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This is an excellent power point that includes accommodations and support for children who are both visually and hearing impaired.

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Working with Students who are deaf or HOH

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Working with Students who are deaf or HOH

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This site offers ways of working with students who are deaf or HOH. This site is great for gaining a better understanding of how to work with these students.

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About UDL When applied to learning, Universal Design becomes a framework for teaching and learning that addresses the widest possible variety of learning needs, styles, and preferences. It recognizes that each of us has preferred modes of receiving and processing information or demonstrating knowledge and abilities.

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This site offers ways of adapting the school environment to support students with hearing loss.

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In the single-sided handouts below, nine different hearing losses are described, accompanied by information on the possible impact of hearing loss. The handouts address the possible impact on speech and language, social interactions, and educational accommodations/service needs specific to each hearing loss. These handouts may be useful in understanding the impact of a hearing loss as well as for advocating for services with school or medical staff. Select the handout that represents the average range of hearing loss for your student or child.

The dB levels of hearing loss are used rather than terms (i.e., minimal, mild, moderate), because these terms in no way match the seriousness of the impact that these hearing losses may have on child development, listening and learning. Any degree of hearing loss is educationally significant.
Fluctuating Hearing Loss

Relationship of Hearing Loss to Listening and Learning Needs -

Spanish version ; French version ; Japanese version 決定版
ARABIC VERSION S
Arabic 16-25 dB ; Arabic 26-40 dB ; Arabic 41-55 dB ; Arabic 56-70 dB ; Arabic 71-90+ dB ;
Example Impact Statement for Present Levels of Performance
Arabic Unilateral ; Arabic Fluctuating ; Arabic High Frequency ; Arabic Mid-Frequency or Reverse Slope
It is absolutely critical to understand that hearing aids do NOT fix a hearing loss. Even with his hearing aids Tyler will continue to experience gaps in his hearing and understanding. This was observed this in a quiet, close environment and will occur even more often during: communication containing new vocabulary, fast-paced speech, speech from a distance of greater than 3 feet, when there is any amount of background noise, group discussions and communication that includes figurative language. It is important to understand that Tyler perceives himself as comprehending all that is said, as he hears more than he misses. He can actually "hear" without his FM/DM device and even without his hearing aids. As a result he perceives himself as "understanding" the entire auditory message. He does not know what he can't hear, since he can't hear it. The complication is that the speech sounds and syntax structures that he doesn't hear are the THE MOST important ones for speech understanding. It is the minute details of speech that Tyler will not be able to access without his hearing aids and FM/DM system (e.g. the cats drink vs. the cat drinks). Continued use of both pieces of amplification technology are critical in ensuring Tyler's access to the verbal instruction and to class discussion. Being the Only Student with a Hearing Loss
As part of identifying a student's present level of performance and for IEP development it is necessary to provide a statement that summarizes the impact of the hearing loss on educational performance. The following is an impact statement for an example student that has been developed by Krista Yukow, educational audiologist, and included here with her generous permission:
The Lone Sounds of Life
The article below was written by a 14-year-old student with a mild-to-moderate hearing loss in one ear and a moderate loss in the other, who uses bilateral hearing aids to access sound. He has always been the only student in his school with a hearing loss, first in pre-school, then elementary school and now junior high school. He is active in sports, has good friends and does well in school. He was the first student with hearing loss in memory to be accepted into the gifted and talented program in his local area while in elementary school. When this was written in 2010 he attended junior high and hoped to be a marine biologist or veterinarian someday. He gets good grades, but has to work hard to do things that his friends who have typical hearing take for granted. The stress and frustration can be overwhelming. With each new school year, he faces the challenges of unfamiliar teachers who probably have never worked with a student who is deaf or hard of hearing before, and classmates who have never had a peer with a hearing loss. Classroom amplification systems have helped, but haven't always worked. Most of his teachers have been supportive and have gone above and beyond to accommodate his hearing loss. But every year, new problems pop up and he has to learn to cope. And, as been true his whole life, he starts each year as the only kid in school with a hearing loss. - See more at: http://www.listeningandspokenlanguage.org/Document.aspx?id=192#sthash.avoyRMkQ.dpuf

My life as the only student who is hard of hearing in my school can sometimes feel like a bottomless pit of confusion. It is not always that bad, but it is a struggle. I miss a lot of sounds. I often don't even know if I have missed a sound, sometimes at my own expense. My life at school is defined by what I hear, what I don't hear and how I learn to cope with the differences.

