Michael K.

Melissa G.
Olivia M.
Cassandra N.

Sensory Disability: Visual Impairment

Visual impairment is a limitation of one or more functions of the eye that cannot be
corrected with the use of glasses or contacts. The exceptionality is considered to have a lowincidence rate amongst students. There are two Alberta Education codes for visual impairments:

Code 56: VISUAL DISABILITY (ECS: Code 30; Grades 112: Code 56):
A student/ECS child identified with a mild to moderate visual disability is one
whose vision is so limited that it interferes with the ability to learn and requires
modification of the learning environment. A student/child who is designated as
having limited vision should have a visual acuity of less than 20/70 (6/21 metric)
in the better eye after correction and/or a reduced field of vision.
Code 46: BLINDNESS:
A student/child with severe vision impairment is one who:
has corrected vision so limited that it is inadequate for most or all
instructional situations, and information must be presented through other
means; and
has a visual acuity ranging from 6/60 (20/200) in the better eye after
correction, to having no usable vision or a field of vision reduced to an
angle of 20 degrees.
For those students/ECS children who may be difficult to assess (e.g., cortical
blindness-developmentally delayed), a functional visual assessment by a qualified
specialist in the field of vision or a medical professional may be sufficient to
support eligibility.

Characteristics & Observable Behaviours:

Students who are visually impaired may experience the following:
Uncomfortable/uneasy in unfamiliar settings
Feeling of isolation due to their disability
Increased feelings of stress
Struggle to pick up on social cues
May use a cane or have a seeing eye dog
May appear to be unable to focus
Shorter attention span

Michael K.
Melissa G.
Olivia M.
Cassandra N.

Strategies:
Braille textbooks:
Braille is a type of written language where the words are written with a pattern of raised
dots on a page that is felt by fingers.
When using Braille in the classroom, it is important to ensure that the student can read
Braille. This may require that the school provides the student with an assistance to teach
them how to read Braille.
Laptop programs (eg. Zoomtext):
Assignments/notes can be uploaded into the program so that they can be enlarged and
easier for the student to see. This program also allows students to respond to assignments
by being able to type in the program.
Student would need to have a laptop/computer all the time. Teacher must also have
digital copies of each assignment or set of notes to email to the student.
Voice recorder:
Used to record teacher lectures.
Students can used this as a study tool, rather than having to review notes through a
program like Zoomtext.
Scribe (for assignments or testing):
An academic accommodation for students who are visually impaired is to have a scribe to
write for them. This will allow for the students to express their ideas during tests and
quizzes and allow them the same opportunities for achievement as other students.
Voice Print (http://www.ami.ca/Pages/default.aspx):
Voice print is a Canadian website that provides audio for various newspapers, free of
charge. This would be an excellent way to have your exceptional student be able to
participate in some of the Social Studies units that involve current events.
It would be easy to implement into the classroom as long as you have access to
technology.
Visual Efficiency Skills:
These skills are used to accurately interpret visual information and complete visual tasks
as efficiently and effectively as possible. With comprehensive, systematic training and
practice, most students can learn to use their remaining vision more effectively and
efficiently.
Visual efficiency training may include blur interpretation, scanning and location skills,
strategies to improve visual efficiency (e.g., use of appropriate lighting or wearing tinted
lenses to reduce glare), and strategies which enhance a given students access to visual
information.

Michael K.
Melissa G.
Olivia M.
Cassandra N.

Resources:
Voice Print - http://www.ami.ca/Pages/default.aspx
Speaking Graphing Calculator http://shop.aph.org/webapp/wcs/stores/servlet/Product_Orion%20TI84%20Plus%20Talking%20Graphing%20Calculator_1-07340-00P_10001_11051
Sample Activities http://vision.alberta.ca/media/83125/3%20section%206%20resource%20kit%20goals%2
0nov%202010.pdf
Adapted program of studies from the California Department of Education http://www.cde.ca.gov/sp/se/sr/documents/braillemathstand.pdf
NSCC Disability Services http://www.disabilityservices.nscc.ca/en/home/disabilitiesinformation/sensorydisabilities/
default.aspx
Standard for Special Education https://education.alberta.ca/media/511690/ecep_blind_or_visually_impaired.pdf
Special Education Coding Criteria http://education.alberta.ca/media/8708251/spedcodingcriteria_2012-2013.pdf
Information for Teachers http://www.learnalberta.ca/content/inmdict/html/visual_impairment.html