Access To The Learning Environment

The following six areas are ways in which access to the learning environment can be approached. Their use will depend on the nature of the vision impairment and the needs of individual students.

1 Adapted Environment
2 Adapted Teaching and Learning Approaches
3 Accessible Format Materials
4 Adapted Regular Curriculum
5 The Expanded Core Curriculum for Learners with Vision Impairment
6 The Use of Equipment and Technology.

Adapted environment

It's great when teachers use black pens on the whiteboard because I can see it.

(Student with vision impairment)

Moving about the school and classroom is an important aspect of participating in school life. Adaptation of the environment may be required for both the safety of the student who is vision impaired and to facilitate independence within the school.

Minor modifications will ensure that most students with vision impairment can safely participate in school activities. Advice should be sought from Resource Teachers Vision and Developmental Orientation and Mobility specialists in recommending modifications to buildings and surrounds.

Within the school:

• Keep corridors free from obstacles, such as recess bins or fire equipment, highlight head high obstacles, shut hinged windows if they impinge into walkways, and provide good, even levels of lighting;
• Secure doors open or shut, have contrasting colours around frames and on handles, ensure glass doors have opaque markings, and keep doors to hazardous areas locked;
• Place brightly coloured tactile tiles or matting at the top and bottom of stairs, provide handrails in contrasting colour, white strips on steps, and good lighting;
• Modify dangerous areas such as gutters, deep drains, open windows;
• Paint low-contrast surfaces with higher contrast colours, eg, white on tarseal, or bright yellow on grey;
• Use clear, bright paint on asphalt to mark game areas such as netball courts.
• In the playground:

Paint poles in good contrast colours, paint edges in white around hazards, provide safe surfaces at the bottom of equipment, and a defined boundary to the playground area;

Use landscaping features as landmarks, ensure plants are well trimmed and not protruding, and remove low hanging branches. Straight paths are best for orientation.

Teachers can assist students in understanding how to construct an environment that supports their visual needs in a number of ways. The more students with vision impairment understand any barriers and are encouraged to discover solutions to overcoming them, the more independent they will become. This involves giving the student as much control as possible over their environment.

In the classroom:

Strategies

Safety and ease of mobility:

• Encourage the student to become familiar with the environment. The Resource Teacher Vision may seek assistance from a Developmental Orientation and Mobility specialist to develop specific programmes;
• Familiarise students with furniture layout and any major changes to rooms or school layout;
• Encourage all students to minimise unexpected obstacles eg, dropped gear, chairs left out from tables;
• Ensure doors are left fully open or closed, not ajar;
• Ensure any electrical leads are covered or safely positioned to avoid tripping.

Space

• Additional desk, work, and storage space may be required to accommodate extra equipment, large print books, and to provide adequate work space. Sometimes two working spaces are appropriate - one with class peers and one where equipment is set up;
• Access to power points may be necessary, eg, for use of a computer or anglepoise lamp.

Seating

• Generally, seat the student in the centre front of the class, although for some students another placement may be better. If a student is aware of their visual needs encourage them to seat themselves accordingly;
• Check on any specific seating position when students are using visual aids, eg, a miniscope, to access board work. The working distance of some visual aids mean that a student is better placed a little further back from the front;
• A raised desktop or reading stand will help promote good posture. Care should always be taken to ensure that the student's desk is the correct height for comfortable working. Occupational therapists can help to get this right;
• Enable flexibility of movement for the student, eg, to walk up to the board to better view material.

Lighting

• Ensure good even lighting levels;
• Position the student to use overhead and good natural lighting;
• Be aware of the impact of the student's visual condition. Some students may need additional lighting, eg, use of reading lamps, while others, such as students with albinism, may require reduced illumination through the installation of curtains or tinted windows, or wearing tinted lenses;
• Avoid glare and positioning students facing a strong light source;
• Blinds or curtains can be used to reduce glare. Teachers should avoid standing against a window as glare may make them difficult to see.

Poor positioning

Poor positioning and glare from windows reduces visual input for all children.

6/6 - Normal vision

6/24 - moderate vision impairment

Good positioning

Good positioning ensures that the background is not distracting and a diffuse light highlights the book and face of the adult.

6/6 - Normal vision

6/24 - moderate vision impairment

Board work

• Ensure the surface is clean or repainted to provide the best contrast;
• Try to avoid glare on the board;
• Encourage the student to move into the best position for viewing (without blocking the view of others);
• Set out board work in a clear, consistent format with good contrast, eg, columns, grouping. Ensure that writing is large, clear and uncluttered;
• Verbalise what is being written on the board;
• Whiteboards are problematic for students with vision impairment, and can create a glare problem. Seek feedback from the student and check with the Resource Teacher Vision;
• Use black thick-nibbed pens that are in good working order on whiteboards. Giant felt pens are available. Avoid the use of colours on whiteboards;
• White chalk and yellow chalk usually provide the best contrast on green and black;
• Provide the original text, disk, or notes to the student.

