Teaching Strategies Visual Impaired Students - Walters State Community College (2025)

FAQs

Which of the following strategy of teaching EVS to the visually impaired student is most appropriate? ›

Oral instructions- Students who are visually challenged may have difficulties seeing the words and understanding the information provided in handouts. Instead, for every assignment and activity, the teacher should give oral instructions.

Students with some vision may be large-print readers. Many will be unable to read examination questions and handouts in standard print or read their own handwriting when answering examination questions. They may also be unable to take their own notes.

Visual Impairment

Make available large print copies of classroom materials by enlarging them on a photocopier. Convey in spoken words whatever you write on the chalkboard. Read aloud subtitles when using media resources. Assist the student in finding note takers or readers as necessary.

Selection and Adaptation of Materials

Use contrasting colors for all activities. Avoid using a patterned background such as a flowery or checkered tablecloth for work surfaces. Enhance toys that are not visually stimulating with colored tape to provide more contrast. Outline materials with a contrasting color.

Students may use readers, Braille books, tape-recorders and computer equipment that give them access to required course material. In addition, some students may be able to use large print books, electronic visual aids or other magnifying devices for readings, and/or a large print typewriter for writing papers.

learn best when information is presented in charts, graphs, diagrams, maps, videos, and demonstrations. visualize information as pictures in their mind's eye. quickly spot patterns. use different colors when taking notes or making lists.

The TSVI provides instruction in tactual skills in a variety of environments and functional applications, assisting children with visual impairments from infancy to use their fingers and hands to explore, identify, discriminate, and interpret all tangible materials in the environment.

Create recommendations to maximize the learning environment. Determine need for alternative media in the areas of reading and writing such as Braille or large print. Provide direct instruction of alternative media in the areas of reading and writing such as Braille or large print.

Concept maps are a powerful visual tool for connecting ideas and showing the relationships between different data points and information. Use concept maps in your instruction to drive critical thinking and help students connect the dots between ideas and complex topics.

How do you teach children with low vision? ›

Try combining descriptions of images with large print, Braille or low vision aids. Get students to re-read things. For students who take longer to read, “Repeated reading”, or getting students to re-read material, can help support their reading comprehension. Let students choose their seating position.

Usually, that position is on the home row, but really any consistent position to start from is fine. To help practice this, I used to tell students to pretend that they had super glue on their fingers when they were at rest and when practicing the home row where fingers don't need to reach and press other keys.

For visually impaired individuals, tactile learning becomes a crucial modality to gather information and understand the world around them. On the other hand, individuals without visual impairments can benefit from a combination of motion and tactile learning.

The most widely used option for delivering services to students with visual impairment is the: Itinerant model.

Narrative works are the most effective strategy to engage learners in EVS as it helps the teacher to narrate the things that are to be observed and making notes of it. Conveying the observation and experimentation is possible through this process.