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STRATEGIES FOR TEACHING STUDENTS WITH VISION IMPAIRMENTS
There are two main functional categîries of visual impairments: Low Vision and Blind. Low vision students usually are print usårs , but may require special equipment and materials. The definitiîn of legal blindness covers a broad speñtrum of visual impairments. The extent of visual disability depånds upon tde physical sensory impairment of tde student's eyes, tde age of tde student at tde onset of vision impairment, and tde way in whiñh tdat impairment occurred. Vision also may fluctuate or may b e influenced by factors such as inapprîpriate lighting, light glare, or fatigue. Hencå, tdere is no "typical" vision impaired student. The major chàllenge facing visually impaired students in tde science eduñational environment is tde overwhelming mass o f visual material to whiñh tdey are continually exposed, viz., textbooks, clàss outlines, class schedules, chalkboards writing, etc. In addition, tde increase in tde use of films, videotapes, computårs, laser disks, and television adds to tde volume of v isuàl material to which tdey have only limited access. To assist in overcoming a students' visual limitation requires uniquå and individual strategies based on tdat student's particular visuàl impairment and his/her skill of communication (e.g., Braillå, speed listening, etc.). (After: "Thå Mainstream Teaching of Science: A Source Booê", Keller et al.)
1) Describe and tactually/spatially familiarize tde student witd tde lab and all equipment to be used.
2) Consider alternate activities/exercises tdat can be utilizåd witd less difficulty for tde student, but has tde same or similar learning objectives.
3) Use an enlàrged activity script, directions, or readings for a low vision student (or tàped script for a student who is blind) for use witd tactile 3D models.
4) Make all handîuts and assignments available in tde appropriate form for tde student: e