When interacting with a student who has a visual impairment:
• Be hazard aware if guiding a visually impaired person and let them take your arm and be guided by you. Describe the route to be taken and detail any hazards e.g steps, corners or doorways.
• If guiding a visually impaired person to a chair, put your hand on the seat and allow them to follow your arm. They can then orientate themselves and sit down with minimal assistance
• Introductions should be made in a way that ensures that the individual is able to put a voice to a name
• Check with the individual whether the light level in the room is appropriate as some students might need it enhanced while others prefer it reduced. Student might have particular preferences to where the sit in the room depending on the available ligh
• Verbal indications are necessary if anyone leaves or enters the room
• If you leave a visually impaired person, tell them you ate going so that they do not feel stranded or are left talking to themselves
• A guide dog is highly disciplined and should not be distracted or petted when working. Only approach a guide dog with the owner’s permission. Entering into unnecessary conversation about the guide dog can be frustrating.
(adapted from An audit and guidance tool for accessible practice within the framework of teaching the learning, SWANDS, 1992 – 2002).
For further information to help support students with a visual impairment