Overhead projector transparencies

• Provide desk copies to the student at the start of the lesson. Overhead transparencies do not have good contrast, which makes them difficult to read.

Contrast

• Use contrasting backgrounds where possible for visual tasks;
• Use contrasting colours on any indoor steps.

Good contrast

Good contrast ensures the best use of vision. It enhances the child's opportunities for communication and interaction.

6/6 - Normal vision

6/24 - moderate vision impairment

Poor contrast

Poor contrast reduces the effective use of low vision and can make it more difficult to identify individuals.

6/6 - Normal vision

6/24 - moderate vision impairment

Adapted teaching and learning approaches

Teachers hold the lives of children in their hands.

(Parent of a child with vision impairment)

Adaptations and specific strategies for teaching and learning will vary according to the needs of the individual. Teachers can learn the best approach to tasks from observing the student's solutions to problems. In general, good teaching practice which benefits students with vision impairment will benefit all students. Effective classroom organisation, a rich literary environment, materials with visual clarity, and good listening practices promote learning for everyone.

Working as a collaborative team is an effective way of meeting the needs of students with vision impairment. It involves planning, implementing and reviewing the student's education programme. Individual team members may be involved in different ways, according to their skills, the needs of the student and the programme. Taking time to identify areas of expertise and negotiate roles will provide the basis for an effective team.

Parents or caregivers who are involved in decision-making are a valuable asset to the teacher and vital members of the team. Combining the knowledge and expertise of parents or caregivers and teachers can significantly enhance learning opportunities.

The Individual Education Programme (IEP) is a key vehicle for adapting learning and teaching approaches for students with vision impairment. It is based on assessment and collaboration with the family and includes those who are regularly involved with the education of the student. An IEP is an appropriate process for addressing the special education needs of students with moderate vision impairment.

The IEP process includes:

• Identification of the student's special education needs;
• An evaluation of progress and current levels of achievement;
• Identification of future programme, resource needs, goals and responsibilities;
• A document stating the agreed goals for the student for the next six months or one year;
• Teaching programmes with a co-ordinated approach to support prioritised IEP goals.

Students with vision impairment may need extra time to complete class work, assignments, and examinations. Greater concentration is needed for reading and writing tasks and students can become fatigued owing to shorter working distances and associated postural problems, and the need to use low vision aids. Some apparently easy tasks may be difficult for a student with vision impairment, eg, locating a book on a shelf. Depending on the capabilities of the student, workloads may need to be adjusted.

For example, completing four maths activities rather than eight may require the same amount of energy and time.

Care should be taken in the interpretation of any assessments administered to students with vision impairment that have been standardised on sighted students, eg, PAT, Prose Inventory, Neale Analysis of Reading. Putting tests into large print, modifying questions or leaving questions out can make the assessments less reliable. However, information obtained from the results can prove useful for programming purposes for students with vision impairment and provide a more realistic understanding of their achievement.

Students with vision impairment often need additional resources to access and participate in the school curriculum. As a result, assistance is frequently needed in developing organisational skills. Efficient organisation of books, materials and equipment will support timely participation in the class programme.

Strategies

Classroom planning, preparation and approach

• Encourage independence and provide opportunities for the student with vision impairment to share in individual class responsibilities and to take leadership roles;
• There will be times when assistance is required. Support the student in learning to realise when help is needed, to be able to ask for it, and to work as a team member;
• Adopt a flexible, collaborative approach;
• Have the same expectations for behaviour and social skills as for all students, and apply the same disciplinary rules;
• Plan well ahead to allow time for preparation of large print, audio, and other materials to ensure that the student has the materials available at the same time as their peers;
• Consider providing class notes in electronic format for older students who are using a computer.

