If this is your first experience having a student who is blind or who has a visual disability, you may be feeling nervous.  This is normal.  However, as you continue through the semester, you may come to realize that this student is just like the other students in the class.  The only difference is that this student can’t process visual information the way the others can. 

Discuss with the student the accommodations you may provide, as they may have their own preferences.  Treat the student as you would any other student, and keep your expectations of the coursework the same.  However, you may need to adapt your coursework requirements for someone who cannot process visual information. 

For quizzes and tests, it is the responsibility of the student to make arrangements with the Accessibility Services Office (ASO) for a reader and to remind you to leave a copy of the test in the Testing Center.  Susan Yuthas, the Testing Center Coordinator, may be reached at:  303.340.7542 V, 303.340.7543 F, or Susan.Yuthas@CCAurora.edu 

Students are encouraged to use the adaptive equipment in the Computer Access Center, located in the Learning Resource Center (LRC).  They may contact the ASO for a brief orientation on what equipment is available.  Equipment is also available for classroom use. 

This can be a wonderful and unique experience!  To assist you in this new learning experience, information has been developed to educate you on how to work with students in your class who are blind or who have a visually disability.  If you have any questions or comments, you may contact the Accessibility Services Office (ASO) Director, Reniece Jones, at (303)361-7395 or e-mail:  Reniece.Jones@CCAurora.edu.  If you would like to discuss classroom situations with another instructor who has had a student who was blind or who had a visual disability, please contact the ASO for a referral.   

CLASSROOM STRATEGIES FOR WORKING WITH STUDENTS WHO ARE BLIND OR WHO HAVE A VISUAL DISABILITY

CLASSROOM

• Reserve front seats for students with low vision.
• Don’t rearrange furniture in the classroom.  However, if the furniture does need to be rearranged, make sure that the student has been informed of this.
• Assess your classroom/lab and request necessary adaptations.
• Be understanding when technological equipment that the students use break down, causing an interruption in coursework.
• Expect requests for notetakers, additional time on examinations, and access to computers.

LECTURE

• Face the class when speaking.
• Repeat aloud material written on board.
• Permit lectures to be taped.
• Anticipate that written exercises may require the assistance of a scribe.
• When using the chalkboard, white board, overhead projector, etc., be sure to provide handouts.  If possible, provide the student with handouts in advance so that they may enlarged, taped, or brailed through the ASO.  Electronic information allows the student to enlarge information conveniently and/or to use the screen reader on the computer.
• Be aware that handouts, outlines, and audio tapes of lectures can assist the student in reviewing the material.
• While maintaining a degree of confidentiality, assist the student by identifying a classmate to share notes.

EXAMS

• Permit oral examinations and consider other ways for the student to demonstrate mastery of course material. 
• Encourage the student to contact the Accessibility Services Office (ASO) to arrange for a reader for quizzes, exams, etc.
• Allow extended time for in-class assignments or exams (time and one half is reasonable). 

RJ/ASO/092105