What should Ms. Milton consider when planning her room?

Page 5: Tips for Setting up Your Classroom

After reviewing the IEPs, and after talking with Evan and Emily, their parents, the TVI, and the O&M specialist, Ms. Milton realizes that she does not have to make major changes to her classroom. She has already arranged her classroom so that the desks are set up to facilitate group learning, which may also facilitate Evan’s and Emily’s participation in social and learning activities. However, Ms. Milton will need to make a few accommodations to the classroom arrangement.

Once a teacher has consulted all available resources, he or she needs to consider how to implement the necessary changes in the classroom to accommodate students with visual disabilities. Levack (1994) provides several guidelines for making decisions about accommodations for students with visual impairments.

Adapted from Levack (1994)

Click on the following links for simple tips and recommendations to keep in mind when setting up your classroom to include students with visual impairments. With the exception of the safety considerations, not all of the accommodations below will be necessary—or even appropriate—for all children with visual disabilities.

• Color and contrast considerations

  Providing additional contrast may enhance students’ ability to see items:

  • The art table may be covered with dark butcher paper so it more easily stands out against a light floor surface.
  • Covering students’ desks with butcher paper that highly contrasts the color of the other desks may make it easier for the students with low vision to see and locate their desks. Dark background paper may make it easier for students to locate lighter papers and items (or vice versa) on desks, tables, or counters.
  • High-contrast shapes cut out of bold-colored paper can be placed in various locations to assist students with low vision in visually distinguishing drawers, cupboards, and doors.
  • Dark letters and items on pale backgrounds are more easily viewed by students with visual impairments.

• Materials storage

  • “A place for everything and everything in its place” is a good motto to follow.
  • When assigning lockers, shelves, or cubbies to students, remember that students with visual disabilities will have an easier time locating lockers that are on the ends of rows.
  • Label shelves and items that the visually impaired students use:
    • Braille labels: The TVI, braille transcriber, or paraprofessional can assist in making these for you, and older students can make their own labels.
    • Large print labels
    • Tactile symbols: For young children or children with additional disabilities, tactile symbols can be used. For example, adhering a familiar toy to the back of a child’s chair may help him or her distinguish it from other students’ chairs.

  American Foundation for the Blind (2002)

• Bulletin boards/other posted materials

  • Place at students’ eye level, when possible.
  • Use large, bold, high-contrast, and evenly spaced print. Avoid elaborate fonts, such as serif fonts.
  • Use highly contrasting colors. Dark letters on a light background are easier for many students with low vision to see.
  • Avoid “visual clutter.” Too much content on the bulletin board can make it difficult for students with low vision to isolate and see the important information.
  • Items and wording placed in straight lines are easier to visually follow than are randomly placed and curved items.
  • Use a clear sheet of braille overlay on print content on bulletin boards and other posted print materials. Make sure it is within hands’ reach.
  • Consider incorporating interesting items for tactile exploration, such as art projects using materials of various shapes and textures.
  • For other posted materials, such as classroom rules, routines, or procedures, consider making a braille or large-print copy for students with visual impairments to keep on their desks or in notebooks for easy review.

• Safety considerations

  • Empty chairs should be pushed under desks.
  • Doors should be either fully closed or pushed open against a wall.
  • Cupboard doors and filing cabinet drawers should be closed when not in use.
  • Eliminate or be sure to familiarize the students with potentially hazardous situations, such as
    • Low obstacles (e.g., toys, trashcans)
    • Obstacles protruding from the wall at head-level (e.g., pencil sharpeners, air conditioners, wall telephones)
    • Changes in surface elevation (e.g., steps, slopes, thresholds)
  • Carpets, rugs, and mats should be in good repair (no holes or turned up edges to trip on) and secured firmly to the floor.
  • Place tactile, high-contrast visual warning strips of tape on the edge of steps or stairs or on the floor where there are other changes in surface elevation.
  • Electrical cords should be kept out of students’ paths whenever possible, and securely covered when in pathways.

  American Foundation for the Blind (2002)

• Furniture arrangement

  • Make clear, uncluttered, straight pathways between desks and furniture groupings to key points in the room (e.g., exit, student’s desk, bookshelves).
  • Minimize glare for students with low vision by arranging desks so that they aren’t facing a window.
  • Try to keep furniture and materials that the students use in consistent places and be sure to let the students know when and where you’ve moved items.
  • Place cubbies/shelves and coat-, backpack-, or cane-hooks near entrance and position for ease of locating (e.g., at the ends of rows for students with visual impairments).
  • Provide larger desks, cubbies, shelf space, and/or lockers for braille materials or other devices the students use.

  American Foundation for the Blind (2002)

• Lighting needs

  Lighting needs and preferences vary from individual to individual. Some students with visual impairments prefer and benefit from lots of direct lighting, while others may be very sensitive to light. Many students with visual disabilities function well with plentiful, evenly distributed, glare-free light. It is best to consult with the TVI, student, and/or family regarding lighting preferences and needs. However, the following suggestions may be useful:

  • Window shades with adjustable blinds allow for lots of light or reduction and redirection of light as needed.
  • Floor lamps, desk lamps, or goose-necked lamps that can be clamped to the edge of tables and desks may provide needed additional lighting.
  • Reduce problems with glare by 1) having students sit with their backs to the window so that lighting comes from behind, 2) covering shiny work surfaces (e.g., desk tops) with dark matte paper, or 3) using colored acetate paper or a glare-resistant computer screen.
  • Avoid placing equipment in front of windows.

  American Foundation for the Blind (2002)