2. First and foremost ask the student
◦ Brainstorm ideas
◦ What has he or she used in the past?
◦ What would they like to try?
◦ What worked well?
◦ What didn’t work very well?
◦ Brainstorm some ways you can have this
discussion with a student in your class –
comment on elluminate.
Differentiating instruction
4. Seat child near the board and in a central
location, within a group of students
Do not isolate the student
Verbalize as you write on the board
If possible provide the student with a
handout of key terms/topics in a way that he
or she can access it
◦ Tactile information
◦ Braille
◦ Large print
◦ High contrast
When writing on the board use a dark colored
marker or pen
Differentiating content
5. When using the interactive whiteboard or
transparencies dim the light in the room
for more contrast
Use 3-D objects when able to so students
can touch and interact with the object
Make an activity hands on if possible
Use consistency across all classroom
routines
Allow opportunities for repetition and
practice.
Differentiating content
6. Use hands-on learning experiences that
incorporate a multisensory approach and rely
on information available through
hearing, touching, smelling, and movement.
Provide reading lists and syllabi as early as
possible to allow time to arrange for
taping, large print, copying, or Braille of text.
Think of one more way to differentiate the
content of a lesson for a student with a visual
impairment - comment on elluminate.
Differentiating content
8. Be aware of lighting - Some students find reading is
easiest with very bright directional light illuminating the
page.
◦ Other students with an identical eye condition, however, prefer low
levels of diffused light. Students often prefer fluorescent lights
Be aware of glare - Common white paper often reflects a
significant glare, which can make the reading process more
difficult.
Have classmates identify themselves as they answer
questions and participate in class discussions to allow the
student to orient to the speaker.
Differentiating process
9. Be cognizant of the desk and physical space
of the room for the student
◦ Make sure his or her workspace is accessible
◦ Free of obstacles
◦ Free of boundaries
◦ Visually demanding activities should be followed by
periods requiring less strain on the eyes
◦ Time allowances for reading assignments should be
adequate for each child’s speed of reading
Differentiating process
11. Tests should be dark and clear
If the student is comfortable performing
orally, tests could be given orally by another
person who fills in the blanks.
Allow students to take oral exams, use
extended time, and use of adaptive devices.
Let students turn in a Braille copy of a test or
worksheet
Instead of testing allow students to create a
project or presentation about a topic
Differentiating product
12. Students can use voice recognition
software to surf the net for a research
project.
Students can use a refreshable Braille
display to create a report.
Differentiating product