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Low vision is an umbrella term used to describe eyesight from a moderate vision-impairment to near-total blindness after correction from surgery, medication, contact lenses, or glasses. One with low vision is lacking one or more of the following: clear vision, central vision, peripheral vision, depth perception, contrast sensitivity, or the ability to process what their eyes are seeing. 

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Low vision is an umbrella term used to describe eyesight from a moderate vision-impairment to near-total blindness after correction from surgery, medication, contact lenses, or glasses. One with low vision is lacking one or more of the following: clear vision, central vision, peripheral vision, depth perception, contrast sensitivity, or the ability to process what their eyes are seeing. 

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We have to make a conscious effort to ensure that the environment of the classroom is suitable for students with light sensitivity and low vision. Too much print on the walls (and on worksheets) can have a negative effect of these students. High contrast and big print is best for worksheets and things you expect students to look at and soak in. We also need to be aware of the light in the classroom and control how much light pours in with curtains. These students should also be seated in a way that orients their face away from the window, and they should be allowed to get closer to the board or seated near the front so no additional strain is added to their viewing experience.

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Strategy Three: Facilitating positive social interactions

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Strategy Three: Facilitating positive social interactions

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Children with visual impairments have fewer self-initiated social interactions and spend more time alone because they miss out on that nonverbal communication and using eye contact as a way to start a conversation. If you have student with low vision, make sure to seat them with a very open and friendly person as a way to combat that potential for feelings of isolation. Also, make sure you plan for lots of think pair shares and group work, so it sort of forces that important social interaction.

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Strategy two: Useful and Necessary Tools

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Strategy two: Useful and Necessary Tools

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We must supply these students with low vision with the appropriate tools needed for them to see as clear as possible. They may need a typoscope or some kind of magnifications when they need to read for study small objects. We as teachers may need to inform parents that their student really needs to get a prescription because he is having trouble seeing, and this is affecting the way he moves through the classroom and this ability to write and read. We want them to see what they read, because with out sight there is no decoding or comprehending going on whatsoever. Letting them wear hats/visor or sunglasses in doors may help, too, if it is too bright.

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You can tell if a child in your classroom falls into this category if they squint, blink, eye-rub, or crunch their face frequently or if they are sensitive to bright light, or ask to get closer to see things. There are many strategies that can help us as teachers to make the lives of these children easier as well as their learning time more productive.

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https://familyconnect.org/after-the-diagnosis/browse-by-condition/low-vision-in-children/

https://www.aao.org/eye-health/diseases/low-vision