STUDENTS WHO ARE BLIND OR VISUALLY IMPAIRED

GENERAL INFORMATION

When meeting a student who is blind or visually impaired, identify yourself
immediately and address the student by name. The student can be guided to a
seat by placing his/her hand on the back of the chair.  Body language and facial expressions are difficult or impossible for visually impaired students to discern. On the other hand, behavior the sighted might consider incidental, rustling of papers or failure to verbally acknowledge a point of conversation, may be interpreted by a student who is visually impaired as signs of disinterest.  Keeping these differences of communication in mind will make developing a common language easier.

TRAVELING

When walking together, it is common to offer a visually impaired student your arm and to
walk at your usual pace. Giving directions to the student using the possessive “your left,
your right” will help the speaker imagine being in the student’s place and reduce the
possibility of confusion.

Students who are blind or visually impaired often travel with a guide dog. These dogs
are not pets. The guide dog has the legal right to accompany its owner everywhere.
South Dakota State University respects this right.

OFFICE OF DISABILITY SERVICES

The Office of Disability Services (ODS) is located in the Wintorde Student Success Center, Room 125, Box 2214,
(605) 688-4504.

The coordinator of Disability Services will discuss any concern that a student with a
disability may have and can also ensure that the necessary accommodations and
resources are provided. These include:

• Securing specialized equipment, i.e. tape recorders, computer software packages, etc.
• Arranging testing and academic accommodations, extra time for exams and assignments, and taped or large print exams.
• Locating readers, note-takers, and orientation guides.
• Liaison with faculty and academic counselors.

H.M. BRIGGS LIBRARY

The Briggs Library has many devices to aid students with visual impairments including computer software and tape players for talking books.

ACADEMIC CONSIDERATIONS

To promote dialogue, the student should arrange a meeting with the instructor. An understanding of the student’s needs related to his/her disability can minimize any
interference with academic work and maximize the academic challenges.

SUGGESTIONS FOR SETTING EXAMS AND ASSIGNMENTS

• Work with the student to develop an evaluation process that meets the objective standards of the course, yet considers the nature and degree of the visual impairment.        
• Give students plenty of notice when assigning research papers. Someone may have to help find and translate material as well as proofread the final product.
• It may be necessary to make accommodations for test taking, if the student needs a reader, a scribe, access to special equipment, or large format examinations.
• If written composition is not essential; an oral exam may be more practical.  Tape-recording answers to a take-home exam may be another appropriate reasonable accommodation. Instead of an essay, an oral presentation may be acceptable.

SUGGESTIONS FOR LECTURERS AND LAB INSTRUCTORS

• Allow the student to record lectures.
• Understand that the student may need a note-taker.
• Be prepared to provide the student with a list of required texts three months in advance. Not all printed material is readily available. The ODS can assist in arranging for books to be read on four-track tape, transcribed into Braille or, for those with residual vision, reprinted in large print format. 
• For material not immediately available, the student with a visual impairment may require readers. This can be arranged through the Office of Disability Services.
• The instructor can avoid causing confusion by verbally stating his/her name, course, room number, office hours, and other pertinent information.
• Visual aids such as graphs, charts, slides, and diagrams present a challenge to instructor and student. A verbal explanation will enable the student to keep up with the lecture.
• Preferential seating is important for this student. Make sure the student is getting all the auditory cues possible. If the student is using a guide dog, assign a seat so that the dog can aid him/her in getting there.
• Important information should be emphasized verbally, not just on the blackboard.
• Lab instructors should help the student label chemicals, drawers and instruments in Braille or in some other medium that the student can easily identify.
• The student should be thoroughly familiar with the layout of the lab, and if possible, be located near an exit in case of emergency. Being teamed with a willing lab partner would also be helpful.