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 classroom adaptations that will assist teachers in providing an environment that is as inclusive as possible for those students with vision loss.
Tips for Classroom Teachers
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.
Tips and Tricks: Improving Accessibility to Electronic Board Notes for Students with Visual Impairments
This resource, created by Brenda Bentz and Niels Nicolajsen, contains tips and tricks that are designed to assist the classroom teacher in enhancing the visual quality of the digital materials that are presented in the classroom. A practice which, the authors note, will not only benefit the student with low vision, but all students.
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.
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.