Curriculum considerations for blind and low vision
Creative arts
Consider activities where students can feel different textures, listen to music and use their hands or the rest of their body in dance.
English
Students who are blind or low vision may need more time to learn reading and writing skills. They might ‘guess’ what a word or letter within a word is, instead of actually reading the word (these are called substitution errors).
Students who are blind or low vision may need more time to learn reading and writing skills. They might ‘guess’ what a word or letter within a word is, instead of actually reading the word (these are called substitution errors).
They may find it challenging to work out the basic sounds that make up a written word (this is called ‘decoding’). Many students will be learning to read with Braille, and might use devices such as Braille-writers.
Some students might use assistive technologies like electronic magnifiers, closed-circuit televisions, and text-to-speech devices for reading or taking notes. Encourage students and families to read as much as they can at home.
Students may benefit from shared reading activities. This is where a teacher or SLSO reads with a group of students and interacts with them.
Teaching students how to read books may involve showing them how to turn pages, or encouraging them to follow Braille or raised text with their fingers from left to right and top to bottom as you read. Different facial expressions, voices and sounds when reading stories can also help.
Mathematics
Students who are blind or low vision may need extra support and time when learning maths, as maths can have a lot of visual content (for example, tables, charts, graphs, plots).
3D models and tactile graphics (large diagrams, graphs, flow diagrams or pictures that have raised surfaces) may help.
Technologies
Some students may have expertise in this area through using technology to aid their vision.
Personal development, health and physical education
Physical education can help improve confidence, self-esteem, and independence.
Blind and low vision students might spend less time being physically active than peers, and could be less confident in physical education classes.
Encourage students to have a go at activities in safe environments. This might mean focusing on just having a go at first rather than learning a specific technique.
Some students may not be able to watch others modelling a skill. Consider whether physical prompts or assistance when learning a skill may be helpful.
Consider pairing blind or low vision students with sighted students and friends.
Human society and environment
Teaching strategies that may be relevant to this curriculum area are: ‘Identify different ways that a student can learn’.
Languages
Teaching strategies that may be relevant to this curriculum area are: ‘Identify different ways that a student can learn’.
Science
Students who are blind or low vision may need extra support and time when learning science, as science can have a lot of visual content (for example, tables, charts, graphs, plots).
3D models and tactile graphics (large diagrams, graphs, flow diagrams or pictures that have raised surfaces) may help.
Teachings tips that might help include use hands-on learning and describe images with words. Some students may have expertise in this area through using technology to aide their vision.