Teaching and learning

• Present lessons that use all the senses to extend the student's understanding, providing auditory, tactile and kinaesthetic experiences;
• Develop activities which foster independence;
• Set realistic targets, allowing a longer amount of time to complete work;
• Consider the nature of the task;
• Use a range of teaching approaches which cater for different learning styles;
• Use a range of teaching materials including real objects and audiovisual materials;
• Give practical demonstrations;
• Provide concrete, hands-on experiences which encourage active participation, including educational visits;
• Provide verbal explanations and descriptions to ensure understanding of the language and concept being taught. Language should be relevant and unambiguous (eg, avoid the use of `here' and `there' - use specific locations);
• Give clear and precise directions. Give an overview of the complete task before detailing steps;
• When addressing a student with vision impairment begin by using the student's name. For class or group instructions, the student should be expected to respond and not wait for a personal direction;
• Develop listening skills. Effective listening skills are not necessarily acquired when a student is vision impaired. They need to be taught and developed;
• Increase visual experiences by using appropriate size, contrast, proximity and lighting;
• Allow the student to be near the front of the class to feel objects as well as look at them;
• Unless other indications have been given, encourage the student to make all possible use of vision;
• Provide a range of near and distance activities;
• Assist students to develop organisational skills;
• Allow students to preview and/or review audiovisual and shared materials;
• Ensure material is available in the appropriate format (regular or large print, auditory, electronic format);
• Consider peer assistance (eg, access to board work);
• Promote self-advocacy.

Allowing time

• Allow more time for the completion of reading and writing tasks;
• Reduce the quantity of work required;
• Allow the student to answer directly onto the test paper rather than transfer answers to a separate piece of paper;
• Use a scribe if appropriate;
• Present materials in an appropriate format, eg, large print or read individually;
• Accept alternative formats for assessment, eg, taped material;
• Allow extra time for tests and examinations, including assessment of the Essential Learning Skills, National Certificate of Educational Achievement, and Bursary. It is an established practice to allow students with vision impairment extra time on the advice of the Resource Teacher Vision.

Developing organisational skills

• Provide adequate storage space for materials and technology;
• Develop an easy identification system for storage space, eg, contrasting colour signage;
• Be consistent in classroom storage, eg, materials, books, bag in same locations;
• Assist the student with storing, managing and retrieving worksheets, equipment, eg, coloured folders, contrasting covers, clearly marked materials.

Accessible format materials

Special format materials are those that can be produced in enlarged print, tactile, audio, or electronic format. Even minor adaptations can make a significant difference, although adapting materials should be undertaken carefully, only as necessary and in collaboration with the Resource Teacher Vision.

Planning is vital in preparing or accessing materials. The teacher needs to ensure well in advance that materials are readily available from suppliers in the appropriate format to the student, at least at the same time as their class peers. Many resources are already available for borrowing. Suppliers need prior notice for new texts, maps and diagrams in accessible formats as they take some time to produce. Learning materials can also be produced by class teachers, teacher aides, Resource Teachers Vision or support teachers, Ministry of Education special education staff, community workers or senior students.

In New Zealand large print books are used for initial reading in the junior school and have benefits for a student with vision impairment. As a resource, large print books can be used at any level, with any text.

Photocopiers can enlarge to a range of sizes with black preferred for best contrast. A word processor is also invaluable for producing quality print at a required size.

Strategies

Print materials

• Use simple typefaces. They are easier to read;
• Consider density of print, letter spacing, legibility of letters and line spacing;
• Ensure materials are uncluttered. Either black on white or intense colours forming a good contrast are easier to discriminate;
• Ensure pictures have good colour contrast so that the student can recognise and discriminate details. Colour generates interest, giving dimensional and spatial qualities to form;
• Avoid text where pictures are superimposed on print;
• Enhance features, drawing attention to a specific feature of a task to assist in locating or completing the task. The student can highlight the key words and phrases on a page for easy reference, or key elements of a picture can be outlined in felt pen.

Worksheets and bookwork

• Use black print on white paper;
• For best contrast a pen may be introduced at an earlier stage;
• Provide worksheets and handouts of quality print in an uncluttered format and in the appropriate print size for each student;
• Enlarge work sheets if necessary;
• Take short breaks during writing activities to reduce fatigue;
• Use black felt-tipped or nylon-tipped pens and soft thick heavy lead pencils to provide good contrast;
• Darken lines with black ballpoint pen to help students write more neatly. The blue or green lines in standard exercise books are difficult for some students to see.

Choosing texts or planning topics

• Check the availability of existing large print and audio texts, and research materials on CDs. (Learning Media Ltd publishes some learning resources on CD and in audio formats);
• When required resources are unavailable liaise with the Resource Teacher Vision for production and/or supply;
• Choose or vary topics or texts to match available resources;
• Consult with the Resource Teacher Vision for the appropriate print size and format of materials.

Adapted regular curriculum

Adaptation of the regular curriculum itself is rarely necessary for students with moderate vision impairment and should be the last of all adaptations to be made. However, if it is considered that adaptations are required, consult with the Resource Teacher Vision.

