Differentiating instruction for students

with visual impairments

Differentiating the content, process, and procedure

Differentiating instruction

First and foremost ask the student◦Brainstorm ideas ◦What has he or she used in the past?◦What would they like to try?◦What worked well?◦What didn’t work very well?

◦Brainstorm some ways you can have this discussion with a student in your class – comment on elluminate.

Differentiating the content

.

How the content is taught to the students

Differentiating content

Seat child near the board and in a central location, within a group of students

Do not isolate the studentVerbalize as you write on the boardIf possible provide the student with a handout of

key terms/topics in a way that he or she can access it ◦Tactile information ◦Braille◦Large print◦High contrast

When writing on the board use a dark colored marker or pen

Differentiating content

When using the interactive whiteboard or transparencies dim the light in the room for more contrast

Use 3-D objects when able to so students can touch and interact with the object

Make an activity hands on if possibleUse consistency across all classroom

routinesAllow opportunities for repetition and

practice.

Differentiating content

Use hands-on learning experiences that incorporate a multisensory approach and rely on information available through hearing, touching, smelling, and movement.

Provide reading lists and syllabi as early as possible to allow time to arrange for taping, large print, copying, or Braille of text.

Think of one more way to differentiate the content of a lesson for a student with a visual impairment - comment on elluminate.

Differentiating the process

How it is done

Differentiating process

Be aware of lighting -  Some students find reading is easiest with very bright directional light illuminating the page. ◦ Other students with an identical eye condition, however, prefer low

levels of diffused light. Students often prefer fluorescent lights

Be aware of glare - Common white paper often reflects a significant glare, which can make the reading process more difficult.

Have classmates identify themselves as they answer questions and participate in class discussions to allow the student to orient to the speaker.

Differentiating process

Be cognizant of the desk and physical space of the room for the student◦Make sure his or her workspace is accessible ◦Free of obstacles◦Free of boundaries

◦Visually demanding activities should be followed by periods requiring less strain on the eyes

◦Time allowances for reading assignments should be adequate for each child’s speed of reading

Differentiating the product

How students can demonstrate their knowledge

Differentiating product

Tests should be dark and clearIf the student is comfortable performing

orally, tests could be given orally by another person who fills in the blanks.

Allow students to take oral exams, use extended time, and use of adaptive devices.

Let students turn in a Braille copy of a test or worksheet

Instead of testing allow students to create a project or presentation about a topic

Differentiating product

Students can use voice recognition software to surf the net for a research project.

Students can use a refreshable Braille display to create a report.