Low Vision - The ACCESS Project - Colorado State University

Definition

Low vision is a term that denotes a level of vision that is 20/70 or worse and cannot be fully corrected with conventional glasses. Low vision differs from blindness in that a person with low vision has some useful sight as opposed to no sight.

Manifestation

Impaired sight exhibited by:

Low recognition of objects from a distance (chalkboard, street signs) and/or up close (reading, using materials, writing, seeing labels).
Inability or low level of ability to differentiate between colors (particularly in the green-blue-violet range) on handouts, in textbooks, signs, etc.
Difficulty clearly seeing computer screens.
Slower navigation of new environments.

Institutional Accommodations

Priority registration
- Additional time allows for the conversion of text books and print materials to alternative formats.
Alternative testing arrangements
- This may include extra time, a less distracting environment, provision of a reader/scribe, and use of a computer, including adaptive software and hardware.
Note taking support
Adaptive lab equipment (talking thermometers, calculators, probes, timers)
Inform students of electronic and community resources that provide educational and professional books in an accessible format
Provision of Resource Information
- Inform students of electronic and community resources that offer educational and professional books in an accessible format.

Assistive Technology Accommodations

CCTV/Video Magnifiers (desktop and portable)
Digital Recorders
E-Text Readers
Large Print Keyboard Labels
Microsoft Built-In Features
Portable Hand Held Magnifiers
Screen Enlargement/Magnification Software
Scan and Read Software
Talking Calculator

Teaching Strategies—What Can Faculty do?

Specific Strategies

Be descriptive during lecture: Be sure to describe any visuals used during lecture. When referring to thoughts or ideas shown on a projector, board, chart or table use formal or descriptive words that provide auditory learning as well as visual learning. As a reminder, think in terms of lecturing to a group of students while also being broadcast on the radio to a larger audience. To experience the difference try only listening to a sports broadcast on the television compared to listening to a sports broadcast on the radio.
Explain all images, charts and diagrams in descriptive text: For more information and tips on how to do this, see Training Modules and Tutorials on this website
Provide advance notice when there is a change of venue: If there is a change in the location of a class, lab or recitation session, provide ample notice so that the student can familiarize him or herself to the new location ahead of time.
Eliminate any unnecessary changes to the layout of the classroom: If it is necessary to rearrange the classroom for specific activities, give the student advance warning so that they know what to expect.
Be thoughtful when pairing or grouping students: If students are asked to work in pairs or groups try to place students with alternative needs with those that are mature enough to respect the student and work effectively in a collaborative fashion to complete assignments.
Provide materials ahead of time: Provide students with all course materials (for labs, lectures, etc.) far enough in advance so that students have the opportunity for the Disability Service Office to convert them into an alternative format; thus, allowing the student to have equal access to all the class materials at the appropriate time.
Record lectures: Provide a recorded audio version of lectures.

General Strategies

Provide Accessible Course Materials: Ensure that all curriculum materials (syllabus, notes, presentations, assignments, etc.) are available in an accessible format that can be used and manipulated by a computer (Word, HTML, RTF, PDF, etc.). To learn how to create accessible materials, see Training Modules and Tutorials on this website.
Plan Ahead: Select textbooks and materials needed for the semester as early as possible. Students with disabilities will need time to take class materials to the Disability Service Office for conversion to an alternative format.
Provide Structure: Provide a syllabus and class assignments with clearly delineated expectations and due dates.
Provide Guided Notes on the Web: Prior to lectures, provide students with consistent, structured notes that are in an accessible format. Since students with disabilities sometimes have more difficulty than others in processing new information (especially while simultaneously trying to take notes), having notes ahead of time will increase students’ ability to follow along during class and more effectively process course content. If it is not acceptable for all students to have lecture notes ahead of time, make alternative arrangements for students with disabilities such as emailing lecture notes to the student(s) or setting up an office mailbox where the student(s) can receive notes ahead of time.
Provide Multiple Methods of Presentation: Present information and ideas in multiple ways in order to address different learning styles.
Engage students in multiple ways of learning: Incorporate active teaching/learning methods where possible. For example, problem-based learning activities, community projects, in-class activities and discussions, etc.
Encourage Multiple Methods of Expression: Offer more than one way for students to demonstrate what they have learned in class. For example, students can be given a choice between taking a test, writing a paper, giving an oral presentation, producing a video, etc. Additionally, keep in mind that some students may have difficulty working in a group. Alternative ways of completing a group assignment may need to be considered.
Repeat or paraphrase questions and responses so that the whole class can hear.: This is especially important in large classrooms and when a microphone is used during live and taped presentations.
Highlight Key Points: Provide an overview when introducing a new topic, and highlight key points in a variety of ways throughout class lessons and in written materials. Use visual, verbal and interactive cues for added emphasis. This helps students know what to expect and what is most important, thus improving their ability to achieve the learning objectives.
Summarize Key Points: Summarizing key points at the end of each class will increase the student’s ability to process and integrate new information.
Chunk Information: Break large amounts of information or instructions into smaller segments (“chunking”).
Provide Study Aids: Provide study questions, study guides, and opportunities for questions and answers to help students review and clarify essential course content.
Engage with Students who Self Advocate: Team up with students with disabilities (who disclose their accommodation needs) to determine a plan that is effective for all involved.

