Visual Impairment
Visual Impairment (VI)
Visual impairment (VI) refers to a significant reduction in vision that cannot be corrected with standard glasses, contact lenses, medication, or surgery. This includes conditions such as low vision and blindness, which can impact a person's ability to perform everyday activities. Additionally, color blindness is considered a form of visual impairment, affecting how individuals perceive colors.
| Total blindness | no light perception |
| Severe low vision | visual acuity of 6/120 or worse (seeing an object within 6M , as compared with the normal range at a distance of 120M or above); or, visual field: 20 degrees or less |
| Moderate low vision | vision acuity of 6/60 to better than 6/120 |
| Mild low vision | visual acuity of 6/18 to better than 6/60 |
- Difficulty seeing clearly, which can affect reading speed and accuracy
- Discomfort or difficulty seeing in bright light or glare
- Limited peripheral vision, making navigation challenging in a new environment
- Difficulty seeing in low light conditions
- Challenges in distinguishing certain colours
- Limited eye contact during conversations
- Use of assistive technologies such as screen readers and screen magnification software
- Gain their attention by calling their name before starting a face-to-face conversation
- If you are leaving a room or ending a conversation, let the student know that you are leaving and whether or not you will be returning
- Offer to guide the student by asking permission first, unless it is an emergency. Allow them to take your arm/ elbow rather than grabbing theirs and pushing them forward
- Be precise and clear when giving directions or verbal information
- If a guide dog accompanies the student, do not distract the dog while it is working
- Prepare as much information as possible in electronic formats for accessibility
- Provide book lists and course materials early for audio or Braille reproduction
- Verbalise written content on blackboards and PowerPoints. Describe calculations, procedures, charts, and graphs verbally
- Allow audio/video recordings of lectures for revision
- Provide oral feedback on top of written feedback if feasible
- Ensure online learning materials are accessible with assistive technologies
- Discuss special learning and exam arrangements privately with students
- Encourage students to express their needs and preferences regarding accommodations
- Consider flexibility in time and format for assignments and tests that require extensive reading
- Allow alternatives / extended time for exams (recommended by professionals)
- Enlarge text or convert quiz, test, and exam papers to Braille if required
- Allow the use of computers or laptops with assistive software and devices if needed
- Provide oral instructions during exams
- Arrange a separate room for exams/tests to minimise distractions if possible
