Visual impairments are disorders in the function of the eye as manifested by at least one of the following: (1) visual acuity of 20/70 or less in the better eye after the best possible correction, (2) a peripheral field so constricted that it affects one’s ability to function in an educational setting, (3) a progressive loss of vision which may affect one’s ability to function in an educational setting.

Visual disabilities are so varied that it is often difficult to detect such a student in the classroom or on the campus. The student may appear to get around without assistance, read texts, and/or even take notes from the board. However, in most cases some form of assistance is needed.

A "legally blind" person is one whose vision, while wearing corrective lenses, does not exceed 20/200 in the better eye, or whose visual field is less than an angle of 20 degrees. Ninety percent of individuals who are identified as legally blind have some useful vision or light perception. Total darkness is rare.

Some students use aids such as service dogs. These dogs are trained to move at the direction of their masters and are well-disciplined to function in group settings. It is important to note that service dogs are not to be petted or distracted in any way while they are on duty. Service dogs are allowed by law in all college buildings, including laboratories, food services areas, classrooms and administrative offices.

Other students may use white canes, and a few use special electronic sensing devices to enhance mobility. Special considerations may be needed for these students when a class is moved to a new location, when a group goes on a field trip, or when the furnishings in a room are moved for a special program.

Accommodations

• Provide reading lists (titles, publishers and editions) and/or syllabi well in advance so that ordering books on audiotape or conversion of printed materials into Braille can be completed prior to the first day of class.
• Notetaker, use of tape recorders for class lectures, or the use of compact personal computers such as a Braille ‘n Speak or Type ‘n Speak.
• Extended time for testing and special arrangements (oral, large print, Braille, scribe, taped).
• Seating preferences.
• Verbalize the content printed on transparencies or on the board.
• Encourage the student to remind you if you forget to verbalize printed information.
• Provide large print copies of classroom materials by enlarging on the photocopier, or use a large font on word processor.
• Flexibility with assignment deadlines or give student advance notice especially when library research is involved.
• Consider alternative assignments that still meet course objectives.

Students Who Use Braille

So that Braille materials can be produced in a timely manner, syllabus, class handouts, and tests need to be provided in hard copy and on disks saved in a text file well in advance to Disability Services . A blind student who uses Braille is entitled under the ADA to receive materials such as handouts in Braille at the same time as the rest of the class. Please contact Disability Services for additional information.

Adaptive Technology Aids

Whenever possible, texts are obtained in Braille, on tape, or on computer diskettes from national lending libraries. The College will provide handouts and class materials in alternative format when they are not available for loan.

For classes and labs which utilize computers, print enlarging software and/or vocal output adaptations can make computers accessible by individuals with disabilities. A Reading Edge reading machine scans and reads book onto tape. JAWS is a screen reader that vocalizes everything on the computer screen. New advances in technology are creating greater accessibility for all students.