- Using the resource, Classroom Adaptations for Students with Low Vision, review content under the header “Strategies and recommendations for addressing low vision” beginning at the bottom of page 5 through page 8.
- Device Integration and Confidence-Building:
Several recommendations emphasize consistent instruction and student confidence in using optical and non-optical tools. Reflect on a time when a student hesitated to use a device in class. How could you apply the strategies from the reading—such as peer modeling, practice routines, or visual efficiency tasks—to increase comfort and long-term device use?
I would like to discuss one of my favorite topics, me. Mom contracted Rubella when she was pregnant with me. I have asymmetrical acuity loss 20/300 OS 20/70 OD and ventral and temporal field loss. Growing up in the 70’s was rough and tumble and IDEA was brand new. Thinking back on my elementary and middle school education I whish I had the following strategies implemented in my IEP’s. Most of my classrooms only overhead fluorescent lighting and no windows. If I had a strategically placed lamp and instruction in scanning my English/Language Arts classes would have been a much better experience. When I received my first monocular, I used it for 2 or 3 weeks. I was seated in the front of the class and yes I could read the black board but, the scanning needed to get all of the information was exhausting. If I was moved back a row or 2 this could have made a significant difference. Gym class was also a struggle. I think If scanning, tracing instruction would have made ball sports more accessible and carried over to the academics. I was granted more time on exams but having more time to study science experiments and diagrams would have also made a difference. I did not use my monocular properly until I finished my O&M degree, at least for academics. The educators and my peers did help with note taking and impromptu instruction in class but, I was dependent on them and did not take my own notes. Also, I was left to my own devices when it came to juggling in between scope and reading glasses, especially in biology and chemistry, where there were many complex diagrams and renderings. I was not allowed to handle a scalpel or participate in experiments. (sigh)
I worked with a student who hesitated to use a handheld video magnifier in class because they felt self-conscious about looking different from their peers. To increase comfort and encourage long-term device use, I would apply strategies such as peer modeling, consistent practice routines, and visual efficiency tasks. Allowing the student to see peers or older students confidently using technology could help normalize the device and reduce stigma. Building short daily practice opportunities with familiar materials would help the student gain confidence and independence using the tool. I would also incorporate activities connected to my student’s interests, such as reading their favorite Marvel comic books with the magnifier, to make device use more motivating and enjoyable. Visual efficiency activities, like locating character names, speech bubbles, or details in comic panels, would help the student experience success and recognize how the device improves access to learning. Over time, these strategies would help the student feel more comfortable and willing to use the device consistently in the classroom.