The Essential Components of Educational Programming for Students who are Blind or Visually Impaired states that students who are blind or visually impaired need to participate in the regular curriculum to the fullest extent possible. Their educational programming should be based on their individual strengths and identified needs. In the absence of additional disabilities, students with vision loss are expected to perform at a level consistent with provincial standards. This section provides information on strategies and resources that will assist the Learning Team in adapting the Program of Studies for students who are blind or visually impaired.
This series of links will give teachers many suggestions for making general adaptations to their classrooms, teaching resources or practices should they have a student with blindness or a visual impairment in their classroom. The content specific areas follow.
For resources that relate to Language Arts and Literacy please go to the Expanded Core Curriculum/Compensatory Skills section.
An article on the Texas School for the Blind’s website written by Chrissy Cowan that offers tips for classroom teachers who will be teaching a student who is blind.
Online Resources for Teaching Students with Visual Impairments
A compilation of online resources that pertain to teaching students with visual impairments.
Adaptations, Strategies and Considerations for the Preschool Classroom
A resource from the Perkins School for the Blind that pertains specifically to educating a preschool-aged child with a visual impairment. This site contains a listing of other online resources that fit within this category as well.
Description Key for Educational Media
A joint effort by the National Association of the Deaf, the American Foundation for the Blind and the Described and Captioned Media Program, this website provides information and detailed instructions on how to effectively describe educational media to students with visual impairments and includes video demonstrations of the description techniques.
Article written by a parent of a child with vision loss
This article, written by Carol Castellano, president of the Parents of Blind Children Division of the National Federation of the Blind of New Jersey and the parent of a child who is blind, provides a slightly different point of view for classroom teachers to consider. The author discusses the importance of high expectations and asks the reader to question their own beliefs about blindness. Castellano also provides a list of specific strategies for classroom teachers, but even more emphasis is placed on suggestions for teacher aides.