Differentiating Instruction for Students Who Are Blind and With Low Vision

Abstract

To best support students with low vision in the general education classroom, special education teachers can facilitate use of several adaptations including: (a) attention to curriculum access (e.g. text magnifiers), (b) mechanisms for promoting social connectedness, (c) managing physical space, and (d) effective instructional techniques. This article provides an overview for special educators on how they can support general education teachers in providing research-based practices for students with low vision in their classroom. Description of effective practices along with resources helpful for continuing professional development are provided.