VI Guide's Vision-related Services | Curriculum Adaptations

Vision-Related Services | Curriculum Adaptations

Academic Accommodations for students with special needs

This article offers some suggestions for making accommodations for special-needs college students, such as in the classroom, in the laboratory, when taking an examination, and when doing fieldwork.

National Agenda for the Education of Children and Youths with Visual Impairments, including those with Multiple Disabilities

This page, part of the Texas School for the Blind and Visually Impaired's web site, contains a document created to define the core curriculum needed for blind and visually impaired students and to offer policy guidance on educating those students.

Policy Guidance on Educating Blind and Visually Impaired Students

This article, written by the United States Department of Education's Office of Special Education and Rehabilitative Services, addresses their concern that services for some blind and visually impaired students are not appropriately addressing their unique educational and learning needs, particularly their needs for instruction in literacy, self-help skills, and orientation and mobility, and identifies the steps that educators can take to meet their responsibilities under Section 504.

Tactual Art

This article, written by Martha Pamperin, was posted on the AERNET listserv and is reprinted here with her permission. This article explains many art activities that can be made fun, educational and accessible to children with visual impairments.

Teaching Students with Disabilities - a practical guide

Prepared by the Division of Rehabilitation Education Services at the University of Illinois, this article offers common-sense advice to a teacher welcoming a new student with a disability into his/her classroom.

Technology Guide to Assist Students with Visual Impairments in Meeting Curriculum Goals

This guide, a joint project of Special Education Technology of British Columbia and the Provincial Resource Centre for the Visually Impaired, contains an abundance of information on when and how a visually impaired child should be introduced to technology. For each type of technology or use thereof, it lists prerequisite skills, objectives, and a list of related resources.

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