Accommodations for a Student Who Is Blind or Visually Impaired

List of needs and solutions

Accommodations in Instructional Methods and Materials

Instructions

• Change tone of voice to alert student and maintain attention.
• Read written directions aloud before starting assignment.

Notetaking

• Have learning buddy or teaching assistant read material aloud.
• Use notetaker.
• Provide oral prompts during lecture or discussion about what to include in notes.
• Provide copies of transparencies, lecture outline, or graphic organizer to assist with notetaking.
• Let student record lectures or discussions, digitally or on tape.

Support

• Give student copies of pictures and other visual materials.
• Provide materials with key information in embossed format.
• Arrange meeting with student after class to clarify lesson.
• Let student use concrete materials and manipulatives when learning math concepts.

Group Work

• Let student work with trained classmate to stay on task in group work.

Technology

• Provide audio books, large print, or braille versions of texts.
• Adjust computer monitor for maximum contrast between background and text.
• Provide assistive technology such as optical enhancer, magnifier, audio recorder, stylus and slate, reading pen or braillewriter.
• Let student use text-to-speech software.
• Provide tools and equipment with voice capability, such as talking calculator or screen reader.
• Let student record class lectures and discussions, either digitally or on tape.
• Scan worksheets, forms, or text to make them text-to-speech accessible.

Accommodations in Assignments and Assessments

Instructions

• Read written directions aloud before starting lesson.

Support

• Provide abacus or talking calculator for computation.
• Provide tactile reference points or boundaries for paper used in art activities; for example, place tape on corner or secure paper in shallow tray.
• Incorporate texture into art materials: salt or sand in paint, screening under crayon drawings, glue lines or yarn around stencil edges.
• Assign buddy to help student; let student dictate work to classmate or teaching assistant who writes it.
• Communicate homework expectations to parents so they can help.
• Use clear formatting for handouts, worksheets, and tests.
• Use a template to focus attention on one line of text or one column of math problem.

Technology

• Let student use self-checking materials or computer-assisted instruction to practice skills.
• Let student create audio or video response to assignment.

Monitoring

• Check to see if student needs help getting started.

Classroom Tests

• Read test items to student, except on tests of reading skills.
• Provide copies of test in braille, in large print format, or recorded versions.
• Reduce number of items per page.
• Let student respond orally, dictate to an aide, or record test answers.
• Provide paper with math or writing guides to produce organized, legible answers.

FCAT

• Use large print version of test.
• Let student use electronic or mechanical visual magnification devices.
• Use text-to-speech technology to communicate test directions, other than reading items.
• Enhance visual attention with pointer, template, covering portion of test, colored transparencies or overlays.
• Use braille version of test; let student write braille responses on separate paper.
• Let student dictate answers to test proctor, or digital or tape recorder.
• Let student use alternative keyboards, pointing devices, and switches to activate electronic devices.
• Let student substitute an abacus for paper and pencil math calculations.
• Let student use speech-to-text technology to record responses.
• Let student use alternative keyboards, pointing devices, and switches to activate electronic devices.
• Use fewer test items per page; increase space between test items.
• Monitor that student is marking answer sheet in correct spaces and in correct sequence.

Accommodations in Learning Environment

• Keep classroom barrier free.
• Store classroom materials and supplies in a consistent, predictable manner.
• Ensure adequate lighting for the work area.
• Provide positioning tools, such as a tilt-top desk or book stand, for easier reading.
• Ensure high visual contrast between art materials used and work surface for art activities.

FCAT

• Secure paper to work area.
• Use positioning tools, such as book stand or tilt-top desk.
• Administer test in classroom with special lighting and/or acoustics.

Accommodations in Time Demands or Scheduling

FCAT

• Provide additional time for test administration.

List of needs and solutions