Optimising the Learning Environment

It is important to determine the factors that will provide each student
with their optimal visual environment – and it is important that the student
understands and can communicate their unique needs in relation to their
vision impairment.

Access technology

students may use a range of technology options – laptop, iPad, DAISY
player, BrailleNote, scanner etc – encourage students independence in
using their technology and in selecting the best technology for the task
it may be beneficial to work with the school’s IT consultant regarding
access to the internet, interactive whiteboard etc
the school’s IT consultant may be able assist with personalising the
computer settings on their technology (may be password protected), firewalls
etc
encourage efficient organisation of learning materials and technology
eg file management – texts and school work
encourage use of touch typing and key commands to ensure efficient computer
use
email information and worksheets or use a flashdrive or DropBox to transfer
files to and from students
encourage the use of low vision aids and other technologies to maximise
independence and access to the learning environment
see also Tips for Using Interactive Whiteboards

Lighting

Eyes “run” on light therefore the most critical issue in being able to access the learning environment is the amount, intensity, position and direction of the lighting in all learning areas.

consider “task” lighting ie a light being focused on a particular
area – the majority of children with low vision require some form of task
lighting to increase visual efficiency
an individual lamp will instantly increase contrast – to reduce glare,
the lamp should be placed below eye level and should shine onto the task
from a 45 degree angle
the student needs to be aware of how to manage their lighting needs
and why
inappropriate lighting increases vision fatigue
and may impact on behaviour:
- fluorescent globes are the most efficient globes and produce the
  most light for ambient purposes but they tend to create glare and
  distort colours
- halogen globes produce a very white light but they also emit a lot
  of heat and use more energy.
- the best light to maximize lighting levels are warm white bulbs
  (2700-3500 Kelvins)
light from computer screens can increase vision fatigue – changing the
setting to white print on black background may reduce fatigue. Computer
users may benefit from the use of glare filters.
for those who are light sensitive, bright or direct natural light should
be filtered through UV blocking film or tinted glass, usually of a clear,
amber, or pink colour
for visual comfort and glare reduction, avoid white or blue walls –
the best wall colours are pink, peach, and warm beige. Textured walls
are better than smooth, shiny ones. Put up posters or wall hangings to
soften highly reflective areas.
consider lighting conditions in all areas of the school environment
in which the student will be moving – both inside and outside – eg stairs,
covered walkways, locker areas and toilets
torches can be useful to a student experiencing difficulties in areas
of low illumination eg locker, school bag and dark corners of a room

Glare

some students are particularly sensitive to glare eg photophobia
avoid positioning a student facing a light source (natural or artificial)
avoid bright backlighting when teaching eg stand away from bright windows
consider sunglasses and a hat, particularly when working/playing outside
reduce glare in the classroom eg use blinds, curtains, posters etc to
cover glary windows
avoid reflection on tasks, work surfaces etc – avoid using glossy paper
and toys/work surfaces painted in high gloss
consider the placement of computer screens to minimize glare
turn off overhead lighting when using the smartboard
allow students to reduce glare by using a hat or sunglasses inside

Contrast

improve contrast on work surfaces by using contrasting coloured cloth
(eg a piece of beige or black felt), a coloured tray or place mat; this
will improve contrast and therefore ensure the visual stimuli is more
visible eg a black cup on a light surface
task lighting (eg a lamp) may assist
when producing learning materials for a student, consider contrast
eg bolder lines for maths worksheet
use black felt pens on a clean whiteboard
allow students to use texta colours in preference to coloured pencils
when drawing/colouring
bold lined paper and black felt tipped pens increase contrast for the
student
consider areas in the school environment which need to be made more
visible eg paint edges of steps, highlighting a light switch and doorways
consider the clothes you wear eg a class teacher wearing bright clothes
is easy to find, particularly when on excursions in unfamiliar environments
wearing lipstick can highlight the teacher’s facial expressions
see also Tips for Preparing Worksheets

