing events.
Provide visual
reminders indicating
the amount of time left
for an activity or the
end of class.
Acquire or develop
visually-oriented
materials to augment
orally presented
topics.
Let students use
swivel chairs.
Ensure that adequate
lighting is available.
Include a section of
the lesson plan for
special provisions for
students with HI.
Reduce distractions
and competing noise
by modifying the
classroom
environment.
Use cooperative
learning arrangements
to facilitate student
involvement.
Use homework
assignment books and
make sure students
understand their
assignments.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Communication Strategies

The most challenging aspect of teaching
students whose hearing is impaired is
making sure that:

they participate in communicational
activities that are occurring in the
classroom.

they are able to handle the reading and
writing demands of the classroom.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Communication
Strategies

Students who have profound hearing
loss must rely on alternative means of
communication such as sign language
or lip reading.

Teachers need to remember that sign
language does not follow the grammatical
conventions of English.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Communication Strategies

Students may use some form of manual
communication such as American Sign
Language (ASL).




Teachers are not required to learn this language.
Teachers should make an effort to know some of the
more common signs and to be able to finger-spell the
letters of the alphabet as well as numbers one to ten.
If students can communicate only by using sign
language, an interpreter will most likely need to be
present.
Teachers should know basic information about the
roles and functions of an interpreter.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Communication
Strategies


Another form of communication that
may be effective is cued speech.
Cued speech is a system of hand cues
that enhances lip-reading.


Eight different handshapes represent
consonant sounds and four hand positions
represent vowel sounds.
By using the signs near the lips, students
have cues that
help with their lip-reading.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Tips for
Delivery of Instruction




Make sure students are
attending.
Provide short, clear
instructions.
Speak clearly and
normally; do not
exaggerate the
pronunciation of words.
Keep your face visible
to students.


Avoid frequent
movements around the
classroom, turning your
back on students while
talking, and standing in
front of a bright light
source.
Use gestures and facial
expressions.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Tips for
Delivery of Instruction



If the student reads
speech, make sure that
your mustache and
beard are trimmed to
maximize visibility.
Maintain eye contact
with the student, not the
interpreter.
Encourage students to
request clarification and
to ask questions.


Check with students to
confirm that they are
understanding what is
being discussed or
presented.
Identify other speakers
by name so that students
can more easily follow a
discussion among more
than one speaker.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Tips for
Delivery of Instruction



Repeat the comments of
other students who
speak.
Paraphrase or
summarize discussions
at the end of a class
session.
Write information when
necessary.


Have students take
responsibility for making
themselves understood.
Provide students with
advance organizers such
as outlines of lectures
and copies of overhead
transparences.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Tips for
Delivery of Instruction

Provide summaries,
outlines, or scripts of
videotapes, videodiscs,
or films.

Let students use
microcomputers for word
processing and for
checking their spelling
and grammar.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Tips for Addressing
Social-Emotional Needs
Create a positive,
supportive, and nurturing
classroom environment.
Help the students with
normal hearing
understand the nature of
hearing impairment and
what they can do to
assist.
Help students develop
problem-solving skills.
Encourage class
involvement through
active participation in
classroom activities and
interaction in small
groups.
Practice appropriate
interactive skills.
Help students develop
realistic expectations.
Let students know that
you are available if they
are experiencing
problems and need to
talk.
Encourage and assist
students to get involved
in extracurricular
activities.
Prepare students for
dealing with the demands
of life and adulthood.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Assistive Listening Devices



Assistive listening devices (ALDs) include
hearing aids and other devices that amplify
voices and sounds, communicate messages
visually, or alert users to environmental
sounds.
Even children with mild losses (16dB to 25dB)
may have problems hearing faint or distant
speech without some amplification.
Hearing aids are the predominant ALD found in
schools.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Tips for Maximizing
Students’ Use of ALDs
Know what type of ALD a
student uses.
Ensure that the system is
functioning properly.
Understand how the device
works.
Make sure background noises
are minimized.
Be able to determine whether
a hearing aid is working
properly.
Make sure students avoid
damaging their hearing aids
by accident.
Help students keep their
Be sure students turn off the
hearing aids working properly. transmitter when not engaged
in instructional activities to
prevent battery loss.
Keep spare batteries on hand.
Perform troubleshooting of all
components of the system.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Promoting
Inclusive
Practices



