Instructional Accommodations: Making the Learning Environment Accessible to Students with Visual Disabilities
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this Module.
- List at least three resources you should use to determine the visual and academic ability of a student with a visual impairment.
- Explain why it is important to keep high expectations for students with visual disabilities.
- List at least four things you should do when communicating with a student with a visual disability.
- 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.
Type of Accommodation Example Example: Evan tactile braille textbook Evan (1) (2) Emily (1) (2)
- 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.
- Listen to this audio version “Fish is Fish.” When you are finished, jot down notes about what you think was happening in the video. Next, watch the video. Why do you think it is important to provide descriptions of videos for your students with visual impairments?