Crowding

children with low vision may become overwhelmed with cluttered worksheets
and whiteboards – their functioning may be improved by reducing the visual
stimuli
use masks such as black pieces of cardboard to block out various questions
on worksheets etc
large print may be preferred to regular print
detail in illustrations and drawings may need to be reduced

Print

size of print is not nearly as critical as the quality of the print
encourage students with low vision to access N12 print either by use
of low vision aides or other technology if this is possible
the best fonts for students with low vision are the San Serif fonts:
Arial, Tahoma and Verdana
holding materials close to the eyes will not cause harm – allow the
student to place materials in a position and at a distance that they choose

Materials in alternative format

students generally have a preferred format for their learning materials
– etext, braille/tactile, audio, large print
ensure that student’s learning materials are available in a timely manner
the student’s preferred format may change from one activity to another
eg braille for Maths, etext for novels

Seating

ensure that the student is in the most appropriate seating position
consider vision impairment – where is the student’s best field of view
(including null position for nystagmus)?
consider low vision aids – if the student is using a telescopic aid,
they may need to sit towards the back of the room
is access to a power point required?

Organisation

if possible, keep classroom environment static
keep the classroom tidy eg put chairs under desks
alert student to any changes in the room layout
a student may need extra work and storage space because of equipment,
braille books etc
encourage efficient organisation of learning materials and technology
so students can set up and pack up quickly
if the student has a laptop or other heavy items, they may like to consider
using a suitcase on wheels
encourage the student to develop good study and exam techniques
encourage use of diary or planner

Size/Distance

each student will have his/her own distance for reading – don’t be concerned
if this distance is very short – most young students are able to focus
at short distances
reading stands may help avoid back and neck pain
consider the size of stimulus used eg toys, items on worksheets – do
the diagrams need enlarging or reducing?
consider offering the student their own example of an item being demonstrated
for close inspection
consider the size and colour of print on the white board
allowing the student to move to the board or sit at the front of the
group may improve visual access
consider allowing the student to access the board using iPad or other
technology eg the iPad can be synced with the interactive whiteboard
use of the ‘pinch and zoom’ feature on the iPad may improve access to
whiteboard and worksheets

Time

students with a vision impairments may require additional time to investigate
and respond to a visual stimulus
allow the young student additional organisational time eg when asked
to pack up and collect school bag, coat and homework – meanwhile work
on streamlining for best efficiency
it may be appropriate for students to view stimulus material prior to
the class eg models, complex diagrams
it may be appropriate for students with vision impairments to perform
fewer tasks than their sighted peers eg half the maths examples

General teaching stragegies

ensure that students have their learning materials in their preferred
format – braille, etext, audio, large print – at the same time as their
sighted peers
use black felt pens on a clean whiteboard
read out loud as you write on the whiteboard and spell new words as
you go – this will assist the student with impaired vision who may not
be able to see the board
email students information and worksheets or use a flashdrive to transfer
files to and from students
reduce visual clutter – leave out unnecessary detail on worksheets and
on the whiteboard
consider vision fatigue – signs of vision fatigue include red eyes,
rubbing eyes, watering eyes and/or headaches. Allow for rest breaks or
alternate visual with non-visual activities eg listening to audio materials.
each student will have his/her own distance for reading – don’t be concerned
if this distance is very short – young students are able to focus at short
distances
encourage the use of reading stands which may help avoid back and neck
pain
verbalise activities using directional language eg today’s spelling
words are on the section of the whiteboard nearest to the door
allow the student to hand out materials – this will help them to know
where the other students in the class are
provide verbal cues eg say the student’s name and verbalise what is
about to happen
use verbal rewards and praise as the student cannot see a smile or nod
of approval
ensure all relevant staff including replacement teachers are aware of
the student’s vision impairment and the related implications
encourage eye contact and appropriate body language
encourage appropriate social skills
encourage “looking” by using words such as “look”,
“find” and “see”
encourage the use of low vision aids and other technologies to improve
access to the learning environment
insist on the use of touch typing and key commands to make computer
use efficient
see also information about Art, Career Education, Physical Education, the Expanded
Core Curriculum and Core Curriculum

Supporting Students