Towards Success in Tertiary Study
Blind and low vision

This resource aims to assist students who are blind or have low vision and who are studying or intend studying at tertiary level.

Strategies for successful study
Information and resources

Strategies for successful study

Tertiary study is challenging. It is important that students undertake a realistic study load and consider disclosure as institutions cannot meet individual needs without an understanding of the issues. Students can maximise their chances of success by developing a range of study strategies and by using the various services available.

Students may find it useful to explain to others the condition of their vision and the possible impact on study. For example:

• Methods of accessing information
• Use of adaptive technology and other equipment
• Additional time required to complete tasks (e.g. accessing and presenting information in alternative formats)
• Ability to sustain concentration
• Confidence and participation
• Need for breaks to reduce eye strain and fatigue
• Affected mobility
• Advanced auditory, memory and listening skills.

“.... after seven years of not feeling confident that I could cope at uni, I was talked into going to uni by my family. I found out that I in fact did quite well at uni and was in the top group of students in some of my subjects…”

Preparing for study
Study techniques and tips

Preparing for study

• Talk to other students who have completed or are studying tertiary courses.
• Consider how to manage challenges and address assumptions about what can and can’t be achieved.
• Contact the Disability Liaison Officer (DLO) or Student Centre before the course begins to discuss special arrangements including alternative format requirements.
• Get course outlines and booklists before semester begins and start any reading.
• Explore the available adaptive technology in the library, Study/Academic Skills Unit and Disability Liaison Unit. Investigate funding for equipment.
• Establish meeting arrangements with any support staff.
• Tour the campus to become familiar with access routes.
• Find some of the quieter places for study in the library and avoid noise overload in a busy campus.
• Develop realistic timetables for study and assessment tasks (including start and due dates) and allow extra time for alternative formatting needs.
• Organise efficient filing and storage systems for subjects.
• Plan for study using SMART goals: Specific, Measurable, Assignable, Realistic, Time frame.

“...I find the Internet to be a great resource. It decreases the isolation of low vision because I miss out on so much of the visual world. I can talk to other students who have used special software and a range of adaptive technology through a whole range of mailing lists. Being able to find information online for assignments can be much less difficult for people who are blind or have low vision compared to having to go out to libraries and rely on research assistants...”

Study techniques and tips

Lectures and tutorials
Reading
Preparing assignments
Exams and assessment
Dealing with stress

Lectures and tutorials

• Attend all lectures, tutorials and laboratory sessions. Find out what was covered in any sessions missed.
• Meet lecturers and tutors before the first session and explain needs.
• Arrange alternative formats for reading materials and handouts early.
• Check the layout of each venue early.
• Establish seating preferences: close to front for visibility and hearing; required lighting; access to power etc.
• Ask for any written information on the board to be read out.
• Ask for an explanation of content for any visual presentations such as film.
• Ask tutors and students to mention names before speaking to assist with identification and input.
• Be fully prepared for tutorial presentations: determine presentation style including materials for other students; practise and time delivery; prepare questions to stimulate discussion.

“...I used to dread having to give a presentation as I couldn’t tell what the audience thought of the content as I was speaking. It was great that our tutor used feedback sheets from students to comment on our talks. I found that these were really useful. They also helped provide a supportive learning process...”

Reading

• Contact the DLO to find out about readers or accessible/alternative formats for reading materials.
• Read selectively; ask lecturers to indicate important texts.
• Determine the purpose of reading before beginning.
• Record main points and bibliographic details at the same time.
• Share reading lists with others to cut down on reading.
• Listen to entire audio recordings on fast speed first then replay relevant sections.
• Maintain concentration by listening in an upright position.

“...Contrary to what people would expect, that I would prefer everything enlarged, I preferred to have text reduced to the smallest size that I could read so that I could have the text compacted into my field of vision as I have Retinitis Pigmentosa. I also used yellow acetate on any handouts to enhance contrast...”

Preparing assignments

• Speak to the lecturer or DLO about submitting assignments in alternative formats.
• Academic/Study Skills Advisers can provide information and instruction about writing/recording techniques and critically read/listen to assignments prior to submission.
• Clarify the required academic style. Ask lecturers and Academic/Study Skills Advisers for copies of model assignments.
• Start early and allow for more intensive use of readers and material formatting.
• Break large tasks into smaller mini jobs with deadlines for ease of management and completion.
• For audio presentations: seek advice about style, referencing and footnotes.
• If lecturers' comments on essays are unclear, ask for further feedback in preferred format.