Shaping the Environment

Seating and Positioning: Encourage the student to sit near the front of the classroom, away from doors, air conditioning units, etc., so that they can easily hear the instructor.
Provide Signage: Make sure the learning environment is properly labeled for a student with low vision.

Learning Strategies—What Can the Student do?

Advocate for self: Connect with the disability service office to learn about available services and supports. Communicate with instructors about personal learning style and any individual accommodations that are being requested. Students should also be encouraged to read the ACCESS Self-Advocacy Handbook for College Students with Disabilities, available on this website.
Contact Assistive Technology (AT) Resources: Before classes begin, communicate with AT staff members to ask about borrowing video magnifiers or to discuss campus locations where you will need low vision software installed.
Identify Additional Resources: Numerous organizations provide textbooks and leisure books in electronic format once the student is a member (free or nominal fee). The Disability Service Office and Assistive Technology Office can assist students in locating relevant community resources.
Peer Support: Seek the peer support of other students with disabilities. Refer to the Disability Service Office for information about peer support groups.
Record Class Lectures:: Ask professors for permission to record class lectures.
Plan Ahead: In order to have required course materials at the start of each semester, communicate with professors about required text books for each class, purchase books early, and bring them to Disability Service Office with ample time for conversion to an alternative format.
Use Peer Support: Seek the peer support of other students with disabilities. Refer to the Disability Service Office for information about peer support groups. Also, considder forming or joining a study group with classmates who are considerate of diverse learning needs.

Resources — Low Vision

Association for Education and Rehabilitation of the Blind and Visually Impaired: Programs, services, and products for people who are visually impaired.
Lighthouse International: Through services, education, research, and advocacy, the Lighthouse enables people with low vision and blindness to enjoy safe, independent and productive lives. Includes informative page, “All About Low Vision.”
Low Vision Gateway: The Low Vision Gateway is promoted as “your starting point to the world's resources for vision loss, vision-impairment, blindness, low vision aids and low vision rehabilitation services.”

Resources — Blindness

American Council of the Blind: An organization of blind and visually impaired people.
American Foundation for the Blind: Information, resources, and consultation in the areas of education, employment, and special products for individuals with visual impairments.
American Printing House for the Blind: Products for students with visual impairments including math textbooks, tactile graphics kit, rulers, and graph sheets
Association for Education and Rehabilitation of the Blind and Visually Impaired: Programs, services, and products for people who are visually impaired.
NYISE's Blindness Resource Center: Provides programs for children who are blind or visually disabled.; Provides resource information related to blindness and visual impairments.
Science Access Project: A project to enhance the ability of people with print disabilities to read, write, and manipulate information, with a focus on math equations, information normally presented in tables and graphs, and information presented in diagrams and figures.
U.S. National Federation of the Blind: Education about blindness, information and referral services, scholarships, literature and publications, adaptive equipment, advocacy services, job opportunities and support for blind people and their families.
Working Together: Computers and People with Sensory Impairments: Video presentation and publication featuring computer technology for people with visual and hearing impairments.

General Disability Resources

Americans with Disabilities Act (ADA)

ADA Home Page (U.S. Department of Justice)

Equal Access to Software and Information (EASI)

Workshops, publications, and resources about computer access for people with disabilities

ERIC Digest

Overview of ADA, IDEA, and Section 504

Faculty Room

The Faculty Room is a site for faculty and administrators at postsecondary institutions to learn about how to create classroom environments and activities that maximize the learning of all students, including those with disabilities. This page is specific to faculty rights.

Northern Arizona University

Faculty guide

Northern Illinois University