What should Ms. Milton consider when creating lesson plans to ensure the inclusion of Evan and Emily?

Page 6: Instructional Methods Inside the Classroom

Now that Ms. Milton has learned about working with the TVI to alter classroom materials for Evan and Emily, the next step is to learn how to adjust her instruction. It is important to consider how students with visual impairments will perceive the information being taught. It may be necessary for the teacher to make some minor adjustments in the instructional presentation so that students with visual disabilities will have the same opportunity to follow visually presented information.

For example, before the lesson begins, the teacher should consider the materials he or she will be presenting on the board or with an overhead and do one of the following:

• Ask the TVI to enlarge or convert the pictures, diagrams, and graphs that will be shown on the chalkboard or screen.
• Ask the TVI to convert to the appropriate reading medium the key points that will be written on the board or overhead.

Furthermore, during the lesson, the teacher should consider the suggestions below:

• Read aloud what is written (or being written) on the chalkboard and overhead projections.
• Describe all pictures, diagrams, and graphs shown on the board or overheads.
• Invite students with low vision to reposition themselves as needed for an unobstructed, closer, or glare-free view of the chalkboard or overheads.
• Encourage students to use low-vision devices as appropriate.

Classroom Demonstrations

Teachers often use demonstrations or modeling during instruction so that students are able to watch and imitate new skills. However, as traditionally used, these instructional strategies rely heavily on students’ ability to see. Some students with low vision may be able to follow demonstrations and modeling of new skills by simply moving closer to the teacher or by using their low-vision devices as appropriate. Other students with visual impairments will require more creative teaching approaches to ensure that they are on equal ground with their sighted peers.

Below are several ideas that teachers can use to adjust instructional practices while using demonstrations and modeling:

• Describe each step of the activity in detail while doing it.
• Make the materials available for the students to explore before and after the demonstration.
• Use multi-sensory approaches that encourage students to use all of their senses in learning.
• Use hand-over-hand instruction to teach the motions of a new skill; for example, the teacher might ask a student to place his or her hands over hers as she demonstrates how to pour liquid into a test tube.

In all cases, it is a good idea to ask questions while demonstrating and/or modeling to assess students’ understanding of the content being presented.

Audio-Visual Presentations

More and more, teachers use movies, CD-ROMS, slides, and other forms of media to present information. To make these materials equally accessible to students with visual disabilities, teachers need to describe verbally what others are seeing. It is best to start by giving a general description of what is happening in the media presentation and then provide details as time allows.