“...I found that I used a combination of equipment to suit different subjects from 4-track recorders, voice synthesisers such as Eureka, a Kurzweil talking computer, zoom text software, closed circuit televisions to talking calculators. It was also important to get software help and support, often from other friends who could give me very quick answers and also from Adaptive Technology e-mail discussion lists...”

Exams and assessment

• Make arrangements early for any alternative assessments through the DLO.
• For oral exams: identify the examiners and the format of questions and answers, for example uninterrupted monologue or questions throughout; clarify time keeping and notification; ask questions to be repeated if not understood. Refer to Managing Oral Exams.
• Explore memory enhancement techniques such as Mind Tools.
• Revise regularly and study difficult subjects when most alert.
• Try working and brainstorming with other students.
• Follow up lost marks or lower-than-expected results with lecturers to improve future performance.

“...For some of my exams I managed to negotiate breaking the exam into two parts as I required so much time to answer questions in alternative formats. It was really good to have a 3 hours exam broken into two 1.5 hour exams as I had double time for an exam. This meant that I’d have to sit for three hours for each rather than 6 hours in one stretch...”

Dealing with Stress

• Pace activities and expect some tasks to take longer.
• Take time out if necessary consider part-time or distance education or deferral.
• Don’t quit or give up if feeling overwhelmed; talk to a staff member first.
• Avoid isolation and cultivate friendships: join interest clubs, study groups and online discussion lists.
• Balance study with social, recreational and sporting activities.

“...I was so excited about getting into uni that I wanted to live up to the challenge and was determined to study full-time. After I realised how different the learning process is at uni compared to school, and also because of the time lag involved in getting books and resources in alternative formats, I decided to go part-time. It was the best thing for me so that I could really achieve better marks and also enjoy the social side of university...”

Information and resources

All tertiary institutions offer student support services as well opportunities for extra-curricular and social activities. It is the student’s responsibility to make enquiries and follow up any issues. Peak organisations can also offer advice and additional support.

Accommodations
Disclosure
Student rights
Resources

Accommodations

Students should initiate any enquiries about adjustments with the Disability Liaison Unit or Student Centre before the course begins. Possible adjustments include:

• alternative formats for written materials
• alternative exam arrangements
• access to power points in theatres and classrooms
• assignment extensions
• lighting alterations and glare minimisation
• alternative course tasks or assessments
• library assistance
• accessible/adaptive technology and computer hardware and software.

“...I was really nervous about asking for what I needed, I’d be pretending that things were ok and that I was coping, even when the lecturer would forget the enlarged handouts. Finally, I decided that it wasn’t worth it and I had to keep reminding him until it became part of his routine...”

Disclosure

Many of these strategies can be implemented without disclosing the condition. However, the institution will not be able to provide special consideration or accommodations without the relevant information. Students may make arrangements themselves or speak with the DLO who can then facilitate special consideration or adjustments while maintaining confidentiality.

Student rights

Students who have a disability have rights under the Disability Discrimination Act and are entitled to ask for accommodations so that they can participate in their chosen course. Students who feel their needs are not being met should discuss this with their lecturers or DLO. If dissatisfied, complaints may be first lodged through the institution’s internal procedures then taken to the Australian Human Rights Commission.

Resources

Online resources are very useful and easy to access. Academic/Study Skills Advisers and Library staff can suggest and help source study-related information and references. Students may also refer lecturers and tutors to the Disability Liaison Officer (DLO) at their institution for further information and advice.

A list of peak bodies and peer support groups can be found in the White Pages under Disability Services and Support Organisations or by searching online.

Australian Disability Clearinghouse on Education & Training (ADCET)

Blindness Resource Center

DO-IT (Disabilities, Opportunities, Internetworking, and Technology)

Disability Information Network Australia (DINA)

Disability Information Resource Centre (DIRC)

Equal Access to Software and Information (EASI)

Kurzweil Products

Voice Recognition software

Towards Success series

Original publication (68KB) (The University of Melbourne and Australian Catholic University collaboration) funded by the Commonwealth Department of Education Employment Training and Youth Affairs under the Victorian Co-operative Projects for Higher Education Students with a Disability Committee, 1997.
Written by Reem Al-Mahmoud, Patricia McLean, Elizabeth Powell, Janette Ryan.
Illustration cartoons by Michael Leunig (reproduced with permission from The Age and Michael Leunig).
Revised version funded by the Australian Government Department of Education, Employment and Workplace Relations under the National Disability Coordination Officer Program, 2009.

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