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Common Characteristics
Challenges
Possible Accommodations
Note
Common Characteristics
Students who are blind are usually perceptive to the feelings of others
because they have learned to listen and interpret nuances in voices.
Other than that, they are just like everyone else. By the time they
have reached college, they have become independent and determined individuals.
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Challenges
The biggest problem facing blind students is the overwhelming mass of
electronic and/or printed material with which they are confronted. Textbooks,
class outlines, class schedules, bibliographies, campus newspapers,
posters, tests, mail, etc. bombard them. The increasing use of films,
videos, powerpoint presentations and closed-circuit television adds
to the volume of visual material, which they must access.
Most blind students use a combination of reading software, readers,
Braille, audio taped lectures and books and commercially recorded texts.
Students may use raised line drawings of diagrams, charts and illustrations;
relief maps and three-dimensional models of physical organs, shapes,
microscopic organisms, etc. Modern technology has made available other
aids for blind people including talking calculators, paperless Braille
machines, Braille computer terminals, talking computers and reading
machines. Many blind students who use Braille prefer to take their own
notes in class using a brailler. Other students have a classmate make
a copy of his or her notes, which are read into a tape recorder. Some
blind students audio record lectures and later transcribe notes from
them into Braille.
Guide dogs are used by some blind students. Guide dogs are well trained
and disciplined and will not disturb the class. Most of the time they
will lie quietly under or beside the table or desk. The greatest disruption
a faculty member can expect may be an occasional yawn or stretch (from
the dog).
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Possible Accommodations
- 1. Choose texts early so that students can have time to
order and receive books in audio format.
- 2. Use specific terms so the information is clear.
- For instance, a faculty member may say, "The sum of this is found
here," while pointing to information on the board. The faculty member
could easily say, "The sum of 3 plus 8 equals 11." The blind student
in this case is getting the same information as a sighted student.
The faculty member may point to a model and say, "The lungs are here
and the heart there." The faculty member might be able to personalize
locations by asking class members to locate them by touch on their
own bodies. Examples of this type will not always be possible. However,
if the faculty member is sensitized not to use strictly visual examples,
the blind student and probably the rest of the class will benefit.
- 3. Include blind students in off-campus trips.
- Most blind students travel independently and learn a great deal
from the experience by using other senses. In most instances all that
will be required is for a member of the class to act as a sighted
guide. Usually, students quite willingly volunteer to take turns providing
that service.
- 4. Allow tape recording of lectures.
- 5. Emphasize important information verbally, not just seen visually
on the chalkboard, projector or screen.
- 6. Prepare early for tests.
- Tests may need to be put on tape or disc for a student who is blind.
If a reader will be provided for the student, discuss ahead of time
with the person who will be reading the test to the blind student
and confirm where and when it will be given. One way to administer
a test without a monitor is to give the blind student two tape recorders,
one with the test on tape and the other with a blank tape for him
or her to record the answers. If the instructor is not concerned with
test security and can rely on the honor system, a take-home quiz can
be given to the blind student.
- 7. Allow the blind student to sit in the same seat each class
period.
- It is especially difficult for the student to become oriented if
the chairs, tables and other potential hazards are moved around. One
easily accessed seat reserved for the blind student will cut down
on confusion and frustration for all.
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Note
- Sometimes blind students become disoriented. If you see them looking
confused, ask if they would like help. Do not ignore them or grab
their arm without asking.
- When greeting blind students, identify yourself.
- Don't play with guide dogs if they have their harnesses on. That
means they are working and can easily be distracted.
- The words "see" and "look" are often used by the blind. Do not be
embarrassed to use them. Blind students might say, "I saw your friend
yesterday." They mean they talked with your friend.
- Include blind students in conversation and social events. Be open
and honest with them about not knowing their needs. They will tell
you if you can help them.
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