Students with HI may have a particularly difficult time
associating with the “hearing” culture.
Teachers must ensure that these students become part
of the community of the school and class and are
socially accepted by their peers.
Teachers may have to orchestrate opportunities for
social interactions by using such strategies as:




Grouping
Pairing students for specific tasks
Assigning buddies
Establishing a circle of friends
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Basic Concepts About
Visual Impairments (VI)



Although the number of students whose vision creates
learning-related problems is not large, having one
such student in a classroom may require a host of
accommodations.
Vision plays a critical role in the development of
concepts, understanding of spatial relations, and the
use of printed material.
Students with VI may need adaptive devices or
techniques such as:
 Braille
 Optical Devices
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Visual
Impairments
Defined
Blindness has different meanings
depending upon context.
Legal blindness refers to a person’s
visual acuity and field of vision. It is
defined as a visual acuity of 20/200
or less in the person’s better eye
after correction, or a field of vision
of 20o or less.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Visual Impairments Defined
An educational
definition of
blindness implies
that a student must
use Braille or aural
methods in order
to receive
instruction.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Visual Impairments Defined
Low vision indicates that some
functional vision exists to be used
for gaining information through
written means with or without the
assistance of optical, nonoptical, or
electronic devices.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Classification
of Visual Impairments




Refractive Errors (farsightedness,
nearsightedness, and astigmatism)
Retinal Disorders
Disorders of the Cornea, Iris, and
Lens
Optic Nerve Problems
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Other Types of
Visual Impairments







Strabismus – improper alignment of the eye
Nystagmus – rapid involuntary movements of the eye
Glaucoma – fluid pressure buildup in the eye
Cataract – cloudy film over the lens of the eye
Diabetic Retinopathy – changes in the blood vessels
of the eye caused by diabetes
Macular Degeneration – damage to the central
portion of the retina, causing central vision loss
Retinitis Pigmentosa – genetic eye disease leading to
total blindness
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Tunnel vision denotes a condition caused by
deterioration of parts of the retina, which leaves
the person with central vision only. Individuals
who have tunnel vision can see as if they are
looking through a long tube; they have little or
no peripheral vision.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Impact of Vision Problems

Whether or not the student has usable
residual vision is an important issue, as is the
time at which the vision problem developed.

Students who are born with visual loss have a
much more difficult time understanding some
concepts and developing basic skills than
students who lost their vision after they have
established certain concepts.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Prevalence of VI

Vision problems are common in our society.

Corrective lenses allow most individuals to
see very efficiently.

Visual impairments increase with age as a
result of the aging process.

Approximately 0.04% of students are
classified as visually impaired.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Causes of VI






Genetic Causes
Premature Birth
Anoxia
Retinal
Degeneration
Physical Trauma
Infections
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Characteristics of
Students with VI

Psychological
Characteristics

Academic
Characteristics

Communicational
Characteristics

Social-Emotional
Characteristics
The most educationally relevant characteristic of
students who have visual impairments is the
extent of their visual
(c) Allynefficiency.
& Bacon 2004Copyright © Allyn
and Bacon 2004
Assessment of VI

Formal Assessment



Typical eye examination assesses visual
acuity and field of vision.
The Snellen Chart is commonly used to
assess visual acuity.
Informal Assessment


Typically involves observation of behaviors
Teachers need to be aware of behaviors that
could indicate a visual problem.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Eligibility


To be determined eligible for special
education, students with visual problems
must meet guidelines established by the
states under IDEA.
These guidelines focus on the visual acuity of
students:


Students with a 20/200 acuity or worse, in the better
eye with best correction, are eligible under the
“blind” category.
Students with a visual acuity of 20/70 to 20/200 are
eligible as low-vision students.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Continuum-of-Placement Options

Students with visual impairments must have
a full range of placement options and be
evaluated individually to determine the most
appropriate placement.

