Accommodations and Modifications at a Glance: Educational Accommodations for Students Who Are Blind or Low Vision
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What Are Accommodations and Modifications?
Children who are blind or have low vision can virtually do everything sighted children do. They may need to learn in different ways. They might use tools or materials suited for their needs. For example, your child may need braille instead of print materials. To understand what a rabbit is, they might need to touch one instead of seeing a picture. In class, your child could sit near the teacher during experiments. They might need extra time for tests.
These adaptations depend on your child’s abilities and needs. They help your child participate in school activities and use educational materials. A teacher for visually impaired students or an O&M instructor will teach them these adaptations. In school, we commonly use the terms ‘accommodations’ and ‘modifications’ to refer to adaptations. Different school systems define these terms differently. ‘Accommodation’ usually means changing teaching or testing methods. This doesn’t alter learning standards or requirements. Examples include extra time for assignments, braille or large-print materials, breaking down tasks, or quiet workspaces.
‘Modification’ often means changing the learning content or testing. This alters the standards or requirements. Examples are learning material at a lower grade level or fewer test items. Since definitions vary by district, find out how your school district uses these terms.
Accommodations and Modifications at a Glance
Typically, students may require accommodations and modifications during the school day for various activities in the broad areas of
- Instruction
- Materials
- Assignments
- Classroom testing
- Assistive technology
- The environment
- Other activities
The guide below offers examples of helpful accommodations for students with blindness or low vision. It’s a tool for planning with your child’s educational team. These examples are just ideas or starting points for you. They may not suit every child. Remember, your child might need various solutions. No single device or technique solves everything
Instructional Accommodations and Modifications
Children with are blind or low vision need to have access to both written and oral instruction. They can also demonstrations understanding in all subject matter written or orally communicated. Accommodations and modifications can help a student better understand the instruction provided by the regular education teacher in the classroom.
Instruction
| Adaptation | Explanation and Examples |
| Hands-on experiences | Real-life examples of pictures or actual objects are used in instruction; for example, real coins are provided when pictures of coins are shown in a book. |
| Models | Models of objects that are primarily visual are used, such as objects rather than pictures to represent the planets in the solar system. |
| More easily readable visual aids | Your child receives his or her own copy of information that will be displayed on an overhead or whiteboard or chalkboard. |
| Clear directions | Explicit language is used when giving directions, such as “Pass your papers to the right,” rather than “over here.” |
| Extra time for responses in class | Your child may require extra time to respond to class discussions because he or she needs more time to read an assignment. |
| Oral description or narration | Oral descriptions are provided of visual display material; for example, an exhibition of fine art would be described or portions of a video or film would be narrated during times when there is no dialog. |
| Experiential learning | Your child has the opportunity to experience concepts directly that others may view in pictures or from a distance; for example, if the class is learning about farm animals, your child might visit a farm. |
| Verbalization of writing | Information that is being presented on a whiteboard or in an overhead is spoken aloud as it is being written. |
Accommodations and Modifications for Instructional Materials
We need to provide instructional materials into an accessible format for students who are blind or have low vision. It’s crucial to consider all materials, not just textbooks, but also worksheets and all supplementary reading materials. It is also important for your child to receive materials at the same time as their sighted classmates.
Materials
| Adaptation | Explanation and Examples |
| Braille | Textbooks, worksheets, and all materials used in instruction are provided in braille. |
| Tactile graphics | Printed maps, diagrams, and illustrations are provided in a tactile format. |
| Audiotape materials | Books and other print materials are provided in audio format. |
| Electronic access | Physical items (such as small toys, buttons, or beads) are used to demonstrate mathematical concepts or to complete a tactile drawing in art classes. |
| Print book for parents | If your child reads in braille, he receives a print copy of a textbook for your use. |
| Highlighting | Markers and highlighting tape are used to enhance the important parts of text. |
| Large print | Large-print books are used for instruction or portions of books, such as a map, are enlarged as needed. |
| Manipulatives | Physical items (such as small toys, buttons, or beads) are used to demonstrate mathematical concepts or used in art classes to complete a tactile drawing. |
Accommodations and Modifications for Assignments
To make the best use of their education, students must be responsible for all classroom and homework assignments. Additional time or alternatives to visual tasks may be important modifications for your child.
Assignments
| Adaptation | Explanation and Examples |
| Extra time for completion | Your child may need extra time because of his or her reading or writing speed or the kind of tools required for reading or writing. |
| Descriptive response | Your child may provide a written description of a project instead of a visual representation. For example, the class assignment might be to make a drawing of a cell viewed through a microscope. The student who is blind instead provides a written description of the cell rather than a drawing. |
| Use of models | Your child provides a model for an assignment rather than a two-dimensional representation. |
Accommodations and Modifications for Classroom Testing
Different accommodations and modifications help students with blindness or low vision. With these in place they can take tests with their sighted classmates.
| Adaptation | Explanation and Examples |
| Extended time | Your child may need extra time because he or she reads or writes slowly or because of the tools he or she uses for reading or writing. |
| Use of manipulatives | Your child may use manipulatives to demonstrate understanding rather than responding in writing to a question; for example, a first-grade student demonstrates an understanding of time by using a braille model of a clock to show the answers on a test. |
| Spelling tests for braille readers | A student who uses contracted braille (which uses a number of contractions and shortened forms to write words) should also take spelling tests using uncontracted braille to make sure they can also read and write in standard English. |
| Dictation of responses to a scribe | The student verbally reports an answer, and a sighted person records the answer on the answer sheet. |
| Screen access to tests administered on a computer | Depending on your child’s need to read in print or braille, appropriate screen access to text may be needed through enlarged text, refreshable braille, or a copy of the test in hardcopy braille. |
Assistive Technology Accommodations and Modifications
Your child may need assistive technology tools to learn or to communicate with others. Learn about devices for children with blindness or low vision. Begin by exploring the adaptations listed below.
