It is important to think about how much vision a student has when considering course material and its presentation. Some people have blurred vision, or cannot judge distances and speed, or are unable to distinguish between objects that have similar colour or shape. Others may be able to see things that are very close but little that is in the middle or far distance, while others have a restricted range of vision (e.g. tunnel vision). Most people who have a visual impairment have some useful sight, only a very small proportion (approximately 4%) have no sight at all.

Most people use sight as their primary source of gathering information, not only for reading and writing but also for social interaction and practical everyday activities. Though being blind can place a student at a significant educational disadvantage, many students successfully complete degree courses and go on to hold responsible jobs.

Not all blind and partially sighted people use a white cane, read Braille, or have a guide dog.  A student may be considered legally blind in order to access the help of special learning/living aids.

Hearing and listening play a central role in the learning process of students who are blind or partially sighted. It is important to remember that they will not be able to read body language or facial expressions, their interpretation of attitudes will rely on auditory cues such as pitch, tone, and volume of voice. If one absent-mindedly rustles papers or turns away whilst speaking, or fails to verbally acknowledge a point in the conversation, this may be interpreted as disinterest.

Etiquette:

• In casual encounters, identify yourself clearly and introduce others who are present including their relative position to you.
• Do not automatically assume that the person needs your help. When offering assistance to a blind person ask them directly what you need to do, but in general, offer them your arm. You should guide rather than lead or propel the person.
• When guiding someone, give clear instructions/descriptions, for example, “This is a step down” not merely “This is a step”.
• When offering a seat, place the person’s hand on the back or the arm of the chair and tell them what you have done.
• In group conversations refer to the person by name to cue them in to the discussion.
• Do not leave someone talking to an empty space. Tell them when you need to end the conversation or move away.
• In welcoming someone to a room they have not visited before, give a brief synopsis of its ‘geography’ (shape, size, window, doors) and contents (furniture, people).
• Speak to a guide dog owner if the stiff handle is lying along the dog’s back - they may need assistance.
• Leave doors either fully open or fully closed.

Enabling Strategies:

• Most students have a preferred way of communicating using the recorded word, the most common being through large print, Braille/Moon, tape, digital recordings, through email, through texting, or a combination of these. 
• Large print is material printed using large letters. A minimum of 14 point and preferable 16-18 point is recommended. It can be produced by photocopy enlargement or by producing larger print directly from the computer - the latter is preferable as the quality of the print is far better. However, many students find it difficult to scan large print and find their concentration is quickly depleted.
• Some students may use a CCTV (closed circuit TV) which throws an enlarged version of the page onto a screen. They may also find it useful to use a computer software package which enlarges print (for example, Microsoft Windows has Accessibility Options which allow changes to resolution, colour and size.
• Some students will need to use a tape or digital recorder to record classes/discussions. This means the student has to rely on auditory input which requires skills of concentration and memory, and practice. Also, it is more difficult to scan material and the student therefore has to be well organised.
• Some extremely enabling software packages have been developed recently with regard to voice recognition (for example, Dragon Dictate or ViaVoice (Mac) though these to require some training and practice. Also available is a voiced spellchecker, “Texthelp!” 
• Some students may require the use of a note taker.
• Encourage people to sit where they can best hear/see (for those with some residual sight).  Remember that if they have a guide dog it will need a break, too. Also, it is important to ensure that classmates understand that the dog is working and should not be petted or fed.
• Keep aisles and open spaces free from obstructions - check for protrusions at head height.
• Ensure that the lighting is good, small adjustments can make a huge difference. Requirements will differ from person to person; glare can be as problematic as deep shadow. Discuss individual requirements with the student. Small adjustments can make a huge difference and are generally inexpensive; for example, changing the wattage of a light bulb. Tutors should stand in a well lit place facing the students, but not with their backs to the window as the face would then be in shadow.
• Give precise instructions and thorough explanations. Students with visual impairments may not have had the breadth of experiences to make the sort of closures to spoken communication that are available to sighted students. 
• Exams, fieldwork and tests will require special arrangements. Students may need large print, a reader, an amanuensis, or special equipment such as a scanner or a PC and separate room. They may need to practise with such aids prior to the examinations.
• Be prepared to accept oral alternatives if written work is not essential. Can the student submit an assignment online?
• Read out loud everything that is written on Overhead projections or PowerPoint.  Make sure that course and reading materials are available well in advance of the session - in extra large print (photocopy enlargement/increased font size) for those with some vision. Providing materials in advance will allow the student to make Braille/taped copies of the content.
• Some partially sighted students may adopt awkward body language/head positions when reading or writing - this is what works best for them.
• Provide booklists prior to the start of the course for those students who need to make arrangements to have them read onto tape or Brailed.

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