Visual impairment
Introduction
About 1% of Australians have significant loss of sight. The causes of vision impairment are diverse and include diabetes, glaucoma, stroke, brain injury, eye infections, viruses, accidents and congenital conditions such as albinism.
Impact
The extent of the impact of the disability on a person's life is influenced by the degree of impairment, the age at which the impairment occurs and the person's range of experiences in early life. People who are blind from a young age may have only partial knowledge of many objects and ideas that people with normal vision take for granted. Some people may be able to improve their vision with corrective lenses, while others with low vision may rely on residual vision with the use of adaptive equipment. Reading and writing are often much slower processes for people with vision disabilities. Extra time may be needed to use the necessary aids such as magnifiers and scanners.
Accommodations/assistive technology
Participation
Whatever the degree of impairment, students who are vision impaired should be expected to participate fully in lecture and tutorial activities, such as discussion and group work. To record notes, some students use tape recorders, laptop computers with Braille, speech or large-print output. They may face limitations in laboratory classes and field trips, for example, but with planning and adaptive equipment their difficulties can be minimised. It is important to remember, that while equipment is useful, assistance from academic staff is vital for students with a visual impairment.
Reading lists
Students may require texts in Braille, on audio tape, in large print or electronic format. Given the lead time required to produce course text, and other material in one or more formats suitable for a student's needs, reading lists should be made available to the Disability Adviser as soon as possible, preferably well before the start of the semester.
Teaching strategies
Before the start of the semester
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provide reading lists of course outline and lecture handouts in advance to allow time for arrangements for taping or brailling of texts to be made. Ensure reading lists are up-to-date. Please ensure that the text is legible and suitable for scanning
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in cooperation with the Disability Adviser, assist the student in finding readers, note-takers or tutors, as necessary, or pair the student with a sighted classmate or laboratory assistant
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reserve front row seats for low-vision students. If a guide dog is used, it will be highly disciplined and require little space. Under Queensland's
Guide Dog's Act 1972, guide dogs must not be refused entry to buildings and classrooms. Do not treat guide dogs as pets while they are working
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ensure that students with vision impairments are notified of organisational changes in an appropriate way.
During the semester
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face the class when speaking. Speak clearly in a normal voice, not loudly, slowly or with exaggeration
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identify yourself by name, in case the person does not recognize your voice
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indicate verbally when you are entering or leaving the person's presence
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convey orally whatever you have written on the blackboard or shown on overheads
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work with the student and service providers to ensure information is received in appropriate formats-enlarged copies of the required size, brailled information or audio tapes-for all important or recurrent information
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if you are planning to use a video tell the student and discuss alternative ways to approach information that the students may miss
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be flexible with assignment deadlines
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ask if assistance is required, don't assume it is, but be alert to the person's needs
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doors should be kept closed or open, not partly open
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objects should not be moved form their usual places without letting the person know
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keep corridors clear of objects
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open-book exams pose a major problem for students with vision impairment. If you are planning to use this method, discuss with the student and/or the adviser whether an alternative is required
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provide alternative means for students to register for tutorial groups.
Acknowledgments
These webpages have been primarily derived from the publications:
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"Students with Disabilities-Resource Guide for Staff"(1995), developed by the Disability Resource Office at James Cook University
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"Reasonable Accommodations: Strategies for Teaching University Students with Disabilities" (1991) produced jointly by Macquarie University, the University of New South Wales, the University of Sydney and the University of Technology, Sydney
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TIPD (Tertiary Initiatives for People with a Disability in universities) publication, (1993)
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"Strategies for Teaching Students with Disabilities-Towards Reasonable Accommodations" and the Universities Disability Cooperative Project (NSW) publication, (2000) "Inclusive Practices for Students with a Disability - A Guide for Academic Staff".