Although some students who are totally
blind function very well in general education
settings, many are placed in residential
schools where they receive more extensive
services.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Placement
Trends


Today, the trend is in the direction of more inclusive
placements.
During the 1998-1999 school year:
 more than 85% of students with VI were served
in general education classrooms at least 40% of
the school day.
 almost 50% were served in general education
classrooms more than 80% of the school day.
 fewer than 10% were educated in residential
schools.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Standard Operating Procedures

The same standards of expected behavior
should be applied for all students, including
those with visual problems.

Students with visual limitations, however,
may need special freedom to move around
the classroom, to find the place they can
best see demonstrations of participate in
classroom activities.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Physical Considerations



Students with visual problems need to know
the physical layout of the classroom so that
they can navigate through it without
harming themselves.
Appropriate seating is extremely important
for students who are able to use their
existing vision.
Placement of the student’s desk, lighting,
glare, and distractions should be
addressed.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Preinstructional Considerations

Class schedules must allow extra time for students
who use large-print or Braille.

Test-taking procedures must be modified.



Preparing an enlarged version of the test
Arranging for someone to read the test
Special instruction in study skills (e.g., notetaking,
organizational skills, time management, and
keyboarding) may be needed.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Specific
Accommodations


Assign a classmate to
assist students who
need help with
mobility in emergency
situations.
Teach all students in
the class the proper
techniques of being a
sighted guide.


In advance, inform
staff members at
fieldtrip sites that a
student with a visual
problem will be part of
the visiting group.
Tell students with
visual problems when
you are entering or
leaving a room.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Specific
Accommodations


Have all students
practice movement
patterns that you
expect of them.
Orient students to the
physical layout and
other distinguishing
features of the
classroom.


Maintain consistency
in placement of
furniture, equipment,
and instructional
materials – remove all
dangerous obstacles.
Keep doors to
cabinets, carts, and
closets closed.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Specific
Accommodations



Assist students in
getting into unfamiliar
desks, chairs, or
furniture.
Eliminate auditory
distractions.
Seat students to
maximize their usable
vision and listening
skills (usually frontand-center).



Ensure that proper
lighting is available.
Create extra space for
students who must
use and store a piece
of equipment (e.g.,
Braille, notebook
computer).
In lesson plan, include
accommodations for
the student with visual
problems.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Materials
and
Equipment


Vision specialists can help teachers select
appropriate materials and equipment to
enhance the education of students with VI.
Many educational materials may pose
difficulties for students with visual problems.

Size of Print


Typically, this can be addressed by enlarging the print.
Contrast of Print

It is very hard to enhance the contrast of photocopied
(c) Allyn & Bacon 2004Copyright © Allyn
materials.
and Bacon 2004
Tips for Enhancing Photocopies
Avoid using both sides
of the paper.
Do not give a student
with a VI a poor copy
and say, “Do the best
you can with this.”
Avoid old or light
worksheet masters.
Copy over lines that are Avoid worksheet
light with a dark
masters with missing
marker.
parts or creases.
Give the darkest copies
of handouts to student
with visual problems.
Make new originals
when photocopies
become difficult too
read.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Avoid the use of
colored inks that
produce limited
contrast.
Do not use colored
paper. It limits
contrast.
Using LargePrint Materials

Large-print materials may be used
inappropriately.

These materials should be used only as a
last resort after other techniques, such as
the following, have been tried:


Optical devices
Reduction of (c)the
distance
Allyn reading
& Bacon 2004Copyright
© Allyn
and Bacon 2004
Optical, Nonoptical,
and Electronic Devices

These devices may help students by
enlarging printed images.

Teachers will need to learn about these
devices to ensure that they are used
properly and are in working order.

