F A S T

F A C T S

F O R

F A C U L T Y

Teaching Students with

Sensory Impairments
Developed by Patricia Carlton and Jennifer Hertzfeld
The Ohio State University Partnership Grant
Improving the Quality of Education for Students with Disabilities

Introduction
Students with sensory disabilities such as those who are blind, visually impaired, deaf, or
hearing impaired often bring auxiliary aids and adaptive equipment to the classroom (e.g., dog,
cane, interpreter, Type-N-Speak). These aids assist in gaining access to the classroom; however
they do not ensure access. The classroom instructor is responsible for considering the needs of
every student when teaching. For example, your instruction including lectures, website, videos,
overheads, handouts, and textbook must be accessible to the students.
If you would like verification that a student has a disability, ask the student to provide you with
a letter from the Office for Disability Services (ODS). ODS produces these letters only for
students who are registered with this office and for whom documentation of the disability is on
file. ODS can also send you this letter directly.

Blind or Visually Impaired

Description
Students with visual impairments are constantly challenged by classroom instructional strategies.
Although they can easily hear lectures and discussions, it can be difficult for them to access class
syllabi, textbooks, overhead projector transparences, PowerPoint presentations, the chalkboard,
maps, videos, written exams, demonstrations, library materials, and films. A large part of
traditional learning is visual; fortunately, many students with visual disabilities have developed
strategies to learn.
Students who are blind or visually impaired vary considerably. For example, some have no
vision; others are able to see large forms; others can see print if magnified; and still others have
tunnel vision with no peripheral vision or the reverse. Furthermore, some students with visual
impairments use Braille, and some have little or no knowledge of Braille. They use a variety of
accommodations, equipment, and compensatory strategies based upon their widely varying
needs. Many make use of adaptive technology, especially print to voice conversion using a
scanner and voice production software. Textbooks are often converted and put on disks for later
use. Others use taped textbooks or equipment to enlarge print (closed circuit television [CCTV])
or actual enlargements.
The entire Fast Facts series is available at: http://ada.osu.edu/resources/fastfacts/
This publication is funded by the U.S. Department of Education under grant #P333A020033-03. For additional copies or more information, please contact:
Margo Izzo, Ph. D., Phone: 614-292-9218, Email: izzo.1@osu.edu or visit our web site at http://ada.osu.edu/resources/fastfacts/

The Ohio State University Partnership Grant

Improving the Quality of Education for Students with Disabilities

Teaching Students with Sensory Impairments

Guidelines
Preferential Seating: Students with visual impairments may need preferential seating since
they depend upon listening. Since they may want the same anonymity as other students, it is
important that you avoid pointing out the student or the alternative arrangements to others in
the class.
Exam Accommodations: Exam accommodations, which may include adaptive technology, a
reader/scribe and extra time, a computer, closed circuit TV (CCTV), Braille, enlargements,
tapes, and/or image enhanced materials, may be needed. Coordinate these arrangements
with The Office for Disability Services (ODS).
Arranging for Accommodations: A meeting with the student is essential to facilitate the
arrangements of accommodations and auxiliary aids which may include, in addition to exam
accommodations, access to class notes and/or the taping of lectures; print material in
alternative format; a script with verbal descriptions of videos or slides, charts, and graphs, or
other such visual depictions converted to tactile representations.
Orientation to Classroom: You may also ask the student if he/she would like an orientation to
the physical layout of the room with locations of steps, furniture, lecture position, low-hanging
objects or any other obstacles.
Use of Language: Although it is unnecessary to rewrite the entire course, you can help a
visually impaired student by avoiding phrases such as Look at this and Examine that,
while pointing to an overhead projection. Use descriptive language. Repeat aloud what is
written on an overhead or chalkboard.
Lab Assistance: These students may need a lab assistant or lab partner in lab classes. Assist the
student in finding
an assistant.
Print Material in Alternative Format: Have copies of the syllabus and reading assignments
ready three to five weeks prior to the beginning of classes. Students with visual impairments
will likely need all print material in alternative format which means that they need print
material converted to audio tapes, scanned onto disks, Braille, enlarged or image enhanced.
Conversion of materials takes time. It is important that they have access to class materials at
the same time as others in your class. Coordinate alternative format with ODS.
Guide Dogs: Keep in mind that guide dogs are working animals. They must be allowed in all
classes. Do not feed or pet a guide dog. Since they are working, they should not be distracted.

