1. Improving Visual Access Special Education Department: Blind/Visually Impaired

2. Improving Visual Access for All Students The purpose of this powerpoint is to provide strategies to improve visual access for: – All students Present strategies to help all students visually access learning materials successfully. – Students with a visual impairment Present strategies for students who meet eligibility criteria for special education blind/visually impaired services.

3. Visual Strategies for All Students

4. Visual Strategies for All Students Handouts/Teacher Made Materials – Avoid dark colored paper Black print on white provides optimal contrast Bold colors are optimal for pictures & other graphics – Use only high quality copies with clear graphics – Avoid visual clutter See following examples

5. Visual Strategies for All Students Example of cluttered page layout

6. Visual Strategies for All Students Example of uncluttered page layout

7. Visual Strategies for All Students Handouts/Teacher Made Materials continued – Avoid fonts that are busy ( script, broadway etc.) ( Verdana and Arial are examples of preferred fonts) – Use developmentally appropriate font sizes Kindergarten – 18-24 point font First grade – 16-24 point font Second grade – 14-18 point font Third - Fifth grade – 12-14 point font Middle and High School – 10-12 point font

8. Visual Strategies for All Students Clutter – Cluttered environments or learning materials often make it difficult for children to visually process information. Classroom environment – The combination of calendar math, word walls, busy bulletin boards etc. placed in close proximity creates clutter. – To avoid classroom clutter, create clear space between displayed learning materials, and display only materials that enhance student learning.

9. Visual Strategies for All Students Clutter (cont.) – Cluttered learning materials can create visual confusion for students and be overwhelming. Learning materials – Turn a cluttered one page handout into two pages. – When unable to avoid visual clutter on a page, cover a portion of the page (plain book mark, reading window). – Also see handouts/teacher made materials.

10. Visual Strategies for All Students Interactive Whiteboards – Use high contrast colors (blue & black preferred) – Keep screen simple avoiding clutter – Test ease of viewing from the back of the classroom – Backgrounds should be plain not patterned

11. Visual Strategies for All Students Lighting – Avoid glare on the whiteboard, computer screen interactive whiteboard – Be aware of glare on laminated materials – Characteristics of fluorescent lighting (flickering, humming, brightness) can affect many students adversely, such as: Sensory overload Headaches Irritability Dry eyes Common Visual Difficulties Computer Access

12. Visual Strategies for All Students Computer Access – Use settings to adjust monitor to meet individual student needs Font size, brightness, enlarged cursor, resolution, accessibility features – Avoid glare – Consider dimming overhead lights – Adjust position of monitor based on size of student

13. Students with Temporary Visual Conditions

14. Common Causes of Vision Difficulties – Eye patching – Not wearing glasses – Eye infections – Light sensitivity – Headaches – Fatigue – Allergies – Undiagnosed correctable eye conditions

15. Reading Difficulties

16. When students are struggling with reading, determine if they have received a comprehensive eye examination (preferably by a pediatric ophthalmologist) to rule out a visual impairment.

17. Vision Therapy

18. Vision therapy is a medical intervention that is typically prescribed by optometrists and is not supported by the American Association of Pediatric Ophthalmology and Strabismus or the American Academy of Ophthalmology.

19. Vision Therapy Vision therapy/behavioral visual therapy is not conducted in the school setting and is not considered an educational service.

20. Vision Therapy When discussing reading issues, parents may share medical information that describes visual characteristics such as: eye teaming, convergence insufficiency, and/or visual processing difficulties that require on- going vision therapy.

21. Vision Therapy See these links for further information regarding professional perspectives on vision therapy: http://www.aapos.org/terms/conditions/108 http://www.aao.org/about/policy/upload/Learning-Disabilities-Dyslexia- Vision-2009.pdf http://www.aao.org/about/policy/upload/Learning-Disabilities-Dyslexia- Vision-2009.pdf

22. Criteria for Special Education Category of Blind/Visually Impaired

23. In order to qualify for service, students must meet both medical and educational requirements. The first step in the eligibility process is for a teacher for students who are blind or visually impaired (TBVI) to review medical records from an ophthalmologist or optometrist documenting a diagnosed visual impairment.

24. Criteria for Special Education Category of Blind/Visually Impaired See the following Minnesota Department of Education link for criteria: https://www.revisor.leg.state.mn.us/rules/?id=3525.1345

25. Improving Visual Access for Students with a Visual Impairment

26. There are many different types of visual impairments and each particular type results in unique visual functioning. Students with visual impairments require the expertise of a teacher for students who are blind or visually impaired who understands the functional implications of various medical eye conditions.

27. Improving Visual Access for Students with a Visual Impairment A teacher for students who are blind or visually impaired (TBVI) must be consulted for input on the impact of a visual impairment on the following: accessing learning materials recommending necessary accommodations or modifications providing input on the impact of a visual impairment on both incidental and structured learning

28. Improving Visual Access for Students with a Visual Impairment Because a visual impairment impacts all areas of development and learning, it is necessary for a teacher for students who are blind or visually impaired to collaborate with all IEP team members.

29. Contributing Authors Exsted, R. 2014 Gullette, A. 2014 Kochevar, J. 2014 Ward, K. 2014