Accessible mathematics for students with vision impairments

Accessible mathematics for students with vision impairments

“Vision is a sense that allows students to learn incidentally, synthesise information and respond to the environment” (Cain & Fanshawe, 2019).

It is also a low incidence disability, so it is often unlikely that you will have the joy of teaching a student with vision impairment in your classroom. However when and if you do, there are unique barriers for students that come from not being able to see. Modifications for each student will depend on any functional vision the student may have (how well they use their vision), and other personal characteristics and skills of the student. Vision impairment is also a diverse disability. Much like autism is on a spectrum, there are a wide variety of types, causes and vision that a child may experience. Some students may have clouding over their corneas or lenses, meaning that printed information is blurry and they can not see into the distance. Other students may have visual field loss; they may have good central vision, but no peripheral vision. Many students may experience a reaction to glare, or have nystagmus, which means their eye shakes, or their vision could fluctuate. A small percentage of students with vision impairment have complete blindness. This range and diversity means that knowing how to cater for the vision loss in the classroom, is often difficult.

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