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Visual impairment

Visual impairment, also known asvision impairment or vision loss, is a decreased ability to see to a degree that causes problems not fixable by usual means, such as glasses. Some also include those who have a decreased ability to see because they do not have access to glasses or contact lenses.

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There is no 'typical' vision-impaired student: the impairment may be the result of a range of conditions and its impact will depend on the type, extent and timing of vision loss.

The impact of the impairment on learning will vary significantly according to the nature and extent of vision loss: some students will have been born without vision, others will have lost it gradually; some will have no vision at all, others will have some vision, be light-sensitive, or have limited peripheral vision. It is also possible that vision and light-sensitivity will fluctuate day-to-day.

Some students may rely on a guide dog or white cane to assist mobility while others have sufficient residual vision to get around independently. Students may require adjustments and assistive devices to facilitate access to education. An adjustment may be as simple as a seat near the front of the class, but most students use assistive technology (such as closed-circuit TV, screen-magnification or screen-reading software) to enable them to read and access the internet.

Impact of Vision Impairment and Blindness

The learning processes of students with vision impairment may be affected in the following ways:

Students with vision impairment may access information in a variety of ways, for example Braille, audio-tape, or enlarged print. Braille readers cannot skim read and may take up to three times as long as other students to read a text. Students with some vision may be large-print readers. Many will be unable to read examination questions and handouts in standard print or read their own handwriting when answering examination questions. They may also be unable to take their own notes. Extra time is needed to carry out some tasks, such as locating words in a text when shifting from one reading medium to another.

Students who need information put into alternative formats must wait, often up to six to eight weeks, for the material to be produced for them. This means that they will often fall behind other students in the class.

Students with vision impairment may feel isolated in the learning environment, which can have an impact on learning.

Headaches often result from eyestrain. This may reduce considerably the study time available to these students.

Participation and interaction in tutorials may be limited. It is difficult for students who cannot see the body language and interactions of others to feel comfortable about participating. Judging when it is appropriate to interrupt or to take a turn in discussion is particularly difficult.

Teaching Strategies

There is a range of inclusive teaching and assessment strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group which includes students with vision impairment.

We often take for granted the amount of visual information received every day. Many students with a vision impairment do not have a lifetime of visual experiences to draw upon. It may be necessary to consider the amount of assumed visual content in your subject when designing learning tasks.

Prepare as much information as possible in electronic format - this makes it much easier to provide materials in accessible formats and allows users with disabilities to adapt the information to a format which is suitable for them.

Make required book lists and course materials available early so there is sufficient time for them to be reproduced in audio or Braille, if required.

Indicate compulsory texts in your reading list, noting important chapters if possible. Specifying the order of reading within a text is helpful, as it can take many weeks to have a book reproduced into audio or Braille.

For students with vision impairment your teaching style will need to be 'verbal'. Think about how to communicate information to students who cannot see what you are doing.

Verbalise what is written on the blackboard and on PowerPoints. Talk through any calculations as they are made or procedures as they are carried out. Read any printed information and describe any charts or graphs being used.

Academic activities which take place off-campus (such as industry visits, interviews or field work) may pose problems and on-campus alternatives may need to be considered.

Provide an individual orientation to laboratory equipment or computers in order to minimise the anxiety likely in an unfamiliar environment.

Consider supplementing laboratory practicals, experiments or field trips, for example by audio taping commentaries.

Inform the student if you plan to use videos, slides or PowerPoints, and discuss alternative ways of presenting the necessary information.

Because students with vision impairment are generally slower than other students in completing reading tasks (reading is slower; considerable time is involved in getting material taped or Brailled), provide reading lists well before the start of a course so that reading can begin early. Consider tailoring reading lists and provide guidance to key texts.

Providing the student with a vision impairment with prior notice that you plan to use a film or video in class allows him/her the option to request to see it beforehand. This will enable him/her to sit very close to the screen or have someone explain the film or video. It would be helpful to 'pause' on important points when the student is viewing the resource in class with others.

A student may have difficulty finding his/her essay or assignment in a pigeonhole or amongst a pile of other students' work.

Students may not be able to read your hand-written comments. It would be helpful if you could negotiate alternative feedback mechanisms with the student.

Students are usually able to access online learning materials with the use of assistive technologies if websites follow accessible web design guidelines.

