Working with Students who have a Vision Impairment

Download this Information Sheet : PDF : 93KB.

Overview

The impact of vision loss on study depends on a number of factors including the level of vision a student has, when a person experienced the loss and the delivery and assessment of the course being undertaken. Some students have useable vision which may be blurred or distorted. Some students' level of vision is stable whilst some students experience decreasing levels of vision over the years they spend at Uni, thereby requiring frequent adjustments and the learning of new skills. Many students regulalry experience eyestrain, headaches and fatigue in keeping abreast of the required reading at university level.

To be eligible for DLU services

A report from a relevant treating health professional such as an eye specialist (e.g. optometrist, ophthalmologist) or an agency such as Vision Australia outlining a student's vision information is required. DLU staff also collect a detailed history of the student with regard to previous education and/or employment participation.

Common barriers at university

A student who has a vision impairment may experience one or more of the following barriers to learning and inclusion. Please note this list provides only a sample of common barriers.

• Access to information - both formal information presented in classes and incidental communication within and external to the class particularly non verbal information.
• Access to print material e.g. reading packs, handouts, textbooks.
• Timeliness in receiving materials in an accessible format.
• Attitudinal barriers due to assumptions of what a student can/cannot do or a perception that they will cause additional work for staff.
• Access to other visual material e.g. videos, some electronic material.
• Participation in settings such as tutorials can be compromised due to difficulties in following numerous conversation participants, not knowing who is speaking and not being able to observe non-verbal communications.
• Social isolation can occur as it can be difficult for students to initiate communication when they are unsure of who is around them.

Common examples of assistive technology

Both low-tech and high-tech assistive devices can be of significant support for students with vision impairment. It is important to note that no devices replace normal vision. Common technological supports include

• Magnifying aids, such as a monoclular viewer (telescopic device for viewing things at a distance, magnifying glasses, closed circuit television (electronically enlarges print onto a TV screen)
• Thick black pens (good contrast on white paper to assist reading)
• Tape recorders
• Computer screen reading software
• Computer screen enlargement software
• Portable Braille notetakers

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Common Academic adjustments

• Providing learning materials in an accessible format. Improving Information Access for Students with a Print Disability outlines the responsibilities University of Melbourne staff have in facilitating information access to students with a print disability
• Copies of overheads, lecture notes given before classes so that student can absorb information and is better prepared to participate in class - this information can be emailed to a student prior to classes
• Verbalising key information, especially when it is presented in only a written format
• Consideration of the environment - background noise, lighting, glare
• Minimising movement around a room when speaking, speakers identifying themselves
• Alternative examination arrangements e.g. additional reading time, additional writing time, use of a computer with specific software, enlarged or accessible format exam papers, rest breaks.
• Consideration of how a student will manage audio or video material. Discussing alternatives with the student.

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Useful Links and Resources

Creating Accessible Teaching & Support for students with vision impairment (CATS) is a web resource that has extensive information relevant to academic staff in meeting the needs of students with vision impairment.

Australian Disability Clearing House on Education and Training (ADCET) is a web based information source that provides up to date, accurate and comprehensive information about inclusive teaching, learning and assessment strategies, accommodations and support services for people with disabilities.

Teaching students who have vision impairment (DOC: 116KB), teaching and assessment fact sheet produced by ADCET.

Vision Australia is Victoria's primary service agency to people with vision impairment.

Guide Dogs Victoria provides orientation and mobility support via specialised training and/or the provision of highly trained guide dogs

Creating Accessible Teaching & Support...for students with vision impairement is a booklet addressing inclusive teaching strategies and practical support for students with a mental health condition. Free copies are available at the DLU.

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