Scene 1

Jerald Abney, teacher for the visually impaired, is meeting with the teachers of 11th grader, Sally Matthews, prior to the start of the school year.

Jerald began, "Sally has a visual acuity of 20/250. This means she will need to have all materials enlarged. I've already ordered Sally's special large print textbooks from the American Printing House for the Blind, but they have not arrived yet. Sally's ability to do well in your classes is dependent upon several accommodations being implemented, not only during instruction, but also assessment."

Dianna Hernandez, Sally's math teacher for the upcoming year, voices her questions. "We are all so busy. How much extra work will this be for us? What kinds of changes might help Sally?"

"Due to the size of large print materials, Sally will need extra workspace in the classroom. Since Sally can see better with black on yellow contrast, the school has a supply of 11x17 yellow paper in the teacher workroom for teachers to use to enlarge any handouts and tests. You will need to produce clear images and diagrams, as well as uncluttered pages," responded Jerald.

"Are there any other things we need to know about the word processing of handouts, assignments, or tests?" asks Dan Donovan, Sally's English teacher.

"That's a great question. It would really help if you could print Sally's copy on regular yellow paper in size 22 sans serif font, such as Ariel or Aphont," specified Jerald.

The teachers indicate they understand Sally's needs and will make the necessary accommodations for her.

 
Click here to view Presentation Assessment Accommodations tool.
 
Click here to view Setting Assessment Accommodations tool.
 
Click here to view sample Science test.
 
Click here to view sample test for low vision accommodations.

Reflections:

  1. How will Sally's low vision needs impact her teachers' planning and preparation of instructional materials?
  2. Think about the variety of materials you use in the classroom. What modifications are necessary to make them accessible to a student with low vision?
  3. Could Sally's use of large print tests effect other students in the classroom?
  4. Describe strategies for organizing that may facilitate the successful implementation of Sally's needed accommodations.

 


The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression, and genetic information in the university’s programs and activities. Retaliation is also prohibited by university policy. The following persons have been designated to handle inquiries regarding the nondiscrimination policies and are the Title IX coordinators for their respective campuses: Executive Director of the Office of Institutional Opportunity & Access, IOA@ku.edu, 1246 West Campus Road, Room 153A, Lawrence, KS 66045, 785-864-6414, 711 TTY (for the Lawrence, Edwards, Parsons, Yoder, and Topeka campuses); Director, Equal Opportunity Office, Mail Stop 7004, 4330 Shawnee Mission Parkway, Fairway, KS 66205, 913-588-8011, 711 TTY (for the Wichita, Salina, and Kansas City, Kansas, medical center campuses).