Jump to Content

Blind or Visually Impaired

A lot of people don’t realise that most vision-impaired people can see something, or that how much someone can see will vary from person to person. A minority of people can distinguish light but nothing else. Some people have no central vision, others have no side vision. Some people see everything as a vague blur; others see a patchwork of blanks and defined areas.

Impact on learning

Student may have difficulty seeing print, presentations and blackboards.
Student may have difficulty following lectures with a heavy emphasis on visual aids (i.e. diagrams, tables, pictures and overheads).
Student may have slower speed of reading, or difficulty reading for long periods.
Student may have slower speed of work when using magnification or specialist software.
Student may have difficulty seeing things in the distance.
Student may have difficulty seeing things up close.
Student may have problems with orientation and mobility (laboratories, field trips). Changes to the timetable or room changes can be problematic if the student is not informed.
Student may have adjustment problems if diagnosed recently (both practical and emotional).

How you can help

The effect of vision impairment varies widely, depending on the condition, its progress and the person’s coping skills. Depending on the individual, it may be appropriate to consider some of the following guidelines:

Please refer to the section on Inclusive Teaching and Assessment.
Use the principles of Universal Design when developing your materials. Now is a good opportunity for you to enrol in the Universal Design in Teaching and Learning Badge.
Greet a person by saying your name, as he or she may not recognise your voice. Do not ask or expect them to guess who you are, even if they know you.
Do not go out of your way to avoid using phrases such as “see you later” or “it’s great to see you“ – people who are blind or vision impaired say these things too.
A person using a cane or guide dog has only one hand free for opening doors and carrying belongings. Offer assistance if you think it is needed but do not be offended if your offer is refused.
NEVER make a fuss of, or feed, a guide dog – he or she is working and should not be distracted when in harness. Always ask the owner’s permission first.
When guiding a person who is blind or vision impaired, walk slightly ahead of them, allowing them to take your arm just above the elbow.
Mention any stairs (saying whether they are up or down), or obstacles in advance.
When walking with a person who uses a cane or a guide dog adjust your pace to match theirs.
Reading lists should be provided well in advance to allow for conversion of books into the appropriate format for the student.
Reading lists should be prioritised, as conversion of books into an alternative format is a time consuming and expensive task.
Lecture notes and handouts should be provided in advance and in the student’s preferred format or in a format that can be easily converted by the student.
Ensure that students with visual impairments are notified of organisational changes.
Convey orally whatever you have written on the board or shown on overheads.
If you are planning to use a video tell the student and discuss alternative ways to approach the information that the student may miss.

Exam accommodations

For all in-class assessments please refer to the exam accommodations detailed in the student’s Learning and Educational Needs Statement (LENS).

Exam accommodations are determined on an individualised basis. Examples of recommended exam accommodations may include:

Use of a computer with appropriate magnification/screen reading software
Examination paper provided in alternative format – enlarged text, digital copy, braille etc.
Extra time
Use of a scribe

Impact on placement

Visual impairments will impact individuals differently. Difficulties can vary depending on the person and workplace context.

Slower speed of reading, or difficulty reading for extended periods.
Difficulty seeing things in the distance or up close.
Difficulty with orientation to team members and work setting due to visual impairment.

Placement Reasonable Accommodations

There is no one size fits all approach to implementing placement support as each person will have a unique set of challenges and coping mechanisms. The best way to establish what accommodations may be required, if any, is to attend a Placement Planning Meeting before starting on placement.

Reasonable accommodations to consider may include: 

Supervisor to be aware that the student is blind or has a visual impairment and that the supervisor maintains confidentiality.
Arrange a preplacement visit prior to the start date to allow the students to familiarise themself with the physical work environment.
Allow extra time for reading materials and task completion.

Provide written materials in employee’s, preferred, accessible format – braille, large print, audio where possible.
Use of specialist software for reading including apps on their personal phone.
Identify a mentor or workbuddy so that the student can clarify any issues they may have and if that person can also check in regularly with the student.