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- Specific Learning Disability
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- Visual Impairment and Blindness
Accommodations
- Provide theopportunity to use their tactile and kinesthetic senses to become familiar with the objects to benefit from their use in lessons. Teachers should introduce students with visual impairments to materials and equipment used in with visual impairments is likely to have fewer and less detailed mental images to correspond with verbal language. Such images may differ according to a student’s individual experiences and verbal input he or she has received from others (Whitmore & Maker, 1985)
- General education teachers should observe and interact with students with visual impairments in an effort to determine whether individual students understand verbal input. The teacher must check for comprehension during class discussions and when giving directions. If students are having difficulty understanding what the teacher says, the teacher may need to clarify.
- Most students with visual impairments have some usable vision. Their visual learning can become more efficient if they can enhance their skill to use their vision through training or the use of assistive devices. Observe students to determine that they have visual skills sufficient for locating and tracking visu- al materials. Vision specialists can offer assistance in developing students’ visual skills and in making accommodations necessary for helping students use their vision in productive ways. Such servic- es include making maps, adapting reading materials, and assisting in general accommodations. Many options are available for teachers selecting reading and writing materials.