Assistive Technology
| Adaptation | Explanation and Examples |
| Low vision devices (near) | A mechanical tool resembling a typewriter used for writing or “embossing” braille. |
| Low vision devices (distance) | Telescopes for viewing or completing distance vision tasks. |
| Braillewriter | An electronic device for writing braille, incorporates a braille keyboard, which frequently has additional features, such as a calculator. |
| Slate and stylus | A portable tool for writing braille made up of two flat pieces of metal or plastic that are used to hold paper and a pointed piece of metal used to punch or emboss braille dots. |
| Electronic braillewriter | An electronic device for writing braille, incorporating a braille keyboard, which frequently has additional features, such as a calculator. |
| Personal digital assistant (PDA) | An electronic device for organizing and managing data, often integrated with an electronic notetaker. |
| Notetaker (braille) | A portable device for reading and writing in class, with braille output, often integrated with the features of a PDA. |
| Notetaker (speech) | A portable device for reading and writing in class with speech output, often integrated with the features of a PDA. |
| Computer | A tool for literacy and learning activities and access to information, especially when equipped with specialized software and hardware. |
| Refreshable braille | A device that is connected to (or integrated into) a computer or notetaker and that represents braille text by means of pins that can be raised or lowered to form braille cells. |
| Speech access software | A device connected to (or integrated into) a computer or notetaker represents braille text by means of pins that can be raised or lowered to form braille cells. |
| Braille translation software | Computer software that translates print into braille and braille into print. |
| Large monitor for computer | A monitor that, by virtue of its size, provides larger images for students with low vision. |
| Scanner | A device that copies print material and uses software to translate it into an electronic format so that it can be converted into a preferred reading medium. |
| Magnification software | Software that enlarges text displayed on a computer or other screen. |
| Braille embosser | A printer that embosses (prints) braille. |
| Print printer | A regular printer to provide print text for sighted teachers and classmates. |
| Tactile graphics maker | A tool that makes print images into tactile format that can be “read” through the fingers. |
| Word processor | A computer software program for writing and manipulating text. |
| Electronic mail (email) | Electronic mail sent through computers and other devices that is a communication medium for students to receive and return classroom assignments. |
| Talking calculator | A device that provides speech access to a calculator. |
| Large-print calculator | A calculator with large numbers on the keys to provide access for students with low vision. |
| Talking dictionary | An electronic device that provides a dictionary with speech access. |
| Audio recorders | A device for recording auditory information and listening to materials provided in audio format. |
| Digital players | A portable device to access digitally recorded audio books and materials. |
| Alternative computer access | A number of methods that allow a person with physical disabilities to use a computer, such as adapted keyboards and voice recognition technology. |
| Augmentative and alternative communication devices | Special communication devices for students who may have hearing disabilities or other limitations in communication. For example, some of these devices play prerecorded messages at the push of a button. |
| Adapted devices for daily living | A wide variety of devices adapted for use by people who are blind or low vision, including measuring devices, kitchen utensils, games and toys, and writing aids. |
Accommodations and Modification to the Educational Environment
Students who are blind or have low vision often can’t perceive environmental information directly. Accommodations and modifications help them. Sitting closer to the chalkboard is a simple solution. Sometimes, we need to change the environment. This might mean adding furniture or shelves. It could also involve access to electrical outlets for special equipment
The Environment
| Adaptation | Explanation and Examples |
| Preferential seating | A student with low vision is given the flexibility to move closer to visual activities in the classroom, such as a demonstration being given. |
| Flexibility to move within a room | Some students benefit from additional lighting for literacy tasks; others are very light-sensitive (photophobic) and require reduced lighting. |
| Additional desk or work space | Some students (especially those who read and write in braille) require extra space to place materials needed to complete classroom tasks. |
| Additional shelving or storage space | Braille books and additional equipment require storage space, and adequate shelving should be provided for materials. |
| Appropriate lighting | Some students benefit from additional lighting for literacy tasks; others are very light sensitive (photophobic) and require reduced lighting. |
Accommodations and Modifications for Other Activities
Students who are blind or have low vision are able join all school activities. This includes more than just classroom activities.
Other Activities
| Adaptation | Explanation and Examples |
| Mobility tools | Your child may use a long white cane for travel or other travel tools or devices. |
| Adapted equipment for physical education | Your child may use adapted equipment, such as balls that beep, to allow participation in physical education classes and other physical activities. |
| Organizational tools | A variety of products can help students organize and manage their time and school materials, including notebooks, planners, and PDAs. |
| Emergency procedures | Procedures need to be created for the student and others to follow in the event of emergencies, such as the need to evacuate the school building. |
| Use of a sighted reader | Your child may need to learn to work with a sighted reader to have access to print materials. |
| Other health accommodations | Your child may need other accommodations or modifications because of related health concerns, such as use of protective eye wear or head gear. |