Educating Learners who are Blind or Visually Impaired
Preparing for Class
Create a dynamic syllabus with links to critical information, definitions, etc.
Provide the syllabus early
Only use graphics/images that support educational content
Create alt text for graphics/images in electronic documents
Use styles when formatting text
Provide a copy of PPT presentations 24 or more hours prior to class time if/when possible
Provide files in multiple formats
Submit book lists well in advance
Attend to Disability Resource Center accommodation letters
Lecture/Classroom
Indicate the PPT slide being discussed, e.g. “slide number 3”
Describe graphics/images on the slide relative to the content, e.g. “as you see in the background there is a photograph of,” “the graph on the slide shows… “
Adhere to lectures provided in advance as much as possible
Use clear and simple language; avoid jargon
Announce yourself when approaching an individual who is blind or visually impaired
Ask if assistance is needed, before assisting or trying to assist
Use person first language - rather than identifying the disability as primary to the person’s identify, e.g. blind individual; identify the person first, e.g. individual who is blind; individual with a vision impairment