When I meet new people, they do not always notice my hearing aids. They often do not understand why I do things in a different way, and it may seem weird to them. They will shout at me because they think I am doing something wrong, even though it is just the way I do things. Sometimes, even when they do notice my hearing aids, they will still shout at me. They think I am just being "difficult" or I am lying about my hearing loss. They think I am dumb or don't have any "feelings" because I can't hear well.

In school, I struggle with how some teachers act. They cannot seem to adjust to having a student who is hard of hearing. For example, even though my parents and I have asked them not to, they will do things like speak facing the board and not toward the class. The sound just bounces off the board and away from me. I can only hear a bit of what they say. I can't understand those lone bits of sound if they don't talk to me.

Teachers will also sometimes change assignments orally and I will miss what they say. Then, when I turn in the assignment, I get marked down or get an "incompletion" grade, even if I have everything else correct. This makes me feel sad and confused because I try so hard, but I don't seem to meet their standards. It is not that I cannot do the work, but I need to do it my way. It takes a lot of extra energy to do simple things, like listen to a lecture or take notes on a video that is not closed-captioned. If I cannot see the notes or the information the teachers are trying to pass on to me, I find it harder to understand.

I have learned how to cope with the frustrations of being hard of hearing. I spend time with family and friends who understand me. I am also active in sports, like basketball, soccer and tennis, and that helps, but it is not without problems. Occasionally while playing basketball, I will receive a technical foul because I can not hear the referee, and once a soccer coach threatened to kick me off the team because I couldn't hear him.

Surprisingly, there are some advantages to being hard of hearing. When I sleep without my hearing aids, noises don't wake me up. I sleep well and have lots of energy when I wake up. The only bad part, of course, is actually having to get up. In school, I find it easy to focus when I take my hearing aids out. Also, I can turn my hearing aids off if my parents are nagging me. Of course that just makes them mad but, after all, I am a little bit of a teenager (but not too much of one).

There are advantages and disadvantages to being the only student who is hard of hearing in my school. Once I explain my hearing loss, most people understand and treat me fairly. Good teachers, good coaches and other school officials have helped me thrive. I have challenges to overcome, but so does everyone else, each in their own way. I may be the only kid who is hard of hearing in my school, but as I listen to the lone sounds of my life, they tell me I am not alone.

Source: Volta Voices, May/June 2010

- See more at: http://www.listeningandspokenlanguage.org/Document.aspx?id=192#sthash.avoyRMkQ.dpuf

Updated May 2017. Sincere thanks to Krista Yukow for review and revision of this web page.

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help families with speech and hearing deficiencies

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no glamour social language behavior cards

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Relationship of Hearing Loss to Listening and Learning

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In the single-sided handouts below, nine different hearing losses are described, accompanied by information on the possible impact of hearing loss. The handouts address the possible impact on speech and language, social interactions, and educational accommodations/service needs specific to each hearing loss.

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Teaching Strategies for Hearing Impaired Students

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Teaching Strategies for Hearing Impaired Students

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This site offers many different strategies used for teaching students who are hearing impaired.

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Introduction

There is a range of inclusive teaching 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 hearing impairments. 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.

First Day

Include a statement in your course syllabus regarding accommodation issues for students with disabilities. See the Suggested Disability Statement for course syllabi.

Invite students to self-identify on the first day of class by making a public statement such as: "Please contact me to discuss disability accommodations."

Lectures and Other Teaching Sessions

Keep instructions brief and uncomplicated as much as possible. When repeating instructions, repeat exactly without paraphrasing.

Clearly define course requirements, the dates of exams, and when assignments are due. Provide advance notice of any changes.

Present lecture information in a visual format (e.g., chalkboard, overheads, PowerPoint slides, handouts, etc.).

Use more than one way to demonstrate or explain information.

When teaching, state objectives, review previous lessons and summarize periodically.

