Visual Impairment

Characteristics：

1. Visual impairment may result from congenital or acquired conditions that cause structural or functional damage to the organ of vision. Even after correction, visual recognition remains difficult, affecting learning and daily activities. (Best corrected visual acuity below 0.4, or visual field of each eye within 20 degrees)

2. Because of limited visual clarity, students with visual impairment may have difficulty judging distance, recognizing object outlines, or perceiving details and mastering the overall sense of space, making them prone to tripping or collisions.

3. Students with visual impairment may fail to notice signs or familiar faces, which can lead to misunderstandings such as appearing to “ignore” acquaintances.

4. Since visual impairment is often not outwardly visible, and many students are capable of moving independently, their difficulties may go unnoticed if they do not actively seek help.

Peer Support：

1. Verbally describe or read aloud blackboard content, textbooks, or handouts for students with visual impairment.

2. Assist or accompany visually impaired classmates in finding reference materials at the library.

3. Lend your notes so that visually impaired students can enlarge and copy them at the Resource Room.

4. Keep desks, chairs, and items in fixed positions in classrooms or dorms. Inform students in advance of any rearrangements to prevent accidents.

5. Greet visual-impaired students proactively and state your name; introduce others with you; avoid their guesses.

6. Call the student’s name before speaking, and verbally describe other participants’ names and seating positions in group.

7. When guiding a visually impaired student in an unfamiliar area, describe the path and obstacles, and point out any hazards.

8. Avoid leaving visually impaired students alone on roads or open spaces. Use clear directional words like “front,” “left,” “right,” or “up” when giving directions.

9. Encourage their participation in group activities; do not assume they cannot take part due to inconvenience.

Avoid vague expressions like“here”or“there.”Instead, give precise directions, e.g.,“Two meters in front to your right,”or“The chair is directly to your right.

Recommendations for Teaching：

1.   As visually impaired students may read more slowly, inform them in advance about course materials and schedules.

2.   Provide clear and well-formatted handouts with enlarged fonts and printed copies of PowerPoint slides when possible.

3.   Arrange seating based on individual visual conditions and lighting needs.

4.   Avoid relying solely on gestures; use verbal instructions or tactile aids to enhance understanding.

5.   When writing on the board, keep content clear and concise and explain key points verbally.

6.   Allow audio recording of lectures to support review after class.

7.   Conduct demonstrations within the student’s visible range or nearby.

8.   If a visually impaired student closes their eyes during class, it may be due to visual fatigue rather than distraction.

9.   Use alternative assessments such as enlarged-print exams, oral tests, or recorded reports.

10. Braille materials and assistant support can be arranged through the Resource Room for totally blind students.

11. Allow extended exam time and, if needed, have the proctor read questions aloud.

**The video is from the YouTube channel of the K-12 Education Administration, Ministry of Education—Special Education Microfilm “Hand in Hand Through Youth” – Student Edition https://www.youtube.com/watch?v=FkqY0FTScrE 
**There is also a “Hand in Hand Through Youth” – Teacher Edition. You are welcome to visit the channel to watch it.