Visually impaired learners have unique needs in terms of their educational programming. In the Essential Components of Educational Programming for Students Who Are Blind or Visually Impaired this is clarified even further:
Accessing the program of studies is often challenging for students with visual impairment or blindness. In order to participate fully within the educational environment, these students require instruction from a trained professional in such disability-specific skills as braille literacy and numeracy, assistive technology skills, use of low-vision devices, career and life management skills, social interaction skills, independent living and personal management skills, and orientation and mobility skills. (p. 2)
This guide further outline the essential components of programming for students who are blind or visually impaired (pp. 3-7). These are:
1. Learning Team - the individuals who work together to plan, implement, monitor and evaluate programming and services. A certified teacher must direct and lead the learning team.
2. Meaningful Parent and Family Involvement - parents are valued and contributing members of the learning team and their input influences all aspects of their child's education.
3. Disability-specific Skills - students should receive special instruction in disability-specific skills. With these skills, they can be expected to achieve learning outcomes consistent with their peers.
4. Assessment - programming and services should be determined through assessments conducted by a specialized teacher and other professionals identified by the learning team
5. Individualized Program Plan (IPP) - includes essential information for planning, implementing, monitoring and evaluating the student's educational program. These are working documents for learning teams to use throughout the year.
6. Access to Programs and Services - all students who are blind or visually impaired should have access to the programming and services provided by specialized teachers and orientation and mobility instructors.
7. Accessibility of Alternate Format Materials - members of the learning team should identify alternative-format materials for students. These materials should be provided at the same time as print materials are made available to sighted peers. Students should have the opportunity to request materials in the format of their choice.
8. Assistive Technology - this technology, such as braille note-taking devices or computerized dictionaries, should be made available for use in school, with an appropriate level of technical support for students to use the technology in everyday activities.
9. Programming Options - students should have a full array of programming options, including short-term intensive training opportunities to address areas of the expanded core curriculum.
10. Planning for Transition - comprehensive transition planning should occur on an ongoing basis and should identify skills that students require as they move to different learning environments.
If educational programs for students who are blind or low sight include these components, and if the uniqueness of their learning environment is valued, then students should have a successful learning experience.
References
Alberta Education (2004). Essential components of educational programming for students who are blind or visually impaired. Retrieved June 1, 2007 from http://www.education.gov.ab.ca/k_12/specialneeds.