Make instructional on-line course materials available in text form. For that material which is graphical in nature, create text-based descriptions of material.

Repeat the comments and questions of other students, especially those from the back rows. Acknowledge who has made the comment so students who are deaf or hard of hearing can focus on the speaker.

When appropriate, ask for a hearing volunteer to team up with a student who is deaf or hard of hearing for in-class assignments.

If possible, provide transcripts of audio information.

Allow several moments extra for oral responses in class discussions.

In small group discussions, allow for participation by students with hearing impairments.

Face the class while speaking; if an interpreter is present, make sure the student can see both you and the interpreter.

If there is a break in the class, get the attention of the student who is deaf or hard of hearing before resuming class.

People who are deaf or hard of hearing often use vision as a primary means of receiving information. Captioned videos, overheads, diagrams, and other visual aids are useful instructional tools for students with hearing impairments.

Be flexible: allow a student who is deaf to work with audiovisual material independently and for a longer period of time.

Assist the student with finding an effective notetaker from the class.

Provide hand-outs (preferably electronically) in advance of lectures and seminars.

Ensure key notices e.g. regarding cancellations or re-scheduled classes, are also announced in ways that are accessible to deaf or hearing impaired students.

In lecture/discussion classes, take care over seating arrangements and encourage people to take turns to speak. Work with the student on strategies to help them participate fully and find out if they wish any other adjustments.

Circular seating arrangements offer students who are deaf or hard of hearing the best advantage for seeing all class participants.

When desks are arranged in rows, keep front seats open for students who are deaf or hard of hearing and their interpreters.

Make field trip arrangements early and ensure that accommodations will be in place on the given day (e.g., transportation, site accessibility). Provide plenty of warning so a personal assistant or adaptive equipment can be arranged as appropriate for laboratory work and field trips.

A health and safety assessment for the student may be necessary in certain situations, and should be carried out beforehand. 'Reasonable adjustments' must be considered in the light of any perceived risk.

Individual induction to laboratory or computer equipment may be helpful

Writing Assignments and Examinations

Provide assistance with proofreading written work. Stress organization and ideas rather than mechanics when grading in-class writing assignments.

Encourage the use of spell-check and grammar-assistive devices when appropriate to the course.

General Ideas

Break information into small steps while instructing on new tasks.

For students needing other academic assistance, remind them of campus services such as the Writing Center, and the Academic Support Center.

Providing review or study sheets for exams is helpful.

Allow time for clarification of directions and essential information.

Make instructional materials available in text form on FerrisConnect.

When in doubt about how to assist the student, ask him or her as privately as possible without drawing attention to the student or the disability.

Face the class while speaking. Be sure that the student and the interpreter (if present) can see you while you lecture.

Avoiding lecturing or giving our procedural information while handing out papers. Losing eye contact with the student may also mean the loss of information for the student.

Repeat the comments and questions made by other students during class discussion. Acknowledge those who are speaking also so the student who is deaf or hard of hearing can focus their attention on them.

Using visual aids and materials during your instruction is beneficial for those with a hearing loss, as vision is their primary means of receiving information.

While the student maintains eye contact with the interpreter, it is important to remember to maintain eye contact with the student also.

Strategies Specific for the Sign Interpreter:

The student needs an unobstructed view of the sign language interpreter and the instructor. Speak directly to the student and the sign language interpreter will interpret your words directly. Do not expect the sign language interpreter to answer for the student. However, the interpreter is available to voice the student's signed comments.

Pauses between topics or main ideas during your lecture will facilitate the accuracy of the interpretation and thus be better understood by the student.

If there is only one interpreter in the classroom, he/she might need to break after 45 minutes of working. Interpreting is a highly taxing, both mentally and physically.

Sign language Interpreters who use "teaming" share the interpretation responsibilities by taking turns signing. When one interpreter is not signing, they should still be perceived as working as an integral part of the communication process for the student.

Strategies Specific for the Captionist:

In order for the student to have continuous access to the computer screen or to the person speaking and the Captionist, remember to walk around them.

It is in the Captionist's statement of ethics that they will not give away or sell the notes taken in class.