The vision of some students may be affected by the glare from fluorescent lights or sunlight so you may need to attend to some aspects of your teaching environment. This should be done unobtrusively.

Use tactile graphics where necessary

Assessment Strategies

In considering alternative forms of assessment, equal opportunity not a guaranteed outcome, is the objective. You are not expected to lower standards to accommodate students with a disability, but rather are required to give them a reasonable opportunity to demonstrate what they have learned. Once you have a clear picture of how the disability impacts on learning, you can consider alternative assessment strategies:

Students with a vision impairment may need particular adjustments to assessment tasks. Once you have a clear picture of how the disability impacts on learning you can consider alternative assessment strategies.

Provide extensions to assignment deadlines if extensive reading has been set. Consider setting alternative assignments in which students have the opportunity to work intensively on a few selected texts rather than having to read widely.

Examination papers may need to be enlarged or Brailled, with tactile diagrams, maps etc. It may be necessary to provide heavy line paper, a scribe or special writing implements.

Some students may undertake examinations using a personal computer with assistive software. Some may need other assessment adjustments such as a reader/scribe, an oral examination, audio taped questions or large print papers. It may be necessary to provide extra space for equipment and specific personnel or a separate examination venue if the noise from equipment being used is likely to be distracting for other students.

Provide extra time in examinations. Some students with vision impairment will require double time for examinations so time for rest breaks will be essential. Take-home examinations or split papers are a preferred option under such circumstances.

Tactile graphics

People with a vision impairment are finding tactile graphics extremely valuable and, in some cases, vital for successful study, work and leisure. While people with a vision impairment are routinely provided with text transcribed into Braille, audio or large print, the pictures, diagrams and maps which accompany text are often omitted or only very briefly described.

Visual graphics can effectively be converted into tactile graphics, even for the highly graphical information contained in maps and scientific material. This is not simply a matter of taking a visual image and making some kind of tactile photocopy - the tactile is a considerably less sensitive sense than the visual.

Visual graphics need to be re-designed by experts, in a variety of formats such as vacuum-formed (thermoform), swell paper (microcapsule paper) and embossed (such as that produced on a Braille printer). They can also be accompanied by labels and descriptions in Braille or audio format.

Tactile graphics are useful when:

the user is print-impaired but has some tactual ability

a concept not easily described in words

a real object is unavailable for touching

the shape, form or pattern is significant

it is necessary to illustrate scale and explain maps, technology or biological relationships

a one-time reference or reminder is needed

the educational experience can be enhanced.

Tactile graphics are not, however, exact replicas of the original, nor are they good for fine detail and representing very large graphics. They should not be used without training and support materials.

Colour Blindness

Colour blindness (or colour deficiency) is typically a genetic condition, although it can also be the result of injury, disease or ageing. (Although not actually called colour blindness, age-related colour deficiency is a result of the yellowing of the corneas, which severely hampers the perception of violet and blue.)

It is much more common in men than in women - around one in 12 men have some kind of colour perception problem. There are many different types and degrees of colour blindness. It is extremely rare to have monochromasy, the complete absence of any colour sensation.

Related Resources

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Inclusive Teaching: Blind and Vision Impaired

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There is no 'typical' vision-impaired student: the impairment may be the result of a range of conditions and its impact will depend on the type, extent and timing of vision loss.

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Physical deformities

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Overview

Dyslexia is a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words (decoding). Also called a reading disability, dyslexia is a result of individual differences in areas of the brain that process language.

Dyslexia is not due to problems with intelligence, hearing or vision. Most children with dyslexia can succeed in school with tutoring or a specialized education program. Emotional support also plays an important role.

Though there's no cure for dyslexia, early assessment and intervention result in the best outcome. Sometimes dyslexia goes undiagnosed for years and isn't recognized until adulthood, but it's never too late to seek help.

Symptoms

Signs of dyslexia can be difficult to recognize before your child enters school, but some early clues may indicate a problem. Once your child reaches school age, your child's teacher may be the first to notice a problem. Severity varies, but the condition often becomes apparent as a child starts learning to read.

