Current Trends and Innovative strategies for

teaching learners Blind & Visual Impairment

DATUK DR YASMIN HUSSAIN

DIRECTOR
SPECIAL EDUCATION DIVISION

DR DIYANA KAMARUDIN
SENIOR LECTURER
UNIVERSITY MALAYSIA PAHANG
How to Teach a Blind or Visually Impaired Student
As a teacher, your main priority is insuring that all of
your students have an equal opportunity to access
learning materials and succeed in your course. To
teach visually impaired or blind students you should
modify your teaching strategy, allow for the use of
visual aids and assistive technology, and create a safe
learning environment.
Teaching Strategies

Explain any visuals. When you are teaching a visually impaired or blind
student, it is important to clearly explain all visual materials. For example, if
you are showing a picture to illustrate a point, you should describe the image.
You could say something like “I have put a picture of Queen Elizabeth I on
the board to illustrate the way she was depicted. She is wearing a large gown
with a lot of detailed embroidery. This demonstrates her wealth and power.”
You should also get in the habit of dictating what you are writing on the
chalkboard or whiteboard. This way students who are unable to see the
board can still follow along with the material and take notes.
 Instructions

Always give oral instructions. Do not provide your

students with a handout that contains assignment
instructions. Visually impaired or blind students in your
class may have difficulty seeing the words and learning
what is expected. Instead, you should always give oral
instructions for every assignment and activity.
Ask students to clap to ask a question. Many classrooms rely
on visual cues in order to ask questions or get the teacher’s
attention. It is very traditional for students to raise their hand
if they want to speak during a lesson. Visually impaired or blind
students may not notice when their peers raise their hands.
Instead, you should replace visual cues with audio cues.
For example, you could have students clap twice if they want
to ask a question.
Learning experience

Provide tactile learning experiences. When you are teaching a class with
visually impaired or blind students, you should try and incorporate tactile
learning experiences whenever possible. For example, instead of talking
about rocks and showing images of different types of rocks, you should
actually have physical rocks available in the classroom for the students to
touch and handle.[3]
This can also be done with different foods, shells, properties of matter, etc.
This will allow your students to explore and learn without relying solely on
sight.
Address students by name

Address all students by name. Students who are visually

impaired or blind may not always know who is talking. As a
result you should always address students by their name
when you call on them to answer or ask questions. This
way the student who is visually impaired can learn to
identify their peers based on the sound of their voice.
 Give Time

Give visually impaired or blind students additional time to complete

work. In some instances visually impaired or blind students may need extra
time to complete their assignments and tests. This is typically because
reading braille or using some form of technological aide can take additional
time.
Although you want to give an appropriate amount of time for visually
impaired or blind students to complete their work, you do not want them
use their vision as an excuse to hand in work late. Set deadlines and make
sure they stick to them.
Treat students equally
Treat all of your students equally.
Even though you will need to make
certain modifications to your teaching
style and classroom structure in order
to accommodate students with visual
impairments, you should still hold
these students to the same standard
as the rest of their peers. For
example, all classroom rules and
behavioural expectations should apply
to all of the students in the class.
Avoid giving special treatment to
visually impaired students.
 Curriculum

Consider the curriculum. When you are teaching visually

impaired or blind students, you may need to modify the
curriculum and the way you teach the curriculum in order the
meet the students needs. For example, when teaching art, you
will want to rely more on tactile experiences. Try sculpting and
working with clay, instead of drawing or colouring.
Random Fact

https://www.youtube.com/watch?v=C_cCskjpcIE
USING AIDS AND ASSISTIVE TECHNOLOGY
Record lessons. The easiest and cheapest way to improve the learning
environment for students who are visually impaired or blind is to record all
lessons. This way students can listen to the instructions or lesson multiple
times in order to make sure they completely understand what is expected.
Students can record lessons using smartphone apps that can be easily
downloaded for free.
For better sound quality the school could invest in a microphone and recorder
that could then upload the audio file to the student’s personal computer.
Textbook in braille

Provide braille textbooks and handouts. As soon as you

discover that you will have a visually impaired or blind
student in your class, you should order all class textbooks
in braille. You can also have all of your course materials
and handouts transferred into braille by using braille
translation software.
 Scanners and readers

Allow the use of smart scanners and readers. Students who are visually
impaired or blind can benefit from the use of smart scanners and readers.
These technological devices will easily convert documents such as books and
handouts into speech. This way students who can not see the material
presented on a written document can still access the information. The
machine will actually read aloud the materials.
You can also download a reader application such as the KNFB Reader which
will convert printed text into speech.
 Magnifiers

Encourage the use of page magnifiers. Page magnifiers can be used by

students with visual impairments, to help enlarge images and text presented
in any book or handout. This will assist students with visual impairments in
reading all course material. These devices are relatively easy to use and range
in cost and effectiveness.

Handheld magnifying glasses enlarge the image approximately 2.5 times the
regular size Electronic page magnifiers can enlarge an image 10-15 times the
regular size
 Contrast materials

Write with dark colours on the whiteboard. Many students who are visually
impaired will need written material to be presented in high contrast in order
for them to read. It is best to write using a dark black marker on a
whiteboard. Always write using large images and letters to help assist with
reading. If your classroom has a blackboard, you should always use white
chalk.