The Expanded Core Curriculum

The total curriculum for learners with vision impairment consists of two parts. The first is that provided to all students through the New Zealand Curriculum Framework. The second part is the Expanded Core Curriculum. This is based on additional skills a student who is vision impaired may require to access and participate in the regular curriculum. Development of such skills will support equal access to learning and will be included in the student's IEP. The Expanded Core Curriculum is primarily taught by Resource Teachers Vision, and Developmental Orientation and Mobility specialists who may guide the class teacher on strategies that can be incorporated into the teaching and learning process.

While the Expanded Core Curriculum is implemented by the Resource Teacher Vision, it is the class teacher who can facilitate access through adapting the environment, teaching and learning approaches and the regular curriculum where required, as well as provision of accessible format materials and resources.

The Expanded Core Curriculum includes:

• Communication modes, including considerations for print users, concept development, and listening skills;
• Visual efficiency skills;
• Physical abilities;
• Developmental orientation and mobility;
• Physical education;
• Social skills;
• Living skills;
• Use of technology.

The use of equipment and technology

Encourage students to embrace using their equipment. It will give freedom and open opportunities.

(Student with vision impairment)

With the appropriate equipment many students can become independent learners.

There are many practical aids and resources available on the recommendation of the Resource Teacher Vision or a Low Vision Clinic. With early intervention and use these will enable access and active participation in learning.

The teacher can ensure that appropriate equipment is available when required across the areas of the curriculum. They can also support the learner in developing the organisational skills to manage their equipment efficiently and the confidence to convey their needs.

Keyboard skills are important to students with vision impairment, as writing can be a tiring activity. As fatigue increases, the student's writing deteriorates. Few students are neat and speedy writers although they may try hard. Many students begin to learn keyboard skills from about Year 3 or 4. By learning to touch-type, through regular instruction and practice, students are equipped with a skill which not only assists them at school but may help them gain employment.

Students are often self-conscious about using equipment in front of their peers, especially in their teenage years. Teachers can promote understanding and provide support.

Optical aids

I wanted to see more but I didn't want to stand out.

(Student with vision impairment)

Generally, optical or low vision aids are prescribed following assessment by an ophthalmologist or an optometrist, usually in a Low Vision Clinic. While these aids enhance functional vision, they do not cure vision impairment or increase function to the level of normal vision. Also the more magnifying power the lens has, the more the field of vision is reduced.

Students need careful instruction in the use of low vision aids and a lot of practice is needed. Resource Teachers Vision can provide information and advice on the use of low vision aids. Teachers can also help the student learn how to use them. If a teacher has a working knowledge of the low vision aid and its functions, and a positive attitude towards its use, the student may be more comfortable using it. Performance should be reviewed regularly.

Some of the most common low vision aids used for board viewing and similar classroom tasks, for watching sports, excursions and mobility include:

• Glasses - these can be for distance, reading or may be bifocals. If glasses are worn they usually need to be changed every two to three years;
• Monocular or miniscope - for board and other distance activities;
• Hand-held or stand magnifiers - for near tasks;
• Spectacle mounted telescopes.

Non-optical aids

Audio recorders can be useful to supplement some reading and writing activities. Lessons can be taped for note-taking, or students can put their own work on tape. Secondary students, in particular, find novels in audio of great benefit. To supplement the text, many novels and primary level materials are available in audio from Resource Teachers Vision, Homai National School for the Blind and Vision Impaired, or the Royal New Zealand Foundation of the Blind. Audio materials are also available from the National Library Service.

There are many low-tech resources that enhance learning. Aids commonly used include:

• Reading lamp;
• Sloping desktop;
• Reading/typing stand;
• Dark-lined paper;
• Dark pencils and pens;
• Enlarged texts;
• Large-print dictionaries and atlas;
• Typoscopes (any type of line marker).

Electronic aids

I'd be lost without Zoomtext.

(Student with vision impairment)

The use of assistive technology can greatly aid learning. Devices currently used in classrooms include:

• CCTV (closed circuit television) - provides higher magnification, image enhancement, contrast reversal, and larger fields of vision than other magnifiers by enlarging materials on a screen. It can be used for reading, writing, typing and examining objects, but the student usually has to take the material to the equipment;
• Desktop or laptop computers with text-enlarging software;
• Computers, calculators and electronic dictionaries with speech output software;
• Calculators with large print displays;
• Mimio and e-Beam and other interactive whiteboard systems;
• Digital cameras with laptop computers;
• Flatbed scanners.

For more detailed information about the Expanded Core Curriculum see the Ministry of Education publication, Guidelines to the Expanded Core Curriculum.