Teachers should consult with a vision
specialist to learn how to use these
(c) Allyn & Bacon 2004Copyright © Allyn
devices.
and Bacon 2004
Use of Braille



Students with severe visual limitations
may use Braille as the primary means of
working with printed materials.
Students who use Braille can use a
computer to write in Braille and then have
the text converted to standard print (the
reverse process is available as well).
Teachers should consult with a vision
specialist if they have a student who
requires Braille.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Specific Accommodations
Call students by name,
and speak directly to
them.
Vary the type of
instruction used, and
include hands-on
lessons, cooperative
learning, and real-life
materials.
Take breaks at regular Use high-contrast
intervals to minimize
materials, whether
fatigue in listening or
paper or the
using a Brailler or optic chalkboard – dry erase
device.
boards may be
preferable.
Ensure that students
Avoid using materials
are seated properly so with glossy surfaces
that they can see (if
and, if possible, dittoed
they have vision) and
materials.
hear you clearly.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Use large-print
materials only after
other methods have
been attempted and
proven unsuccessful.
Use environmental
connectors (e.g., ropes
or railing) and other
adaptations for
physical and other
recreational activities.
Avoid using written
materials with pages
that are too crowded.
Social-Emotional
Considerations



Research is mixed as to whether or not
students with VI are less well adjusted
than their sighted peers.
There is evidence that some students with
VI experience social isolation.
Social skills instruction may be needed.

Teachers need to remember that vision is
needed to learn many social skills (e.g.,
observing & imitating).
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Tips for Addressing
Social-Emotional Needs




Encourage students
with VI to become
independent learners
and to manage their
own behavior.
Create opportunities
for students with VI to
manipulate their own
environment.
Teach students how to
communicate
nonverbally.



Reinforce students for
their efforts.
Help students develop a
healthy self-concept.
Provide special
instruction to help
students acquire social
skills.
Work to eliminate
improper mannerisms
that some students with
VI display.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Examples of Technology

Magnifiers

Closed-Circuit
Television

Monoculars

Braille Printers

Speech Input/Output
Devices
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Strategies for
Promoting Inclusive Practices

Remember that the student with a VI is but
one of many students in the classroom with
individual needs and characteristics.

Use words such as see, look, and watch
naturally.

Introduce students with VI in the same way
you would introduce any other student.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Strategies for
Promoting Inclusive Practices

Include students with VI in all classroom
activities, including physical education, home
economics, etc.

Use the same disciplinary procedures for all
students.

Encourage students with visual problems to
move around the room just like other
students.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Strategies for
Promoting Inclusive Practices

Use verbal cues as necessary to cue the
student with a visual impairment about
something that is happening.

Provide additional space for students with VI
to store materials.

Allow students with VI to learn about and
discuss with classmates special topics
related to vision loss.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Strategies for
Promoting Inclusive Practices

Model acceptance of students with VI as an
example to other students.

Encourage students with VI to use their
specialized equipment.

Discuss special needs of the student with a VI
with specialists, as necessary.
Always tell a person with a VI who you are as
you approach.

(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Strategies for
Promoting Inclusive Practices

Help students avoid mannerisms associated
with VI.

Expect the same level of work from students
with VI as you do from other students.

Encourage students with VI to be as
independent as possible.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Strategies for
Promoting Inclusive Practices

Treat students with VI as you treat other
students in the classroom.

Provide physical supports for students with
concomitant motor problems.

Include students with VI in outdoor activities
and team sports.
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Cultural Values
to Consider




Communication
Health Beliefs
Family Structure
Attitude Toward
Authority



Etiquette
Expectations of
Helping
Time Orientation
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004
Personnel Supports
for the
General Educator




Vision Specialist
Orientation and
Mobility
Instructor
School Health
Personnel
Counselors


Adaptive
Physical
Education
Instructor
Vocational
Specialists
(c) Allyn & Bacon 2004Copyright © Allyn
and Bacon 2004