Lesson 9: Describing My Eye Condition

Individual wearing eyeglasses

Name(s) of student(s):

Age and grade level:

Goal from IEP connected to lesson:

Objective from IEP connected to lesson:

Purpose of lesson: To learn how to convey the student’s eye condition in simple terms to another.

Materials needed: Literature and a video on the student’s specific eye condition, internet access


“As you have already experienced, most people have very little understanding of blindness/ low vision. You will have many opportunities to educate others—your boss, teacher, friend, or acquaintance. One of many reasons to describe your eye condition is to explain your need for a reasonable accommodation better. This lesson isn’t about when to disclose your eye condition, but how to explain it to another in simple terms and politely.”

Exercise: Discover Your Eye Condition

Have student investigate their eye condition. Read about it online, study it in an eye dictionary or other book, and watch a video about it on YouTube. (Make sure to preview the video to ensure it is appropriate and accurate.)

Discussion: Synopsis of Eye Condition

Discuss and record the following:

  • Summarize the anatomy.
  • State the effects of the eye condition on the vision.
  • Note the impact of vision on functional activities.

Write a synopsis of the above information using simple terms.

Exercise: Sharing What You See

“When teaching someone, it is ideal to do more than explain data, but to demonstrate the information. If you are explaining to a friend, teacher, or employer the implications of your vision loss, it may be helpful for him or her to hear you describe what you see/ your environment.

Together, decide who would benefit from a better understanding the student’s eye condition. If the student is comfortable, have him share what they see in their environment.

Exercise: Convey the Eye Condition

After practicing his synopsis and sharing, the student should convey their eye condition to the chosen individual. Remind students to speak respectfully, prepare them to answer questions, and help the student understand that he is doing his part in educating the public. He’s helping more than himself.


“If you were a teacher, friend, or employer of a person with a physical disability you didn’t know much about; you would likely value the individual patiently sharing his experience with you. You will have many opportunities to inform acquaintances, friends, and colleagues. I hope that you feel prepared to do just that.”

Progress notes, data collection, comments, and modifications: