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Creating an accessible curriculum
Including students who are blind or visually impaired
Whatever the degree of impairment, students who are visually impaired
should be expected and facilitated to participate fully in classroom activities
such as discussions and group work. To record notes, some use aids such
as laptop computers or computerised braillers. They may confront limitations
in laboratory classes or field trips but with planning and adaptive equipment,
their difficulties can be minimised.
Before or early in the course
- provide reading lists or syllabi well in advance
to allow time for such arrangements as the taping or Brailling of text
- ensure that core learning texts are available in
alternative formats
- in co-operation with the Disability Officer, assist
the student in finding note takers or tutors as necessary. Where possible,
team the student with a sighted classmate or laboratory assistant.
- reserve front seats for low-vision students and
use magnified print. If a guide dog is being used, it will be highly disciplined
but will require some additional space.
During the course
- face the class when speaking
- convey in spoken words whatever you put on the board or overhead projector
- permit lectures to be taped and/or provide copies of lecture notes where
appropriate.
- provide large print copies of classroom materials by enlarging them
on a photocopier.
- be flexible with deadline assignments as it can take a student with
visual impairment up to 50% longer to complete a written assignment.
- plan field trips or off campus activities well in advance and alert
supervisors, employers etc to whatever adaptations may be needed.
- if a specific task is impossible for the student to carry out, consider
an alternative assignment that allows them to show their knowledge of
the subject.
Examinations and assessments
- students should not be exempt from exams because of a visual impairment.
- they should not be expected to master less content or attain a lower
level of academic skill.
- alternative methods of assessing their course achievements may be necessary.
- the student and the Disability Officer will be able to offer suggestions
on testing and evaluation strategies based on previous experience.
- examination times may need to be extended.
The following represents the range of alternative methods of presenting
examinations
- provision of exam papers in Braille formats
- personal computer with screen reading software
- provision of a reader
- provision of exam papers on audiotape
- provision of exam papers through personal computer in large size format
Carry out a good practice audit to see how accessible your department
is to students with disabilities. Click on the link below to access the
'good practice audit' document and print it.
Click
here to open or download the 'good practice audit' document [Word doc -
33KB].