Avoid using colours. Colour should only be used sparingly for large images,
such as titles.
Seating arrangement

Seat visually impaired students close to the front. In

order to give visually impaired or blind students an equal
opportunity to succeed in the classroom, seat them near
the front of the room close to the board. While teaching
you should stand near the visually impaired child. This
will allow them to hear you better.
 Lightings

Consider lighting and glare. Visually impaired students

often experience light sensitivity issues, so seating them
away from the window and other glaring light is
beneficial. Try and control the glare in the classroom by
using blinds and curtains. Light should be distributed
evenly throughout the room for optimal visual effect.
 Walkways

Ensure there are large walkways between furniture. You should also
leave ample space between desks, chairs, cabinets, and shelves. This will
make it easier for visually impaired and blind students to navigate
through the classroom without bumping into objects.
Make sure the cupboard doors and drawers are always closed and that
chairs are neatly tucked under desks. If things are left slightly askew this
can cause problems for visually impaired and blind students.
Consistent arrangement

Maintain a consistent classroom arrangement. Once you have created the

classroom layout at the beginning of the school year, leave the furniture in
the same place. Visually impaired and blind students will learn the layout
and be able to navigate their way around the classroom without bumping
into any objects. If you rearrange the furniture and seating assignments this
can cause confusion for these students and will add unnecessary stress to
their learning environment. [12]
Directional instructions

Clearly explain where classroom supplies are located. You will also need to
give added directional instructions when explaining where classroom
supplies are located. For example, if the pencil sharpener is located next to
the whiteboard at the front of the classroom, you should provide visually
impaired students with clear directions from their seat.[13]
You could say “the pencil sharpener is straight in front of your desk and then
two steps left of the whiteboard.”

These added instructions will help a visually impaired or blind student

navigate the classroom.
TIPS
 Meet with the parents of the student prior to the
first class in order to get a clear understanding of
their visual impairment. You should also set
learning goals.
 Talk with your school board or principal for
additional teaching resources and lessons plans
that can be used for visually impaired students.
Understanding Dual-Sensory Loss
 Know that there are a variety of degrees of deaf-blindness, or dual-
sensory loss. People with extremely limited sight and hearing can also
be considered deaf-blind. Some people with dual-sensory loss may still
have some vision or hearing, however limited. They may still be able
to speak or read in certain instances. On the flip-side, communication
may be limited or restricted to expression of physical needs. People
who are unable to communicate are not dumb, but instead hold a
great deal of potential for personal development.
 Congenital deaf-blindness is when a person is born without hearing
and sight. This, depending on the level of auditory/visual loss and
other factors like environment and other conditions, could greatly
affect the individual's communication and basic self-care skills.
Deaf Blind
Understanding Dual-Sensory Loss
 Acquired deaf-blindness is developed later in life, through an injury,
illness, or age. People who have had the opportunity to undergo a
"normal" childhood are often more adaptable to different methods of
communication, especially those involving knowledge such as spelling,
a concept of labelling, space and of communication itself.
 Congenital deafness/acquired blindness is when someone is born deaf
and loses their sight later in life due to injury, age, or illness.
 Congenital blindness/acquired deafness happens when someone is
born without sight, and then later loses their hearing due to injury,
illness, or age.
Deaf Blind
Communications
Be aware that there are a variety of techniques used to communicate by and with people
who are deaf and blind. Each person is different. Because there is so much variance in the
degree of sensory loss, and because overcoming these limitations is a massive challenge,
there is much variance in the ways the deaf and blind navigate communication, including:
Speech
Written communication
Graphic and non-tactile symbols
Tactile symbols and object cues
Gestures/movement cues
Facial expressions or noises which indicate a feeling or opinion
Manual sign language
Tactile sign language
Braille
Touch cues [1]
Symbolic action (e.g. taking you to the tap for a drink)
Face Communication
Prepare to face miscommunication. In certain cases, it may not be possible
for the general public to communicate with the deaf-blind. It is not
uncommon for trained communication partners to have difficulty or even fail
entirely to communicate effectively with their deaf-blind partner. Frequently,
people who are unable to properly communicate with the deaf-blind choose
to ignore the communication or the person altogether. [2] Do not do this, but
rather, see if there is someone else who can understand what the person is
trying to express or a different method of doing so. Do not give up.
Hands
Take the deaf-blind person's hands. Hands are the ears, eyes,
and voice of many people who are both deaf and blind. Being
hand-in-hand allows for continued communication through the
physical connection. A person who is deaf and blind may not
realize you are trying to engage him. Taking his hands enables
him to experience your attempt to interact and communicate to
him and to connect together physically.
 Assessment

