Assessing Student's Needs for Assistive Technology (ASNAT)

Chapter 8 – Assistive Technology for Vision and Hearing
Successful Strategies for Working
with Students with Vision Impairments
For successful integration of students with visual impairments into a general education classroom, the
learning environment should:
♦ Welcome all students
♦ Appeal to all senses (multisensory) in its approach to curriculum
♦ Be open to investigation
♦ Provide flexibility for lighting changes and/or size of work area changes
♦ Be hazard free
♦ Provide easy access to vision supplies
♦ Provide sensory clues for orientation to surroundings
♦ Allow freedom of movement within the classroom or work area for viewing materials at close range
Classroom materials should be adapted to meet the needs of the student with vision impairment,
including classroom assessments and standardized testing. The Vision program when necessary will
provide Braille and/or large print texts. In addition, the classroom materials can:
♦ Be adapted by the vision teacher when given to him or her in a timely manner
♦ Be more effective if a desk-top copy is provided of material presented on the board
♦ Be more easily understood if worksheets are uncluttered and adapted with clear, dark outlines and
symbols
Instructional strategies should:
♦ Include verbal descriptions of visual activities
♦ Include verbalization of routines for ease of transition
♦ Allow for physical prompts (e.g. hand-over hand) with the student’s consent
♦ Be multisensory in approach
♦ Pair classmates or small groups when appropriate as an option for completing tasks
♦ Allow adequate or extra time to complete assignments and or examinations
♦ Allow brief periods of rest during activities that require extensive use of visual skills
♦ Include the use of actual experiences and real objects to introduce new concepts
♦ Allow flexibility for the vision teacher to observe or participate within the classroom
Access to textbooks can include:
♦ Magnifiers with regular or large print
♦ Special lighting (lamps, seat placement, etc.)
♦ Large print
♦ Reading stand
Assessing Students’ Needs for Assistive Technology (2004) 196