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Difficulties with Vision

Vision is the faculty of sight.

Difficulties with Vision - adjustments to practice

Vision is the faculty of sight and visual acuity is an individual's central vision, the vision you use to see detail.

Visual impairments range from total blindness to conditions such as tunnel vision, double and blurred vision and colour blindness. Some people may have trouble seeing in low light levels, have problems judging speed and distance, or painful irritation to the eyes can be caused by bright light. Only about 18% of people who have visual impairments are classed as totally blind, and most of these people can distinguish between light and dark. Some people will have been born visually impaired and others may have become visually impaired as a result of illness or accident, and this will affect the way people approach and address their impairment. It is important to note that not all blind people use Braille.

A large amount of information during a course is usually delivered visually, therefore those with visual difficulties may be at a significant disadvantage. Difficulties may occur with:

  • Accessing course material — overheads, slides, printed material, diagrams, practical observation, on-line material etc;
  • Using the library — finding, collecting and returning books;
  • Taking notes;
  • Practical work and field trips — recording observations;
  • Travelling to, from and around the place of education.

Assistive Technology

People who have visual difficulties and impairments may be interested in the following assistive technology:

Screen enlargers (or screen magnifiers) work like a magnifying glass. They enlarge a portion of the screen as the user moves the focus—increasing legibility for some users. Some screen enlargers allow a user to zoom in and out on a particular area of the screen.

Screen readers are software programs that present graphics and text as speech. A screen reader is used to verbalise, or "speak," everything on the screen including names and descriptions of control buttons, menus, text, and punctuation.

Speech recognition systems, also called voice recognition programs, allow people to give commands and enter data using their voices rather than a mouse or keyboard.

Speech synthesisers (often referred to as text-to-speech (TTS) systems) receive information going to the screen in the form of letters, numbers, and punctuation marks, and then "speak" it out loud. Using speech synthesisers allows blind users to review their input as they type.

Refreshable Braille displays provide tactile output of information represented on the computer screen. The user reads the Braille letters with his or her fingers, and then, after a line is read, refreshes the display to read the next line.

Braille embossers transfer computer generated text into embossed Braille output. Braille translation programs convert text scanned in or generated via standard word processing programs into Braille, which can be printed on the embosser.

Talking word processors are software programs that use speech synthesisers to provide auditory feedback of what is typed.

Large-print word processors allow the user to view everything in large text without added screen enlargement.

Other Support

Readers transfer material from text media onto an audio recording for the individual to listen to.

Notetakers. Some individuals with visual difficulties may require a notetaker to attend lectures with them. This allows the learner to concentrate on the information presented in the teaching session.

Scribe. A scribe may be used in exam situations and only writes what the learner says and does not help or advise them on the subject matter.

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Difficulties with Vision - adjustments to practice

These strategies are suggestions for inclusive teaching and training. This list should not be considered exhaustive and it is important to remember that all learners are individuals, and good practice for one person may not necessarily be good practice for another. If you have any good practice that you would like to add to this list, please email your suggestions to ettad@worc.ac.uk.

Environmental Factors 
  • Organise orientation sessions for individuals, to assist navigation around the building(s), materials and learning resources.
  • Adjust lighting for individuals. Generally good lighting is helpful, but for some people too much light can be a hindrance, and glare from shiny surfaces can be very distracting. Many people who are partially sighted are photophobic - they cannot tolerate bright light.
  • Eliminate background noises as much as possible and speak clearly.

Learning Resources 
  • Produce materials in advance if they need to be put into Braille, modified print or an audio recording.
  • Written materials are easier to decipher if they are clear and simple, on non-glossy paper and with strong contrast in colour and tone. A sans serif font such as Arial at 14 point size is a good starting point for clarity. Black print on yellow or white paper is usually clear, although learners may have individual preferences.
  • An uncluttered layout without too much on one page is helpful.
  • Use colour and imagery to highlight key points or important details.
  • Avoid placing text over a background illustration or pattern.
  • Offer a range of lined coloured paper for people to write on. If learners have a colour preference, ensure all handouts are printed on it for them.
  • Some people find it easier to use a recorder or dictaphone, as it may be the most efficient way for them to review materials and ideas.
  • Explore with the individual techniques that help to compensate for perceptual difficulties. For example, discuss ways of isolating lines or blocks of information, possibly using windows cut out of card.
  • Use a frame or ruler to identify the line of text and to help move the eye to the next line. 

Course Delivery 
  • Always read out what is written when using a whiteboard, overhead transparency or PowerPoint presentation, and explain fully any diagrams, illustrations, acronyms or videos you use.
  • Use black or blue pens and not red or orange on a whiteboard and remember that a shiny screen can cause physical pain if the reflected glare is too bright.
  • Ask speakers to introduce themselves by name in group discussions. Prepare handouts in advance so that people who are blind or partially sighted have diagrams, etc to hand.
  • Blind and partially sighted people may need particular assessment or examination arrangements such as Brailled exam papers, a separate room, extra time, readers or scribes for written tests.

General Guidance 
  • Ensure the learner is notified of organisational changes ‑ they will not be aware of messages left on noticeboards or changes in classroom pinned to doors. Texting (SMS messaging) is often the most effective method these days.
  • Ask partially sighted people what helps them most, because the support they require may be very different.

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