Seek medical advice about both senses. Be open to anything the medical experts can recommend.
Even a small improvement can improve the quality and/or quantity of sight and/or hearing, which in
turn could improve communication.
Be especially pushy about assessment and action if the deaf-blind individual is a child, as this is the
critical period (most important time) for development and will affect the child's communication for the
rest of their life.
If possible, get the medical practitioner to test the type of hearing loss the individual has.
Different hearing aids may have varying levels of success depending on where the problem in hearing
lies. As well as typical inner-ear hearing aids, ask about bone-conducting hearing aids, which can be
fitted on headbands and glasses for ease of wearing.
Tests should ideally be conducted several times, especially if communication is a considerable issue.
This ensures that results are accurate, rather than representing a day when the person was not feeling
communicative.
Receiving Communication
Look for a communication partner. In some cases, people with
dual-sensory loss are accompanied by a partner trained to
facilitate communication for the deaf-blind. This person will
have sometimes formal education in deaf-blind communication,
and will have developed rapport. It has been shown that the
level of education in deaf-blindness has the greatest impact on
communication with the deaf-blind. [3]
Cues
Look for more subtle cues. These may include hints in the form of:
Changes in body language
Pre-written notes or cards
Recordings or utterances
Changes in the person's breathing
Changing facial expressions
Physical actions (such as taking you to the fridge for food)
If they reach for your hands, this could be an attempt to communicate.
Changing facial expressions
Physical actions (such as taking you to the fridge for food)
If they reach for your hands, this could be an attempt to communicate.
Communication
Take any card or note that is
provided to you, so that the
person knows you have
received the message. Then
hand it back, unless instructed
otherwise. A person who is
deaf-blind might communicate
using written messages or pre-
recorded messages. These are
used to convey essential
information about their
activities.
Be patient
Communication for the deaf-
blind can be extremely
difficult. The person may
need considerably more time
than you are used to in order
to express what he is trying
to say. By giving him the time
to fully convey or to try
different ways to express the
idea, you can help facilitate
interaction.
Expressing Communication
Use sign language if they do. Sign language
comes in a variety of forms. Many people
know the tactile finger-spelling signs, as
well as some basic adapted American Sign
Language. For people who do not know
either, it is possible to use the POP, or Print
On Palm, method, by using your index
finger to trace the letters on a blind and
deaf person's palm.
Memorize the finger-spelling hand signs.
Take an ASL (American Sign Language) class.
Consider learning finger braille, a modern,
Japanese way of signing with your fingers.
Tadoma
Use tadoma if they do. Tadoma is a
method of communicating with the
blind and deaf whereby their hands
are placed on the lips of the
speaker. The person with dual-
sensory loss feels out the shape of
the words as you say them. This is
similar to lip reading. Not all people
who are deaf-blind can use tadoma,
and not everyone will be
comfortable with another person
placing a hand on their mouth.[5]
Prompting
Wait at least five seconds
before prompting for
response. Studies show that
waiting five, ten, and fifteen
seconds all were measurably
more useful in
communication with the
deaf-blind. A zero to one
second wait before
prompting for a response is
too short. [6]
Braille label printers

Learn to use Braille if they do.

There are devices called braillers
that allow you to type out a
message for a blind person to
read. Sometimes these can be
very expensive, and you might
think of also getting a (cheaper)
braille label printer. Companies
are even developing braille
technology for smartphones.
Patience
Be patient and don't give up. If your deaf-blind loved one doesn't use any of these
methods, be sensitive to their needs and persist with what works for them.
Spend time with your loved one so that you can pick up even a subtle change to
their demeanour, behaviour and communication patterns.
Enthusiastically and overtly encourage any and every small communication success
they have with them. Rome wasn't built in a day.
Talk to their teachers or other people who spend time with them. If they're in
education (of any shape or form) then there ought to be goals for the individual - or
at least specific lessons. If they're not in education, you could seek it, or seek an
expert. Alternatively, you could come up with some simple things yourself.
Try accompanying one specific command with a sign if you think they might be able
to see you. Repeat the sign every time you ask that of them, until they can
anticipate what you will be doing with them from the sign.
Maintain a healthy routine which enriches their life, because at the end of the day,
your loved one's happiness is more important than any amount of communication.
Various Methods
 There are a variety of ways to speak to a deaf-blind person. The method
of choice depends on the level of impairment of each sense. A deaf-blind
person may not be profoundly deaf or completely blind. Many deaf-blind
individuals can use sign language if they still have some vision. The most
common way for a profoundly deaf-blind person to communicate is using
tactile sign language, or the deaf-blind manual alphabet. Both of those
methods rely on hand contact to communicate.
Provide opportunities to make choices.
Take any objects, such as choices of toys or food, to his hands, rather
than taking his hands to the options. This will give him the opportunity to
communicate in return.
Remember that disabled people are people, too. In fact, many people
who are both deaf and blind were not disabled at birth. Don't
communicate in a way that they may find degrading.
Devices for Blind & Visual Impairment
 Braillers

 Braille Printer (Basic D) / (Everest D)

 Close Circuit Television Magnifier (CCTV)

Devices for Blind & Visual Impairment

 Thermoform – for texts and graphic in tactile

 Braille Display

 Scientific / Manual calculator with voice

Devices for Blind & Visual Impairment

 Braille translator software

 Tactile graphic design software

Devices for Blind & Visual Impairment
 Slate & Stylus

 Computer with voice output – Braille translator software

THANK YOU