Blind/Vision Impaired | Teach Special Education

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

What it is

A medical condition of the eyes that involves a severe impairment in vision, not corrected by glasses.

Teaching Strategies

Instructional

• Provide copies of written texts and handouts in large print or Braille.

• Use appropriate assistive technology.

• Implement strategies received from a teacher of the blind.

• Use other media sources for delivering information (audio cassette, voice file).

• Use physical models and/or concrete materials whenever possible, to help the student understand concepts.

More...

Environmental

• Consistently keep items in predictable/predetermined places (desks, chairs, scissors, etc.).
• Give the student appropriate warning of any changes to the classroom set up, and provide support for familiarizing with the new set up.
• Use preferential seating so that the student is close to the teacher for additional instructions.
• Reduce auditory noise in classroom.
• Provide easy access to Braille equipment, if appropriate.
• Provide elevator access if necessary/available.
• Develop and practice a plan for emergency evacuations to ensure safety.

Assessment

• Use assistive technology and Braille materials.
• Provide extra time.
• Use oral tests/scribe.
• Provide choices for projects/assignments.

See the Blind and Low Vision Exceptionality page for more informations and resources.

Characteristics notebook pencil

A student may be fully or partially visually impaired. Those who are functionally blind may be able to see light and darkness, but not printed materials.

Braille Text

Resources

More Assistive Technology for Students with Vision Needs

Special Education in Ontario K-12 Policy and Resource Guide, Section F

Teaching Visually Impaired Students

Numerous links, organized by specific topic.