there are books for them that are in burial that they read just like we would only they use there hand. or that use lessening devices to help them to study. there are so many ways that they can study in public schools

I have tutored students in college that dealt with limited vision in various forms. Some students have exceeding low range of vision. In other words, they can read print that is magnified many times over. Just as you have the option of having the “font” on your written page in 10, 12, (the type you are looking at here) 14,…20, …36, …or even 48 font, some students who are visually impaired are able to read textbook print if it is expanded 3 or 4 times that (essentially 180-240 font) through the use of a special magnifier that the school has available in its “assistive technology lab” (ATL).

For other students whose vision is restricted to a narrow passage of light, their impairment might look to you like you are looking through a paper towel tube with a piece of plastic wrap at the end of it all the time. Reading is limited and blurred and they tend to need a dog (when one is made available to them or a cane when one isn’t) to assist them in their day to day movement but they would be able to see you just as you would be able to if you were to continue to move the paper towel tube about to get the entire picture.

One aide that has contributed greatly in recent years is the innovation of the “talking” computer through several programs. In particular, a program called “Jaws” is used which helps students unable to see the screen “read” what they wrote or what was written in textbooks. In this case, the computer actually “speaks” using a series of sounds that imitate words.

One of the greatest problems students with visual disabilities complain of is when teachers give them “hand-outs”. If you are a teacher and you are looking for this information to help students you may have then here are a couple things to consider when making handouts for students.

1) Limit or eliminate pictures whenever possible because these scan as black marks and are not helpful.

2) Be careful about making “copies of copies of copies of copies of copies of copies of copies of copies of copies of copies”. As annoying as that last sentence might have been for you to read is really how annoying these copies are to these students. Every time someone writes on a copy or hole-punches the page and then copies it, a mark appears on the page that does not scan. This means that someone else has to assist the student with this copy by cleaning up all the unnecessary marks that the computer read as, ” @###%#$4ot 555#4″ type of words. (Imagine programming your accent into a phone or other voice recognition system and you will know what I mean.)

3) Get a copy (paper or disk for example) to the student in a timely manner. This does NOT mean the same day everyone else gets it. If you are going to reference a handout in class or lecture notes, then the student who needs to scan it into their computer, edit the copy and then study it. They should have it a week before (two is better) for a class that meets weekly so that they can have time to address any of the problems I just mentioned.

4) Encourage notes by all of your students and try to partner your visually impaired student with a student with sight. (Colleges can arrange this through the Disability Services (DS) department).

5). Encourage the use of a tape recorder in class for this student if they are not already using one.

6) Have the student seek out a notetaker (again available through DS or give the student a set of “teacher’s notes” to assist them in their studies.

7). Group work and peer partners are helpful so encourage these in your classroom as well.

8) Include computer-based work for projects when appropriate.

9) Create images that the student can relate the material to such as events that are current or everyday living events.

You should know that students who are deemed “visually impaired” will have Individual Education Plans (IEPs) that list these accommodations and may also list modifications for the student. (A modification might include an abbreviated /summary text of the material to be read.)

I worked with one student who had a professor who said, “No recorders were allowed.” He had to make an exception for this student. (Really not a great policy as all students benefit from hearing the lecture again.)

This same professor gave only three tests for the whole semester and each counted as one/third of the grade. He also refused to tell the students what material (other than generally) would be on each test. For this student, we devised a strategy of “topic” essay writing. In other words, if he asked a question about Hitler she could relate his rise to power, the prison camps, and other related topics. If he asked about prison camps, she simply started from this part of the topic essay that she had written and referenced Hitler and his rise to power and the other related topics. By writing out what she wanted to say in the essay ahead of time, she was able to focus her thoughts for whatever question he posed. (She had to write about 5 “topic” essays ahead of time in order to be able to cover the 2 specific topics he ended up asking about. And, I would read text to her and we would discuss what that meant and relate it to the world then and now to help her grasp it.)

Some textbooks and many literary books are available through “books on tape” which can be ordered on-line or through the Perkins School for the Blind library. (membership is free after documentation is presented and tapes are mailed to the student anywhere in the US.) A special postcard makes the return easy and free.

The school (at all grade levels) is required by law to meet the reasonable accommodations and modification guidelines established in the IEP by the TEAM (made up of subject teachers, the special education teacher,the student, the parent(s), and other members of the school community that are deemed necessary for that student).