The Captionist needs to be seated at a small table near the front with access to an electrical outlet. Arrangements will have been made by the Disabilities Services staff to have this furniture in your classroom. If you do not see the table and chair the first day of classes, please notify Educational Counseling and Disabilities Services at 231-591-3057 or email ecds@ferris.edu.

Needs of Both Sign Interpreters and Captionists:

Course syllabi and any new vocabulary.

To be informed of any films, videos, or overheads to be shown in order to allow time for lighting and positioning to be arranged.

To be informed as to whether the audiovisuals will be captioned, closed captioned, labeled, titled or scripted.

Instructors should relax and talk normally, noting that there may be lag time between the spoken message and the interpretation.

When referring to objects or written information, allow time for the translation to take place. Replace terms such as "here" and "there" with more specific terms, such as "on the second line" and "in the left corner."

Strategies for Working with Students who Lip-read

Lip-reading is not easy and requires great concentration. Three quarters of it is guesswork and so clear speech and contextual clues are vital for understanding. There are lots of things you can do to make it easier for a lip reader to follow what you are saying.

Position: The deaf student will know where it is best to sit - this will often be near the front, slightly to one side of you. Try to avoid moving around (this may demand a change in your normal teaching style!)

Visibility: Face the light so you are not silhouetted in front of a bright window, for instance. Make sure you don't cover your mouth (e.g., with your hands, a cup or pen). Agree suitable cues with the student beforehand to ensure they are looking at you before you start to speak.

Speech: Speak clearly and at a reasonable and natural pace. Do not shout as this will distort your voice and lip patterns.

Reinforcing meaning: Give the student time to absorb what you have said and rephrase it if necessary. Remember sentences and phrases are easier to lip-read than single words. Use gestures where these are relevant but avoid exaggerated facial expressions. If you change the subject, make sure the deaf student knows. Write things down if you need to clarify them.

Lectures

Advance information: Lip-reading is easier when the subject area is known, so give the student a copy of lecture notes/OHPs/PowerPoint slides in advance to help familiarize with session content and vocabulary to be used. (If you put this on the Internet, everyone else will benefit too). Ensure the deaf student has relevant booklists well in advance, as they may rely more heavily on textbooks than lectures - early access to this information is a great help.

Structure: Well structured sessions are important for all students, but particularly for those who lip-read:

Include regular opportunities to review what has been covered.

Indicate when the subject is about to change, or a new concept is being introduced, by writing on the board or holding up an appropriate book or article.

Try to break up the session with opportunities to look at illustrations, pass round handouts or complete individual tasks.

Allow a little extra time for a deaf student to assimilate information and respond before progressing to the next stage.

Seminars/Group Work

These can be the most challenging situation for a deaf person.

Size: The optimum size of group for a deaf person is between 6 and 10. If a group is bigger than this it may mean that the deaf student does not have full access to discussions. Divide into smaller sub-groups and use regular plenary feedback so key points can be written on the board, or get each group to write their own summary on an overhead transparency. Either will help to reinforce key issues.

Seating: Arrange the room so that the deaf student can see everyone by putting chairs in a circle or horseshoe shape. Make sure no one is silhouetted against the light. The student may like to sit next to the chairperson as comments tend be addressed that way, or next to a notetaker so that he or she can pick up on missed discussion and follow changes in subject.

Visual cues: Signaling a change of speaker or asking participants to raise their hand before speaking can be very helpful to allow the student to look in their direction before they start to speak.

Use of Visual Aids

Boards and Flipcharts: When using OHPs, boards and flipcharts, allow students time to read what is written before starting to speak again. It is not possible to read and lip-read at the same time!

Slides: When using slides in a darkened room leave a curtain open or a spotlight on the speaker or interpreter.

Videos and Tapes: If possible, try to use subtitled videos or obtain a transcript of the commentary.

Contact Educational Counseling and Disabilities Services for general ideas to help individual students.

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Teaching Strategies for Hearing Impaired Students

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There is a range of inclusive teaching 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 hearing impairments. In considering alternative forms of assessment, equal opportunity, not a guaranteed outcome, is the objective.

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Checklist for Students who are Deaf or HOH

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Checklist for Students who are Deaf or HOH

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This is  sample IEP checklist for accommodations and modifications needed.

