Instructional Accommodations: Making the Learning Environment Accessible to Students with Visual Disabilities
View the movie below and then proceed to the Initial Thoughts section (time: 1:02).
The first day of school is two days away, and Ms. Milton has just learned that she’ll have two students with visual impairments in her classroom. Evan and Emily are twins. One is blind, and the other has low vision. Ms. Milton has never known anyone who was blind, and she isn’t sure how to effectively include these students in her classroom. She’s concerned about the lessons she’s created for the next two weeks. She spent a lot of time preparing group-oriented, hands-on activities and has been very excited about implementing them; but now she wonders if Evan and Emily will be able to participate in all these activities. In addition, Ms. Milton wants to make sure that Evan and Emily feel accepted by the rest of the students in her class—that they fit in.
Here is your Challenge:
What does Ms. Milton need to know about students with visual impairments?
What should Ms. Milton consider when creating lesson plans to ensure the inclusion of Evan and Emily?
How can Ms. Milton facilitate Evan’s and Emily’s social adjustment?