SNED 112 LEARNERS WITH SENSORY AND PHYSICAL DISABILITIES
M | Lesson 3
How can Learners with Visual Impairment Learn Best in an
Educational Setting?
Learning Outcomes:
▪ Demonstrate understanding of inclusive educational programs and
supports for learners with visual impairment.
Time Frame: Week 6
Introduction The significance of our acquired knowledge about learners with
visual impairment and their schooling experience are essential foundations in
educational planning. In this section, the discussion of educational planning is
limited to the discussion of instructional accommodations for learners with visual
impairment who are placed in inclusive educational settings.
Instructions: Recall what you learned about accommodations in Module 1 Lesson
3. Write your answer to the question, What did you already know about each type
of accommodation?
Presentation
Response
Scheduling
Setting
Figure 21 Types of Accommodation and Their Descriptions
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Learners with visual impairment need all types of accommodations if they are to
be provided equal opportunity and full participation in inclusive educational
settings. Now, think about why a learner with a visual loss would need:
a. Presentation Accommodation
b. Response Accommodation
c. Scheduling Accommodation
d. Setting Accommodation
You must not lose sight of the question, How can learners with visual impairment
learn best in an educational setting? I identified an inclusive educational setting in
this context. So, remind yourself that the succeeding discussion is situated with
an inclusive educational setting in mind.
Instructional Accommodations for Learners with Visual
Impairment
In considering accommodations, we used the 4-component framework of
Presentation, Response, Scheduling, and Setting accommodations (Florida
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Department of Education, 2018). To anyone who is learning about the concept of
accommodation-
It must be recalled that the intent of accommodation is removing the barriers.
Barriers in educational settings restrain learners from fully participating. Providing
accommodations is a “key component of effective educational programs for
students with disabilities” (Florida Department of Education, 2018, p. 26). an
essential characteristic of an inclusive educational setting. Providing
accommodation to learners with hearing [visual] impairment does not mean
changing what they are required to learn. Providing accommodation to learners
with hearing impairment [visual] means changing how they access and
demonstrate learning. (Module 1 Lesson 3)
The assumption is, with accommodations, learners with visual impairment will be
able to learn best in inclusive educational settings. It is imperative to ask: In what
ways does the disability affect the learner? especially, in making decisions about
which accommodation shall be provided. To provide a clearer perspective of what
accommodation will look like in the 4-component framework, consider the
following examples of accommodations in the reading and writing activities:
Table 6. Accommodation Examples in Reading and Writing Activities
Type of
Reading Activity Writing Activity
Accommodation
PRESENTATION • Use textbooks and recreational • Use high-contrast writing
books in audio/recorded or braille tools and a non-glare
format writing surface
• Provide reading materials in
enlarged or Braille copies
• Keep information visually simple
and clean; devoid of visual noise
• Speak aloud notes that are
written (e.g., on the board)
RESPONSE • Allow submission of reading • Use high-contrast writing
activity responses in Braille or tools and a non-glare
audio formats writing surface
• Use software that allows screen • Allow learners to write in
reading or voice output programs Braille or use computers
for completing a writing
assignment
SCHEDULING • Allow extra time; some learners • Allow extra time
with visual impairment experience
eye fatigue
SETTING • Seat the learner at a place where • Seat the learner at a
s/he can access information with place where s/he can
the least distraction from noise, work comfortably and with
light, and other obstacles the least distraction
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Read further to learn about a few more strategies on the different types of
accommodations.
• Presentation Accommodation. Access to information is a primary issue for
learners with visual impairment. Without presentation accommodation, the
latter will not have an equal opportunity to learn. The aim in providing this
type of accommodation is better visual efficiency. Teachers can provide
this accommodation by intentionally considering color and contrast, and
size and distance. For instance, apply the general suggestion of increasing
contrast between object and background (e.g., black print on white
background). For visual graphics and models, teachers may rather explore
the usefulness of raised line drawings and tactile objects. In terms of size
and distance, there are benefits to enlarging materials, using preferred
seating, adjusting desk heights, using magnification, and electronic
devices with intents of increasing ease of viewing.
• Response Accommodation. There are several strategies that do away
from requiring learners to write manually. Learners may respond verbally,
by typing their answers and or writing them in Braille. Electronic use,
including software that converts speech to text, may also be utilized.
• Scheduling Accommodation. Extended time is an essential
accommodation strategy for several reasons, including, eye fatigue, or the
extra time it will take to complete a task that requires the use of adaptive
equipment. Advance organizers are also useful (e.g., advance lecture note
outlines).
• Setting Accommodation. Lighting and room arrangements are common
areas that need adjustments. The setting should be able to provide a
variety of lighting situations. So, shades and lamps are good starting
points to consider. Room arrangements need to eliminate unnecessary
obstacles; and when changed, to reorient the learner with visual
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impairment about the new arrangement. Put markings and increase
contrast on the wall and on the floor to ensure safe movement. This
accommodation should allow the learner with visual impairment to move
around independently, and with a cane when the visual loss calls for it.
Moreover, setting accommodation may also be about providing a sighted
guide, especially when traveling to unfamiliar places within the school
campus.
Forum: Conversation Starter Toward a Project Proposal. The major requirement
of this course is the Project Proposal Portfolio: Inclusive Educational
Practices and Support. Review the description of the project in the course
syllabus. Toward this end, it is significant to start thinking about your role as an
advocate for learners with visual impairment.
Use the conversation starter below to begin an internal dialogue (conversation
with yourself).
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Post your initial conversation in the Forum. Your link to the forum is found in
Module 2 Lesson 3 in the course UVE. If the submission format is not possible,
please contact the teacher before the date of submission to discuss other
options.
Give yourself a good pat on the back. You did wonderful in completing Module 2!
Affirm these words to yourself: I forgive myself for my inadequacies; I am in the
growth process but I get better each time!
In Lesson 3, you are able to:
a. demonstrate an understanding of the role of accommodations in supporting
learners with visual impairment in an inclusive setting.
You now have a developing understanding of learners with visual impairment,
their schooling experience, and what helps them learn best in an inclusive
educational setting. This means you completed Module 2 Learners with Visual
Impairment. Turn the page to begin Module 3 Learners with Sensory
Impairment.
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