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Accommodations and Modifications at a Glance

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Accommodations and Modifications at a Glance

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This site offers a great amount of accommodations and modifications used for students who are visually impaired such as; instruction materials, assignments and classroom testing.

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Leer este artículo en español
When a child has a visual impairment, learning and development may need to be supported throughout the school years. Often, children require some training and instruction from teachers who specialize in working with blind and visually impaired students. Your child might also need certain accommodations, like books or materials in a format like braille or a seat near the front or back of the class, in order to participate fully in the classroom and in extracurricular activities. Learn more about the educational process and your child's rights.

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Education - FamilyConnect: for parents of children with visual impairments

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When a child has a visual impairment, learning and development may need to be supported throughout the school years. Often, children require some training and instruction from teachers who specialize in working with blind and visually impaired students.

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This site shares a list of different options students can use for assistive technology.

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Criteria  for Students who are Visually Impaired to take CBA with Accommodations

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Criteria  for Students who are Visually Impaired to take CBA with Accommodations

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This article shares the criteria needed to take college board exams with accommodations.

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To take College Board exams with accommodations, students with visual impairments must request accommodations from the College Board's Services for Students with Disabilities (SSD).

Accommodation requests must be documented. Make sure your documentation meets these seven criteria:

Diagnosis Clearly Stated

Documentation should state the specific visual impairment as diagnosed. The diagnosis should be made by someone with appropriate professional credentials, should be a clear and specific statement of visual disability and, when appropriate, should relate the disability to professional standards.

Information Current

Because disabilities change over time, documentation must be up to date. In most cases of visual impairment, the evaluation and diagnostic testing should be no more than two years old.

History Presented

Provide relevant educational, developmental, and medical history in support of the diagnosis and the functional limitation. Information about the student's history of receiving school accommodations and current use of accommodations helps the College Board understand the nature and severity of the student's visual disability and the need for accommodations.

Include the following details:

Date of onset of the visual impairment

Present symptoms

Eye examination results that meet the criteria for the diagnosis of a visual disability

Use of corrective lenses, visual therapy, or any other interventions

Student's response to the interventions

Teacher observations are often helpful as well; they may be recorded on the Teacher Survey Form (.pdf/240KB).

Diagnosis Supported

For all visual impairments other than blindness, provide eye examination records from a current evaluation. Include all measurements, data, visual fields, and visual acuity for each eye, with and without correction, if used.

If the diagnosis is based on a visual motor dysfunction, also include phorias, fusional ranges, depth perception, and visual accommodation measurements.

For blindness, no visual measurements are needed. Include a statement of blindness from the student's school or doctor. In some cases, documentation supporting the need for a requested accommodation is required.

Functional Limitation Described

Explain how the visual impairment impacts the student's daily functioning and ability to participate in College Board exams. For example, is the student able to read the test and complete an answer sheet? Does the student work more slowly than other students?

Functional limitation can be documented with the following:

The visual measurements listed above.

Summary of the student's developmental, educational, and medical history.

Teacher observations. You may want to use the Teacher Survey Form (.pdf/240KB).

Recommended Accommodations Justified

It's not enough to say that a student has a visual disability; documentation must show why the student currently needs each requested accommodation. The reason for requesting a particular accommodation is not always evident from the diagnosis. Review the documentation requirements specific to all requested accommodations in Accommodation Documentation Guidelines.

Be sure your rationale for each specific accommodation focuses on the following:

Connection between the student's diagnosed disability and the requested accommodations

Current needs of the student

Reasons requested accommodations are needed on the College Board's standardized exams, which are primarily written

Be sure to request every specific accommodation the student will need. Keep these important points in mind:

Students requesting Braille text might also need to request extended time, a means of recording answers (e.g., scribe), assistive technology, and a special calculator. Each of these would need to be requested specifically.

Approval to use a computer is not approval to use assistive technology. Students wishing to use screen readers, for example, must request both the use of a computer and the use of a screen reader, specifying the software by name and version.

If assistive technology is being requested for reading a test book (e.g., a screen reader), the student should also be sure to request the assistive technology-compatible test form.

