Learn how to differentiate content, process, and product for students with a visual impairment.

1. Differentiating
instruction for students
with visual impairments
Differentiating the content, process, and
procedure

2.  First and foremost ask the student
◦ Brainstorm ideas
◦ What has he or she used in the past?
◦ What would they like to try?
◦ What worked well?
◦ What didn’t work very well?
◦ Brainstorm some ways you can have this
discussion with a student in your class –
comment on elluminate.
Differentiating instruction

3. Differentiating the
content
.
How the content is taught to the students

4.  Seat child near the board and in a central
location, within a group of students
 Do not isolate the student
 Verbalize as you write on the board
 If possible provide the student with a
handout of key terms/topics in a way that he
or she can access it
◦ Tactile information
◦ Braille
◦ Large print
◦ High contrast
 When writing on the board use a dark colored
marker or pen
Differentiating content

5.  When using the interactive whiteboard or
transparencies dim the light in the room
for more contrast
 Use 3-D objects when able to so students
can touch and interact with the object
 Make an activity hands on if possible
 Use consistency across all classroom
routines
 Allow opportunities for repetition and
practice.
Differentiating content

6.  Use hands-on learning experiences that
incorporate a multisensory approach and rely
on information available through
hearing, touching, smelling, and movement.
 Provide reading lists and syllabi as early as
possible to allow time to arrange for
taping, large print, copying, or Braille of text.
 Think of one more way to differentiate the
content of a lesson for a student with a visual
impairment - comment on elluminate.
Differentiating content

7. Differentiating the
process
How it is done

8.  Be aware of lighting - Some students find reading is
easiest with very bright directional light illuminating the
page.
◦ Other students with an identical eye condition, however, prefer low
levels of diffused light. Students often prefer fluorescent lights
 Be aware of glare - Common white paper often reflects a
significant glare, which can make the reading process more
difficult.
 Have classmates identify themselves as they answer
questions and participate in class discussions to allow the
student to orient to the speaker.
Differentiating process

9.  Be cognizant of the desk and physical space
of the room for the student
◦ Make sure his or her workspace is accessible
◦ Free of obstacles
◦ Free of boundaries
◦ Visually demanding activities should be followed by
periods requiring less strain on the eyes
◦ Time allowances for reading assignments should be
adequate for each child’s speed of reading
Differentiating process

10. Differentiating the
product
How students can demonstrate their knowledge

11.  Tests should be dark and clear
 If the student is comfortable performing
orally, tests could be given orally by another
person who fills in the blanks.
 Allow students to take oral exams, use
extended time, and use of adaptive devices.
 Let students turn in a Braille copy of a test or
worksheet
 Instead of testing allow students to create a
project or presentation about a topic
Differentiating product

12.  Students can use voice recognition
software to surf the net for a research
project.
 Students can use a refreshable Braille
display to create a report.
Differentiating product