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Curriculum Access: Environmental Considerations

There are several factors which affect the extent to which a person can see and recognise objects including:

familiarity, complexity, size and distance of objects
amount of light on the object
its colour and contrast against the background
whether the object is stationary or moving
location and position of objects
time available for looking

Emotional and psychological factors may also need to be taken into consideration. The student's access to their visual environment can be enhanced by making some simple modifications.

Seating

Seating placement plays an important role in the student's access to the classroom environment. Discuss suitable seating with the student's Visiting (Itinerant) Teacher, physiotherapist and/or occupational therapist. Consider:

the student's best field of view for presenting work (eg left or right of the midline if there is a field loss, null position for students with nystagmus)
low vision aids eg if the student is using a telescopic aid, more flexibility in classroom seating may be possible eg the student may be able to sit towards the middle or back of the classroom

Lighting

The type of lighting (natural or artificial), its intensity and its direction are important for optimal visual functioning. Problems with light can be caused by too much light (glare) or insufficient light. It may be necessary to move to a different position, add lighting or to modify the types of lighting to optimise conditions. Consider:

a desk lamp for school work
a torch or battery-operated light for areas of low illumination eg school locker, school bag
lighting conditions in all areas of the school environment (inside and outside) eg stairs, covered walkways, locker areas and toilets

Glare

Too much light will reduce the student's ability to see. Consider:

reducing glare by using blinds, curtains or posters to cover the windows
sunglasses and a hat for the student - this may even be helpful inside
your position when teaching or speaking to the student ie not in front of a window or source of light
glare on work surfaces - avoid using glossy paper, some students prefer reading from pale or buff coloured paper
placement of the computer screen - a three sided shield around the monitor may reduce glare

Contrast

Enhancing the contrast can assist students with low vision. Consider:

bold lined paper, black felt tipped pens and texta colours offer increased contrast for writing and drawing
producing materials with bold lines eg picture symbols, reading materials, graphs and charts
using dark objects on a light background, or light objects on a dark background
presenting objects on a light box for very low vision students
areas in the school environment which need to be made more visible eg edge of steps, outlining a light switch, defining doorways. A yellow or white painted strip can be used to increase contrast in these areas.

Size

Presentation of materials in a suitable size is important for students with vision impairments. Discuss appropriate size (not necessarily enlargement) with the student's Visiting (Itinerant) Teacher. Consider:

print size for reading - this may vary with the task to be performed eg the student may be able to read single words at one print size, but require a larger size for a prolonged reading task
consider the size of stimulus materials eg toys, communication symbols, diagrams etc
moving objects closer to increase magnification
encourage use of a magnification device eg hand-held magnifier, electronic magnification unit, or enhanced computer access etc

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Time

The student with a vision impairment may require additional time to:

examine a visual stimulus
complete set work and examinations
set up equipment and pack up after class

Classroom Organisation

keep classroom environment static and alert the student to any changes in the room layout
the student may need a larger desk and extra storage space for equipment, and large print or braille books etc

Strategies for the Classroom

The following are ideas - but may not be appropriate for all students. Consider the following:

use white or yellow chalk on a clean chalkboard or black felt pens on a whiteboard
avoid glare on whiteboards
read out loud as you write on the chalkboard and spell out new or difficult words
reduce visual clutter in student's work area
leave out unnecessary detail on worksheets and on the chalkboard
a reading/writing stand may help avoid postural problems - see Reading/Writing Stands
watch for signs of vision fatigue such as red or watering eyes, rubbing eyes and/or headaches, even changes in behaviour. Allow for rest breaks or alternate visual and non-visual activities such as listening to a story book
reduce visual fatigue by modifying the number of exercises a student has to complete eg in mathematics the student could do every second question
verbalise instructions using directional language eg the bin is to the right of the door
provide verbal warnings eg say the student's name and verbalise what is about to happen
use verbal rewards and praise as the student may not see your smile of encouragement
allow time for the student to explore materials at a close distance
encourage the student with a vision impairment to be aware of class layout and other students present in the class eg allow the student to hand out worksheets
avoid teaching with the window behind you
ensure all relevant staff are aware of the student's vision impairment and the related implications
leave an information sheet in the work program so replacement teachers are aware of the student's requirements

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Web page editor Deb Lewis , Statewide Vision Resource Centre - Victoria, Australia. Last updated December 2005.
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