The Ohio State University Partnership Grant

Improving the Quality of Education for Students with Disabilities

Teaching Students with Sensory Impairments

Deaf or Hard of Hearing
Description
Individuals who are deaf or hard of hearing rely upon visual input rather than auditory input
when communicating. Using visual aspects of communication (body language, gestures, and
facial expression) often feels awkward to people who are accustomed to the auditory; however,
it is essential that faculty learn to effectively communicate with students who are deaf or hard
of hearing.
Students who are deaf or hard of hearing do not all have the same characteristics. Some
have a measure of usable residual hearing and use a device to amplify sounds (FM system).
Some choose to speak; others use very little or no oral communication. Some students are
extremely adept at speech reading, while others have very limited ability to read lips. For
some, sign language and/or finger spelling are the preferred means of communication; other
communication choices include gestures and writing. Most students who are deaf or hard of
hearing have experience communicating with the hearing population. Let them be the guide
on how best to communicate.

Guidelines
Gaining Attention: Make sure you have a deaf students attention before speaking. A light
touch on the shoulder, a wave, or other visual signal will help.
Preferential Seating: Offer the student preferential seating near the front of the classroom so
that he/she can get as much from visual and auditory clues as possible or clearly see a sign
language interpreter if one is used.
Effective Communication: Dont talk with your back to the class (for example, when writing
on the chalkboard). It destroys any chance of the student getting facial or speech reading cues.
Your face and mouth need to be clearly visible at all times. Avoid sitting with your back to a
window, chewing gum, biting on a pencil, or other similar obstructions.
Videos and Slides: Provide videos and slides with captioning. If captioning is not available,
supply an outline or summary of the materials covered. If an interpreter is in the classroom,
make sure that he/she is visible.
Class Discussion: When students make comments in class or ask questions, repeat the
questions before answering, or phrase your answers in such a way that the questions are
obvious.
Class Notes: Students may need your assistance in getting class notes. When a student is
using a sign language interpreter or captioning or lip-reading, it is difficult to take good
notes simultaneously.
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The Ohio State University Partnership Grant

Improving the Quality of Education for Students with Disabilities

Teaching Students with Sensory Impairments

Sign Language or Captioning Services: When a student uses a sign language interpreter, discuss
with both the student and interpreter(s) where the interpreter(s) should be located to provide the
greatest benefit for the student without distracting other class members. When a student uses a
captioning service, discuss with the student and captioner the appropriate location.
Role of the Interpreter: The interpreter is in the classroom only to facilitate communication.
He/she should not be asked to run errands, proctor exams or discuss the students personal
issues. He/she should not participate in the class in any way or express personal opinions.
Interpreter Classroom Etiquette: The interpreter is in the classroom to facilitate communication
for both the student and the instructor. Speak directly to the student, even though it may be the
interpreter who clarifies information for you. Likewise, the interpreter may request clarification
from you to insure accuracy of the information conveyed.
English as a Second Language: For many deaf students, English is a second language. When
grading written assignments and/or essay tests, look for accurate and comprehensive content
rather than writing style. Students should be encouraged to go to the Writing Center
(www.cstw.ohio-state.edu, 688-4291) for assistance if necessary.