When two or more requested accommodations serve the same purpose (e.g., Braille text and MP3 audio), a rationale showing why they are all needed must be provided.

Professional Credentials Listed

Establish the evaluator's professional credentials. Evaluators must be authorized by the state in which they practice to administer the necessary tests and to diagnose visual impairments.

Most visual disabilities are diagnosed by ophthalmologists or optometrists.

Related Topics

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To take College Board exams with accommodations, students with visual impairments must request accommodations from the College Board's Services for Students with Disabilities (SSD). Accommodation requests must be documented. Make sure your documentation meets these seven criteria: Documentation should state the specific visual impairment as diagnosed.

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Students who are Blind/ Visually Impaired in College

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Students who are Blind/ Visually Impaired in College

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This article focuses on the students who are visually impaired when going into college.  This site offers suggested classroom accommodations, accommodated testing administration and tips for positive ways of communication.

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Vision impairments can result from a variety of causes, including congenital conditions, injury, eye disease, and brain trauma, or as the result of other conditions such as diabetes and multiple sclerosis. A person is considered legally blind if his or her corrected vision is no better than 20/200, meaning seeing at twenty feet what others see at two hundred feet or having peripheral fields (side vision) of no more than 20 degrees diameter or 10 degrees radius. A person is considered visually impaired when corrected vision is no better than 20/70.

Eighty to ninety percent of legally blind people have some measurable vision or light perception. A student who is legally blind may retain a great amount of vision. Many legally blind students are able to read with special glasses, and a few can even drive. It is also important to note that some legally blind students have 20/20 vision. Although these students have perfect central vision, they have narrow field or side vision and see things as though they were looking through a tube or straw. They often use guide dogs or canes when they travel. Some blind students with only central vision loss do not require a guide dog or cane. They are able to see large objects but have great difficulty reading or threading a needle. The term "blindness" should be reserved for people with complete loss of sight. "Visually impaired" is the better term used to refer to people with various gradations of vision.

Few Allegheny students are totally blind, but the adaptations and accommodations needed by blind people can be applied to all students with vision impairments. Most visually impaired students use a combination of accommodations for class participation and learning needs, including books on tape, e-text, or voice synthesizing computers, optical scanners, readers, and Braille.

Blind Students

By the time blind students reach college (unless they are newly blind), they have probably mastered techniques for dealing with certain kinds of visual materials. Most blind students use a combination of methods, including readers, tape-recorded books and lectures and, sometimes, Braille materials. Students may use raised-line drawings of diagrams, charts, illustrations, relief maps, and three-dimensional models of physical organs, shapes, and microscopic organisms. Technology has made available other aids for blind people, including talking calculators, speech-time compressors, computer terminals with speech output, Braille printers, paperless Braille computer terminals, and paperless Braille machines.

Some blind students who read Braille prefer to take their own notes in class using a slate and stylus or a Perkins Brailler, though both are being replaced by laptop computers and other technological devices. Some blind students will get copies of notes (taken on carbonless paper) from classmates and have someone type the notes onto disk for them. They then plug the disk into a computer with speech output to listen to the notes. Other blind students tape record the lecture and later transcribe notes from the tape into Braille. It is easier for some blind students to study from tactile copy rather than from recordings, though some blind students are able to develop strong auditory compensatory skills over a period of time. Either way, the process of reading and studying requires more time for a blind student than for a sighted student.

For various reasons, some faculty members may be concerned about their lectures being taped. It should be noted that federal regulations allow this procedure as a reasonable accommodation for students who would otherwise be hindered from having adequate access to the lecture information. The SDS office can provide a statement of agreement on tape-recorded lecture policy that clarifies the purpose and limited use of tape recordings.

When a visually impaired student is present in the classroom, it is helpful for the faculty member to verbalize as much as possible and to provide tactile experiences when possible. Such phrases as "The sum of this plus that is this" and "The lungs are here and the diaphragm here" are meaningless to blind students. In the first example, the faculty member can just as easily say, "The sum of four plus seven is eleven." Blind students get the same information as the sighted students. In the second example, the faculty member may be pointing to a model or to the body itself. In this instance, the professor can personalize the locations of the lungs and diaphragm by asking class members to locate them by touch on their own bodies. Such solutions will not always be possible; however, if the faculty member is sensitized not to use strictly visual examples, both blind students and the rest of the class will benefit.

