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A visual impairment is that even with correction, adversely affects an individual's educational performance.

Source: Textbook, Special Education in a Contemporary Society, chapter 13

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Some common characteristics include:

Vision Function Problems

Academic Performance

Social and emotional development: Children learn social interaction through nonverbal language that is often perceived through visual means

Educational implications: Children with visual impairments may rely on the tactile and auditory stimuli to maximize their learning

Independent living skills: Skills for independent living are taught from an early age

Travel skills

Vocational skills: Vocational skills are taught from an early age

Source: Textbook, Special Education in a Contemporary Society, chapter 13

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The leading causes of visual impairments include:

refractive errors

cataract

diabetic retinopathy

glaucoma

age-related macular degeneration

eye injury

cortical visual impairment

retinopathy of prematurity

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WHO fact sheet on blindness and visual impairment providing key facts, definitions, causes, who is at risk, global and WHO response.

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How to detect visual impairment in young children

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In my classroom, some strategies I would use are:

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

Verbalizing what is written on the blackboard and on PowerPoints. I would talk through any calculations as they are made or procedures as they are carried out. And I would read any printed information and describe any charts or graphs being used

I'd inform the student if I plan to use videos, slides or PowerPoints, and discuss alternative ways of presenting the necessary information

I would use tactile graphics where necessary

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

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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

ADCET Webinars and other recordings

Weblinks and other resources

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Inclusive Teaching: Blind and Vision Impaired

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Inclusive teaching practices for students who are blind or vision Impaired

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Strengths of Students with Visual Impairments: 

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Strengths of Students with Visual Impairments: 

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There are a lot of difficulties that occur for students with visual impairments, especially in the classroom, but they also have strengths that they could bring to my classroom. Some strengths are: Strong imagination, conversation starters, they often ask for help and then can continue the conversation. They also have a strong memory because the more you can't see the more you have to remember.

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Complete or partial sight loss may seem like the end of the world. I'm not saying that coping with it is easy. But why not look at it from the other side? Everything negative has its positives.

1. Being part of the community

Believe it or not, we are not alone in the world coping with the same situation. This is even more true for people with disabilities. The feeling of belonging to a community of people whom we can trust and with whom we can relate is something that is not granted to anyone. From my own experience, I can say that most of my friends come from a community of visually impaired people and I wouldn't change them for anything in the world.

Visually impaired people often become friends

2. Do not judge the book by its cover

Appearance is so important to many people that they forget what is inside of them. Skin color, physical appearance or clothing - ask yourself if you do not create an opinion about a person before you get to know him or her? Those of us who do not have this first impression may then be able to focus on what are the inner qualities of others before judging. .

3. Imagination

TV, computer games or Youtube videos? Admit how many of you just read a book instead of watching the movie? And those of you who indeed read it - weren't you disappointed with the way the subsequent film portrayed everything you imagined during the reading in a completely different way? Fantasy is a valuable thing that we should not just give up easily. If one cannot see, one cannot simply lose his or her precious imagination.

4 Sensory perception

The fact that blind people have other senses better developed is a bit of a . Yet anyone who has lost sight has to be able to rely more on other senses. If there is no way how to receive information through the eyes, they have to come in a different way. A person who cannot see can then enjoy the taste of a meal, appreciate a perfume, a texture of an cloth or a sound of music much better.

5. Conversation starter

The handicap can be treated in different ways. Are you in a new team at school or work, on a train, or at a party and want to start a conversation? Your handicap can be a good way to do so. For example, try to ask a random person for help. It rarely happens that someone refuses it. There is nothing in the way then to continue the conversation. If you also have a guide dog, you also have a great conversation starter. Who would not want to break the silence by admiring a beautiful dog and asking for his name?

Guide dogs are oftten a nice way to start a conversation

6. No queues on the airport

If you are flying somewhere, you can get many benefits as a visually impaired. In addition to the assistance you are entitled to at the airport, you do not have to stand long queues for check-in and airport checks. In addition, any disabled passenger can use the priority boarding. So you can sit comfortably and avoid crowding.

