Faculty Guide

Introduction
Disability and the Law in Higher Education
FAQ: Academic Modifications
Disability Services
Physical Disabilities
Learning Disabilities
Visual Impairments
Hearing Impairments
Psychological Disabilities
Chronic Health Disorders and Hidden Disabilities
Temporary Disabilities
Attendance and Disability
Emergency Evacuation of People with Disabilities

Visual Impairments

Sighted persons are often amazed at how people with visual impairments are able to find their way around campus, whether unaided or with a walking cane or a guide dog. This ability is testimony to people's capacity to devise, improvise and adapt-the same ability that people with visual impairments, when provided with appropriate accommodations and opportunities, capitalize on to achieve academic success.

The term "visual impairment" doesn't necessarily mean total blindness. Many people with visual impairments have some vision, while others can perceive light minimally. Based on the measure of 20/20 as "normal" vision, a person is considered visually impaired if, when corrected, vision is less than 20/70. A person is considered legally blind if corrected vision is no better than 20/200 in the best eye.

Depending on personal preference and the degree of vision loss, a person may opt to use a walking cane, a guide dog or no assistance at all. In a classroom setting, accessing visual information and producing written assignments are the major challenges facing students with visual disabilities. They utilize a combination of tactile and aural means - braille, recorded textbooks, large print, assistance of a personal reader and, increasingly, adaptive computer technologies - to read, write, research and take examinations.

Classroom Accommodations

• A student with a visual impairment needs preferential seating near the lecturer. The student cannot see visual cues and therefore should be seated strategically to receive verbal cues.
• Some students with visual impairments benefit from having a note-taker, while others use lap top computers with speech or braille capabilities for note-taking.
• For some students with visual impairments, tape recording lectures is an appropriate academic accommodation. If protecting a lecturer's copyright is a concern, the instructor and student can sign a contract to safeguard the recorded material from unauthorized duplication.
• Students with visual impairments may need large-print copies of handouts or overheads. Clear, high-contrast copies are best. Dittos are difficult to read. DS can assist students by enlarging copies of text.
• Instructors should give advance notice of books and resources required to allow time for arrangement of a reader, library assistance or alternate formats.
• When referring to a visual illustration or writing on the chalkboard, instructors should avoid "pointing" words such as "this," "that," "here" and "there." Instead, use descriptive words such as "the calculations on the right side of the equation," "the statement after the comma" or ""he inscription above the door."
• When using a chalkboard, instructors should verbalize everything that is on the board. Try to speak directly to the class, remembering that turning your head away can muffle sound.
• In group discussions have speakers identify themselves.
• When a class is relocated, instructors should assign someone to wait at the door of the original class site to guide the student to the new location.
• Instructors should consider the student's needs when giving in-class assignments, showing videos and planning field trips. Discuss with the student how he or she can best be included in these activities.

Examinations

• A student with a visual impairment may require extended time to finish an exam. Depending on the degree of impairment, time-and-and-a-half or double-time may be an appropriate academic adjustment.
• Administration of quizzes, tests and final examinations can be arranged through DS, which can provide a separate testing site, qualified proctors, readers, scribes and appropriate auxiliary aids such as cassette tape players, large-print tests and closed-circuit television.

Communication Tips

• Identify yourself when greeting a blind person. Address the person directly.
  When conversing, it is not necessary to raise your voice. Use language in a natural context. For example, "I'll see you later" and "Let's go look" are quite appropriate. People with visual impairments use these terms too.
• To orient a person with a visual impairment in an unfamiliar setting, describe the layout of the room, indicating the location of all exits, desks, raised floors, low-hanging elements and other objects in the room.
• When offering a seat to a person with a visual impairment, place his or her hand on the back or arm of the seat. This gives the person a frame of reference about the chair's position. When you are leaving, let the person know.
• Don't assume that people with visual impairments need assistance, but feel comfortable in asking if you can help. Allow people who are visually impaired to advise you on how they wish to be guided.
• When walking with a blind person, allow him or her to take your arm above the elbow. Walk in a natural manner and pace. You do not have to give information about turns and steps because they can feel what you are doing.
• A guide dog is trained as a working animal and should not be petted or spoken to without permission of the owner. A general rule is that the dog is working while in harness.
• Familiarize yourself with resources available to students with disabilities on campus so you can make referrals when appropriate.