You have been given a class which has two learners with vision impairment and one learner

with
hearing impairment. With examples, describe accommodation strategies you will use to
accommodate them in your class and make them learn like other learners
Learners described as having visual impairments or low vision are generally those who are able
to use their remaining vision for learning but need to use a combination of compensatory visual
strategies, low vision devices, and environmental modifications to access and respond to visual
information.
Some common causes of visual impairment are glaucoma, retinopathy of prematurity, cataracts,
retinal detachment, macular degeneration, diabetic retinopathy, cortical visual impairment,
infection and trauma.
A visual impairment is any visual condition that impacts an individual’s ability to successfully
complete the activities of everyday life. Students with visual impairments are infants, toddlers,
children and youths who experience impairments of the visual system that impact their ability to
learn.
To implement appropriate classroom accommodations for students with visual impairment, these
students are also classified according to their level of functional vision:
(i) Low vision – students use their vision as their primary sensory channel
(ii) Functionally blind – students can use limited vision for functional tasks but need their tactile
and auditory channels for learning
(iii) Totally blind – students use tactile and auditory channels for learning and functional tasks
Students with visual impairments need specialized instruction in a number of other essential skill
areas. These areas, called the expanded core curriculum, include communication skills, social
interaction skills, orientation and mobility, independent living skills, recreation and leisure skills,
use of assistive technology, visual efficiency, and career education skills, and self-determination.
Accommodation strategies for learners with vision impairment

Materials, desks, and other objects in the classroom should be maintained in consistent locations.
Ensuring that cabinets are fully closed, chairs pushed in, and doors are not left half open will
help with safety in navigating the classroom. Design your instruction so that the student has the
most opportunity to act independently. The student’s orientation and mobility specialist and
teacher of students with visual impairments can assist with room arrangements and room
familiarization.

It just requires an awareness of the student’s level of visual functioning (how the student sees)
and how the student works and learns. For example, for the student with low vision, make sure
that he is near the front of the room where he can see the blackboard. Control lighting variables
when presenting learning materials to those students who are sensitive to light and glare. Use
verbal signals with those students who cannot see body movements or physical signals.

Teachers should vocalize the text they write on a blackboard, white-board or smart-board to help
visually impaired students who may be struggling to read the text. This may be due to anything
from text size, to distance from the board, angle of sight, glare from a window or clarity of print.
It can also be useful to provide a paper handout of materials that are presented on the board or an
electronic copy for which the text can be enlarged, to make it easier for students to follow along
without tiring

Use paper handouts printed in high-quality. It’s crucial to ensure they are printed with strong
contrasting colors as opposed to faded greys, to make it easier for the visually impaired student
to read them

Hearing impairment is a loss in hearing. A hearing loss above 90 decibels is generally considered
deafness, which means that a hearing loss below 90 decibels is classified as a hearing
impairment.

Whether permanent or fluctuating, that adversely affects a learner’s educational performance.

Learners with a hearing impairment may experience difficulty in the subjects of grammar,
spelling and vocabulary, taking notes while listening to lectures, participating in classroom
discussions, watching educational videos and presenting oral reports.

Accommodations strategies those are useful in teaching a group that includes students with
a hearing impairment:

Encourage students with a hearing loss to seat themselves toward the front of the lecture theatre
where they will have an unobstructed line of vision. This is particularly important if the student
is using an interpreter, lip-reading, relying on visual clues or using a hearing aid which has a
limited range. Be aware that some students may not be comfortable with this suggestion or have
alternate strategies. Respect their choices.

Use assistive listening devices such as induction loops if these are available in the lecture theatre.
Hearing aids may include transmitter/receiver systems with a clip-on microphone for the
lecturer. If using such a microphone, it is not necessary to change your speaking or teaching
style.

Ensure that any background noise is minimized. Try to reduce background noise in your
classroom as much as you can, especially if the student wears a hearing aid. Blocking out some
or all of this noise through closing doors or windows can be a simple and effective measure

Repeat clearly any questions asked by students in the lecture or class before giving a response.
Keep instructions brief and uncomplicated as much as possible. When repeating instructions,
repeat exactly without paraphrasing
References

http://www.projectidealonline.org/v/visual-impairments/
https://www.readandspell.com/visual-impairment-in-the-classroom
https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired/
https://www.brighthubeducation.com/special-ed-hearing-impairments/67528-tips-and-strategies-
for-teaching-hearing-impaired-students/
https://familyconnect.org/education/know-your-rights/accommodations-and-modifications-at-a-
glance/235/
https://www.brighthubeducation.com/special-ed-visual-impairments/62488-classroom
accommodations-and-assisstive-technology-for-students-with-visual-impairments/