7. Disability benefits and things for free

And now is the time for what many people are envious of - financial support or things for free. Yes, even blind people are entitled to various state contributions and disability benefits. This matter really depends on the country you are from, so I don't want to spread any false information. Here is what I can get in the Czech Republic. We can travel by train cheaper and by public transport for free. We get financial support also when purchasing assistive technology or other aids. Therefore I am really glad I can live here.

8. Memory

Did you know that when someone does not see, they have to remember many more things? This may be a drawback for many people, but the more we remember, the more our memory skills evolve. This makes learning new things much easier.

9. Uniqueness

The fact that we do not see or see badly makes us special people. No one sees and perceives the world

10. Trust

It happens that a visually impaired person sometimes needs help. But relying on other people in some ways can be difficult. But all the more we value those who are still here for us and who we can rely on.

If you know about some other advantages of being visually impaired, feel free to write them in the comments.

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10 Advantages of being visually impaired - The Unseen Way

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Complete or partial sight loss may seem like the end of the world. I'm not saying that coping with it is easy. But why not look at it from the other side? Everything negative has its positives.

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There are a lot of challenges that occur in the classroom for students with visual impairments. A lot of school work has to be seen to do it. Some of the challenges I would face include:

not being able to see objects at a distance, like on a whiteboard or blackboard

having trouble reading (or learning to read) and participating in class

not being able to focus on objects or follow them, may squint often and rub their eyes a lot, have chronic eye redness or sensitivity to light

bumping into things often

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What Teachers Should Know

Kids who have vision loss that can't be fixed with glasses, contacts, or other methods have a visual impairment. They may have complete vision loss (blindness) or partial vision loss.

Visual impairments can be caused by eye conditions like amblyopia ("lazy eye") or strabismus (misaligned or crossed eyes), eye or brain injuries, or birth defects.

In school, kids may:

not be able to see objects at a distance, like on a whiteboard or blackboard

having trouble reading (or learning to read) and participating in class

not be able to focus on objects or follow them, may squint often and rub their eyes a lot, have chronic eye redness or sensitivity to light

bump into things often

In the classroom, there are many supports that can help make learning more successful. These include assistive devices, technologies, or special accommodations.

What Teachers Can Do

Educators, eye doctors, parents, and students with a visual impairment can work together to create an educational plan. This may include setting up an individualized education program (IEP) or 504 plan to help kids reach their full potential. Plans may include a classroom aide or someone to assist with note-taking, and more. As a child grows, this plan will change.

To support students in your classroom:

Make seating changes, when needed, to help kids see you, whiteboards, blackboards, or learning materials. Extra lighting may be needed.

Keep walkways open. Make sure your classroom is easy to move through and free of obstacles. Students may need extra help moving around or reaching things.

Give extra time, if needed. Some kids may need more time to travel between classes, complete assignments or activities, and take tests.

Know about assistive devices, technology, or other learning aids. Kids may use magnifiers for reading or read from large-printed books and handouts. Audiobooks are a good idea. For kids who can't type, voice-activated computers help them do classwork.

Allow verbal responses for assignments or tests to measure learning.

Have a plan for missed instruction, assignments, and testing. Students with a visual impairment may miss class time to go to doctor visits. Know how the student will make up for missed time.

Talk about and celebrate differences. Students with visual impairments want to be accepted like everyone else. But sometimes they're targeted by others who see them as "different." Talk about and celebrate differences, and focus on the interests that kids share. Be mindful of bullying, and keep a zero-tolerance policy for that behavior.

By addressing special needs and offering support when needed, you can help students with a visual impairment learn as best as possible.

Date reviewed: March 2021

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visual impairments special needs factsheets

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Visual Impairments Factsheet (for Schools)

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What teachers should know about visual impairments, and how to help students with vision problems succeed in school.