Test adaptation is another concern for blind students. Students will usually have a preference for taking tests. These preferences often involve either a reader or a taped Braille test. The student will either type the answers or dictate them to a proctor to record. Some may prefer to Braille their answers first and then read them for a scribe to record in longhand. Whatever method is proposed, the student and faculty member should agree early in the semester about how the student's academic work would be evaluated.

Some blind students use guide dogs that are specifically trained and usually well disciplined. Most of the time the guide dog will lie quietly under or beside the table or desk. The greatest disruption a faculty member might expect may be an occasional yawn, stretch, or low moan at the sound of a siren. As tempting as it might be to pet a guide dog, it is important to remember that the dog is responsible for guiding its owner and should not be distracted from the duty while in harness (and therefore working).

Courses that are extremely visual by nature, unless they are considered essential to a major, can sometimes be handled by substituting other courses. However, it should not be assumed immediately that such substitutions will be necessary. Conversations between the student and the faculty member can sometimes lead to new and exciting instructional techniques that may benefit the entire class. For example, it is often thought that a blind student cannot take an art appreciation course. However, the blind student should have an opportunity to become familiar with the world's great art. A classmate or reader who is particularly talented at describing visual images can assist the blind student as a visual interpreter or translator. It is not impossible for a blind student to have an understanding of what the Mona Lisa looks like, because the painting can be described, and there are poems written about it that may be used as teaching aids to give more insight into understanding the work. Miniature models of great works of sculpture can be displayed and touched in the classroom. Many modern museums have tactile galleries and special guided tours for people with visual impairments. The point is that certain disabilities do not automatically preclude participation in certain activities or classes. Students, faculty, and advisors must be careful not to lower expectations solely on the basis of disability.

Visually Impaired Students

Partially sighted students meet the challenge of gaining access to printed information in much the same way as blind students except for using Braille. They use taped texts, readers, raised line drawings, talking computer terminals, and other equipment. In addition, they use large print materials, closed circuit magnifiers, or other magnifying devices, as well as large print computer terminals, or telescopic lenses. Partially sighted students may also use large print typing elements for papers. Some will be able to take their own notes in class by printing large letters with a felt-tip pen. Others will tape record lectures for later use.

Several difficulties confront the partially sighted student that do not affect the blind student. For instance, the partially sighted student is sometimes viewed by faculty member and classmates as "faking it." Faculty and staff members may have difficulty believing that partially sighted students need access to printed material because most of these students do not use canes for travel and are able to get around like everyone else. Also, depending on the nature of the vision loss, these students may not be able to read other people's visual cues, so they sometimes appear expressionless and seem uninterested when quite the opposite might be true.

One partially sighted student commented that after having been observed playing Frisbee by one of her instructors, she was sure the instructor would no longer believe she was partially sighted. As she explained, she has more peripheral that central vision and is able to see a red Frisbee. If any other color Frisbee were used, she could not see it well enough to play. It is difficult for a fully sighted person to understand that playing Frisbee and reading a printed page present different visual requirements. In fact, some partially sighted students are able to obtain driver's licenses.

Another difficulty that some partially sighted students experience has a more subtle effect and can be troublesome - the psychological response that large printing evokes in a sight-reader. Such handwritten communications tend to give the reader the idea that "a child has written this" and may lead to the conclusion that a student with this kind of handwriting is immature or childish and that the written communication is less sophisticated. This problem can also occur when the student uses a larger font. The assumption is sometimes made that the student is merely trying to make a paper appear longer when a term paper of a specific length is required. Stating the number of words required instead of the number of pages solves this problem.

Potential problems can be obviated if the student and faculty member discuss the student's needs early in the semester. The Office of Disabled Student Development maintains medical information on partially sighted students registered with the Office of Disabled Student Development that verifies the nature and extent of visual disability. If faculty members have questions about student's limitations and the need for accommodations, this information can be shared with the consent of the student.

