1.

List at least three resources you should use to determine the visual and
academic ability of a student with a visual impairment.

- The student: they know what their needs are. It’s important to talk to them
so they feel comfortable expressing their needs
- Parents/legal guardians: Parents often know child’s strengths and
weaknesses. They can offer information on how to best work with them
- IEP: It will list their strengths, weaknesses, goals, accommodations, and
modifications to help them. It will also list additional support that the
teacher may need to use

2. Explain why it is important to keep high expectations for students with visual
disabilities.

- People with low vision or are blind can still learn the same as other
students. They just use other sensory information to learn about the world
around them. You just have to be willing to make some changes to some
educational material

3. List at least four things you should do when communicating with a student
with a visual disability.

- When you approach them, you should state their name, and state their
name until they recognize you and your voice
- You should alert them of your departure, so they don’t continue speaking
when you’re not there
- When giving directions, be precise, clear, and adequate with your
information
- Use verbal or physical forms of praise instead of written to let them know
they’re doing a good job

4. Name the three types of accommodations for materials that were presented in
the module. In the table below, fill in two types of accommodations that you
think would be beneficial for Evan and provide an example for each. Then
complete the same information for Emily.

- Visual
o Enlarging print materials
o Large print textbooks
o High contrast writing materials
o Additional task lighting/glare reduction
- Tactile
o Transcribing print to braille
o Tactile maps, graphs, diagrams, pictures
 o Actual hands-on experiences
- Auditory
o Audiobooks
o Teacher made tape recordings/ student made tape recording
responses to assignments or tests
o Audio descriptions of visual information
o Descriptive videos

  Type of Accommodation Example

Example: Evan tactile braille textbook
Using actual hands-on
experiences to help teach.
This can either mean using
hands on hands teaching
and showing Evan the
Evan (1)  tactile
motions to do certain tasks,
or it could be giving him
objects so he can learn what
things feel like, smell like,
etc.
Use descriptive videos that
describe setting, people and
what they look like, what
(2)  auditory
they’re doing etc. so he can
visualize what is happening
so he can learn that way
     
Enlarge the text of all the
papers I give her so she can
Emily (1)  Visual
read it easier and learn
better
Use audiobooks or
recordings of
books/assignments so she
(2)  Auditory
can learn without putting in
as much effort as she would
before

 
5. Imagine that you are an elementary-
school math teacher. You need to
develop a lesson plan for teaching
measurement and will be using items
such as rulers and three-dimensional
geometric shapes. Describe the
strategies you will use to adjust
instruction to include a student who has
a visual disability.

- I would start by giving very clear

instructions. I would make sure that the students with the visual disability
was clear on the instructions and what the objects in front of them are and
how they’re used (ruler, 3D geometric shapes)
- I would also make sure that ALL my students are clear on the
measurements, and how to properly read the measurements on a ruler.
This could mean I just demonstrate to them and have a blown-up picture
for the student with the visual disability
- I would also consider making tactile marks on the ruler at every inch so
that my student can feel the marks and be able to measure easier
- For my student with the visual disability, I would do a hands-on-hands mini
lesson to make sure my student with the visual disability knows what
shapes what are so they do the activity correctly.

6. Listen to this audio version “Fish is Fish (Links to an external site.).” When you
are finished, jot down notes about what you think was happening in the video.
Next, watch the video (Links to an external site.). Why do you think it is
important to provide descriptions of videos for your students with visual
impairments?

- After listening to the story, I imagine a little frog talking to a fish. I imagine
him talking to the fish and describing the creatures he described. I don’t
think the fish had a clear idea of what the frog meant because he didn’t
give detail. I think it could be imagined completely differently
- It’s so important to describe in detail what is happening it videos because I
just imagined a normal fish, cow, and person because I know what it looks
like. For a blind person, they will imagine it as what they know. You need
to be very detailed to they can get a clear and correct image of what you’re
describing.