Considerations for Teaching All Students with Disabilities

Universal Design for Learning: Universal design is an approach to designing course instruction,
materials, and content to benefit people of all learning styles without adaptation or retrofitting.
(Visit http://ada.osu.edu/resources/fastfacts/ for more information.) By incorporating Universal
Design principles in instruction that allow students with disabilities access to the classroom, you
may also be designing instruction that works better for everyone in the class. Classes designed
with this concept in mind offer a variety of methods of content presentation, flexible teaching
strategies, and options for demonstrating mastery of course content.
Expectations: Although many students with disabilities need accommodations, expect these
students to perform at a level commensurate with their peers. Do not have a special grading
scale or other criteria for them.
Collaboration: Dont hesitate to call ODS to arrange for a three-way meeting between you, the
students assigned disability counselor, and the student to work out any issues and to collaborate
on the best instructional strategies for the student.
(Visit http://ada.osu.edu/resources/fastfacts/)
Guided Notes on the Web: Providing students with guided notes that they can access through
the Web prior to class assists them with focusing on the appropriate material. It will help them to
learn more effectively in the classroom as well as take better notes.
(Visit http://ada.osu.edu/resources/fastfacts/)
4

The Ohio State University Partnership Grant

Improving the Quality of Education for Students with Disabilities

Teaching Students with Sensory Impairments

Web-Enhanced Learning: If classroom materials are available on the Web, check with the
Web Accessibility Center (WAC) to ensure that the web format is compatible with adaptive
technology. (Visit www.wac.ohio-state.edu/)
Comprehensive Syllabus: A comprehensive syllabus with clearly delineated statements
about expectation is helpful to students who need help with structure and organization.
(Visit http://ada.osu.edu/resources/fastfacts/)
Inappropriate Behavior: Students with disabilities are subject to the same code of conduct
required of any student at Ohio State. If there are incidences of inappropriate behavior,
meet privately to discuss issues of behavior and encourage students to seek help. Give
concise and honest feedback about behaviors that are inappropriate. If there are situations
involving threats or abusive behavior, call the University Police. If the student is so disruptive
that he/she prevents you from effectively teaching your class, call Student Judicial Affairs.
You are always welcome to consult with ODS. These situations are not likely to occur, but
it is wise to have a plan.

Remember
Its your responsibility to support Ohio States commitment to equal access to education. This
information will assist you when you have students with disabilities in your class; staff at the
Office for Disability Services are also available to help you. Some key elements are:
Alternative Format: Many students need print materials in alternative format (scanned to
disks, audio tapes, Braille, or enlarged). Work quickly with ODS and the student to make sure
students get materials converted in a timely fashion.
Verification of a Disability: If you would like verification that a student has a disability, ask
the student to provide you with a letter. ODS produces these letters only for students who are
registered with this office and for whom documentation of the disability is on file.
Class Notes: Some students with disabilities have difficulty taking notes. They may need your
assistance in getting a volunteer note taker, or you may provide them a copy of your notes
and/or copies of overheads and other class materials.
Proctor Sheets: A student with a disability may ask you to complete a proctor sheet, a form
that facilitates the administration of your tests with accommodations at ODS. It is essential for
you to fill the form out completely and quickly so that arrangements can be made for exam
accommodations.

The Ohio State University Partnership Grant

Improving the Quality of Education for Students with Disabilities

Teaching Students with Sensory Impairments

Resources
The Ohio State University Partnership Grant Website: http://www.telr.osu.edu/dpg/
The Ohio State University Office for Disability Services (ODS) Website:
http://www.ods.ohio-state.edu
The Ohio State University Web Accessibility Center Website: http://www.wac.ohio-state.edu/
The Ohio State University Americans with Disabilities Act (ADA) Coordinators Office Website:
http://ada.osu.edu/

The entire Fast Facts series is available at: http://ada.osu.edu/resources/fastfacts/

This publication is funded by the U.S. Department of Education under grant #P333A020033-03. For additional copies or more information, please contact:
Margo Izzo, Ph. D., Phone: 614-292-9218, Email: izzo.1@osu.edu or visit our web site at http://ada.osu.edu/resources/fastfacts/