It is usually beneficial for partially sighted students to make use of what vision they have unless it is not recommended medically (after eye surgery or during an active inflammation). Sitting in the front of the room, having large print on the chalkboard, or using enlarged print on an overhead projector may assist partially sighted students. Overheads can also be reproduced on copy machines. However, the capacity to read printed materials depends greatly on such conditions as the degree of contrast, brightness, and color. It is preferable that the student and faculty member discuss what methods, techniques, or devices may be used to maximum advantage.

It is important to remember that there are a wide range of abilities among partially sighted students. Some can benefit from good sources of light; others are hindered by bright light. Some visual impairments may fluctuate from time to time, as those of persons who have multiple sclerosis often do; others remain constant. Some partially sighted students can use printed materials longer than others; some may be able to read for hours; others can tolerate only a few minutes before the strain causes their vision and mental alertness to deteriorate.

Most partially sighted students will require some adaptation for taking tests. Such adaptations may include a large print test, use of closed circuit magnifiers, a reader, a scribe, or a word processor. Many visually impaired students cannot see well enough to use a computerized answer sheet and will need to write answers on a separate sheet for someone else to record on the answer sheet. Partially sighted students will usually need extra time on their test, especially if they are reading the test themselves. The SDS coordinator can help faculty members plan appropriate instructional test accommodations.

Suggested Classroom Accommodations

Discuss necessary classroom accommodations and testing adaptations early in the semester (within the first couple of class days).

Contact the Student Disability Services office to verify a student's vision impairment and request accommodation letters if there is question about eligibility.

Taped textbooks may be available, but sometimes they can take a few weeks to arrive. The student should also be familiar with other ways to make print accessible, such as scanning the book and listening to it with a speech output system on a computer.

Be open to students' taping your lectures; agreement forms are available from the SDS office.

Provide appropriate written and verbal descriptions to accompany any visual aids, diagrams, films, or videos that you might use in class.

As you are writing on the chalkboard or discussing a diagram, verbalize what you are writing. When using technical terms, remember to spell them out or give descriptions if appropriate.

Try to speak directly to the class, remembering that turning your head away can muffle sound; body language and gestures cannot be seen.

Appropriate seating is important for a visually impaired student; since the student cannot see visual cues, he or she needs to be seated in a position to receive verbal cues.

Guide dogs are trained and well behaved. You do not need to worry that they will disturb your class.

Guide dogs will need special consideration when you plan laboratory exercises and field trips.

Accommodated Testing Administration

Adapted testing procedures generally include the use of readers, scribes, word processors, and large print magnifying equipment.

The Student Disability Services Coordinator and the professional staff of the Learning Commons are available for consultation and assistance in test administration.

Tests can be administered by having the questions read to the student by a reader.

Reproduce tests in a large print or Braille format. The Learning Commons will help implement this accommodation.

Allow extra time for test taking in a separate, quiet setting.

Use the Learning Commons professional staff and facilities to administer tests. Discuss testing arrangements with the Learning Commons staff early in the semester to assure that the process will be smooth when it is actually time to schedule and administer tests.

Tips for Positive Communication

Introduce yourself and anyone else who might be present when speaking to a student with vision impairment.

Use a normal voice level when speaking; remember a student with a vision impairment has sight problems, not a hearing loss.

Speak directly to the student with the vision impairment and address him or her by name.

Do not hesitate to use such words as look or see; students with vision impairments use these terms also.

When walking with a student with a vision impairment, allow him or her to take your arm just above the elbow. Walk in a natural manner and pace.

A guide dog is trained as a working animal and should not be petted or spoken to without the permission of the handler. A general rule of thumb is that the dog is working while in harness.

When offering a seat to a student with a vision impairment, place the student's hand on the back or arm of the seat. This gives the student a frame of reference to seat himself or herself.

Do not hesitate to ask a student what accommodations, if any, are required in the classroom. The student is the "expert" about his or her particular needs.

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Vision impairments can result from a variety of causes, including congenital conditions, injury, eye disease, and brain trauma, or as the result of other conditions such as diabetes and multiple sclerosis.

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IEP Accommodations for Student's who are Visually Impaired

This article is primarily for teachers with students who are visually impaired such as modifications in settings, accommodations in the way materials are presented and environmental accommodations or modifications.