Before school

Signs that a young child may be at risk of dyslexia include:

Late talking

Learning new words slowly

Problems forming words correctly, such as reversing sounds in words or confusing words that sound alike

Problems remembering or naming letters, numbers and colors

Difficulty learning nursery rhymes or playing rhyming games

School age

Once your child is in school, dyslexia symptoms may become more apparent, including:

Reading well below the expected level for age

Problems processing and understanding what is heard

Difficulty finding the right word or forming answers to questions

Problems remembering the sequence of things

Difficulty seeing (and occasionally hearing) similarities and differences in letters and words

Inability to sound out the pronunciation of an unfamiliar word

Difficulty spelling

Spending an unusually long time completing tasks that involve reading or writing

Avoiding activities that involve reading

Teens and adults

Dyslexia signs in teens and adults are a lot like those in children. Some common dyslexia symptoms in teens and adults include:

Difficulty reading, including reading aloud

Slow and labor-intensive reading and writing

Problems spelling

Avoiding activities that involve reading

Mispronouncing names or words, or problems retrieving words

Spending an unusually long time completing tasks that involve reading or writing

Difficulty summarizing a story

Trouble learning a foreign language

Difficulty doing math word problems

When to see a doctor

Though most children are ready to learn reading by kindergarten or first grade, children with dyslexia often have trouble learning to read by that time. Talk with your health care provider if your child's reading level is below what's expected for your child's age or if you notice other signs of dyslexia.

When dyslexia goes undiagnosed and untreated, childhood reading difficulties continue into adulthood.

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Causes

Dyslexia results from individual differences in the parts of the brain that enable reading. It tends to run in families. Dyslexia appears to be linked to certain genes that affect how the brain processes reading and language.

Risk factors

A family history of dyslexia or other reading or learning disabilities increases the risk of having dyslexia.

Complications

Dyslexia can lead to several problems, including:

Trouble learning. Because reading is a skill basic to most other school subjects, a child with dyslexia is at a disadvantage in most classes and may have trouble keeping up with peers.

Social problems. Left untreated, dyslexia may lead to low self-esteem, behavior problems, anxiety, aggression, and withdrawal from friends, parents and teachers.

Problems as adults. The inability to read and comprehend can prevent children from reaching their potential as they grow up. This can have negative long-term educational, social and economic impacts.

Children who have dyslexia are at increased risk of having attention-deficit/hyperactivity disorder (ADHD), and vice versa. ADHD can cause difficulty keeping attention. It can also cause hyperactivity and impulsive behavior, which can make dyslexia harder to treat.

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This learning disorder involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words.

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How I Teach Writing to My Teen With Dysgraphia

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Autism is a developmental disorder characterized by difficulties with social interaction and communication, and by restricted and repetitive behavior.

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Hyperactive Disorder

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National Institute of Mental Health (NIMH)

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Overview

Attention-deficit/hyperactivity disorder (ADHD) is marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. People with ADHD experience an ongoing pattern of the following types of symptoms:

Inattention means a person may have difficulty staying on task, sustaining focus, and staying organized, and these problems are not due to defiance or lack of comprehension.

Hyperactivity means a person may seem to move about constantly, including in situations when it is not appropriate, or excessively fidgets, taps, or talks. In adults, hyperactivity may mean extreme restlessness or talking too much.

Impulsivity means a person may act without thinking or have difficulty with self-control. Impulsivity could also include a desire for immediate rewards or the inability to delay gratification. An impulsive person may interrupt others or make important decisions without considering long-term consequences.

Signs and Symptoms

Risk Factors

Treatment and Therapies

Join a Study

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Attention-deficit/hyperactivity disorder (ADHD) is marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. People with ADHD experience an ongoing pattern of the following types of symptoms: Inattention means a person may have difficulty staying on task, sustaining focus, and staying organized, and these problems are not due to defiance or lack of comprehension.

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Learning disability in mathematics

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About the Author

About the Author

The Understood Team is made up of passionate writers, editors, and community moderators. Many of them learn and think differently, or have kids who do.

Reviewed by

Reviewed by

Daniel Ansari, PhD is a professor in developmental cognitive neuroscience at Western University, Canada.

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The Understood Team is made up of passionate writers, editors, and community moderators. Many of them learn and think differently, or have kids who do. Daniel Ansari, PhD is a professor in developmental cognitive neuroscience at Western University, Canada.