Large+Print

=Large Print=

Enlarging print is a reasonably simple, cheap, flexible and accessible modification strategy for assisting students with low visual impairments as well as other learning disabilities. "Students with low vision are often an overlooked majority in the populaton of children who are visually impaired. Difficulties of students with low vision are often not as apparent as they are for students who are blind" (American Foundation for the Blind [AFB], 2011). This statement suggests the need to remain mindful that a student who appears to be struggling academically may benefit from enlarged print, from the early childhood setting through the primary and secondary education years.

Enlarging print is a broad-spectrum modification strategy which can be used in a range of visual impairments. Other disabilities such as cerebral palsy, myopia, dyslexia/dyspraxia can have visual impairment and therefore will benefit from large print. General learning disabilities can be assisted with large print strategies for regular curriculum print materials, reading books, instructions for projects and task-setting, handouts, classroom behaviour rules and other classroom signage (objects, words, instructions, etc.).

Large print may be achieved by a number of different methods:
 * enlarged photocopies
 * enlarging text on word document before printing
 * scanning text as pdf file, then cutting/pasting/rearranging/enlarging
 * enlarging font on computers and interactive white boards (Hold down Ctrl key and scroll mouse wheel or Ctrl and click + key to enlarge)
 * overhead projectors
 * page magnifiers (magnifying sheet to lay over text)
 * download academic texts directly to students' computer (and then enlarge print)
 * purchasing large-text books

Writers Services (2010) suggest the font Tireseus as the best font to use for those with visual impairments, anywhere from 16 to 24 point, but Westwood (2009, p.84) suggests enlarging print anywhere from 24 point up to 36 point for notes and handouts and to provide students with a large felt-tip black pen for their own large bold writing, allowing enough time for the student to complete the work. The AFB (2011) recommends that large print materials be used before audiotape materials to ensure the development of basic literacy skills. Pre-readers who typically enjoy holding a book and looking at stimuli may benefit considerably from enlarging story books with a photo-copying machine, rather than using ICT methods. Children with vision difficulties should be professionally assessed for guidance on appropriate modification strategies.

Westwood, P. (2009). //What teachers need to know about students with disabilities.// Camberwell, VIC: Acer. American Foundation for the Blind (2011). //Educational Interventions for Students with Low Vision.// Retrieved July 24, 2011, from [] Writers Services (2010). //Visually handicapped.// Retrieved July 24, 2011, from []

**Visual Impairment**

In primary school there was a student in my class who had a severe visual impairment. Back then, she had an assigned teacher's aide, but I did wonder if there were ways which educators can adapt the classroom if this option is unavailable.

Visual impairment is accepted as the generic term to all levels of vision loss. (Greenstein, 2000). It is a common disability among children, and can cause distress in the classroom. There are four categories of visual impairment, and knowing which ones are present in students will determine how they adapt the classroom.

The four categories consist of:

- **Partially sighted:** refers to some degree of visual problems, with the child needing extra help in some cases.
 * **Myopic:** Unable to see objects at a far distance clearly, commonly called short- sighted
 * **Hyperopic:** Unable to see objects at a short distance clearly, commonly called long- sighted

- **Low vision:** refers to a severe visual impairment, in which the child may not be able to see distances, even with aid of eyeglasses or contact lenses. These children usually use a mixture of sight and other senses to learn, although they may need the lights adapted, or the size of print.

- **Legally blind:** refers to a person who has less than 20/200 vision, even after correction, or a field vision of less than 20%

- **Totally blind:** refers to a person who has 0% vision in both eyes. These students learn via Braille or non-visual media.

There are several techniques which can be used in a classroom to help assist a child with a visual impairment. Keeping the classroom neat, and having furniture as far out of the way as possible with stop a child potentially walking into it. Change should also be avoided if possible, as a child with a severe visual impairment will get used to the room being a particular way, and any change to this could upset them, or result in injury.

As mentioned above, using larger print on the whiteboard or in printed out documents will help children who have some vision, but still require assistance. Larger print is easier for them to see, and they will be able to read or process information with less trouble. Getting other children to help with this is also good for the child, as they will always be able to get help, even if the teacher is unavailable.

Using non-visual materials would help to include a visually impaired child in the classroom. Delivery a lesson vocally, with music or something similar, would help included them more in the lesson, and will help them understand what is going on. For a severely impaired child, using a speech-to-Braille system might work best for them. Obtaining special equipment, such as a Braille printer, would also help to make lessons easier for any visually impaired children in the classroom.

It is important to speak to the child’s parents and get all relevant information to their child’s sight as possible. If they have a light sensitivity, adjustments may be needed in the lighting of the room. Sitting the child at the front of the classroom, where they are closer to the board, would help them see any work which is being written up. It would also be important to ask the child if there was anything that the needed help with, or if they would like some changes made in the classroom. __References__

Arditi, A., & Rosenthal, B., //Developing an objective definition of visual impairment//, 1998, In Vision '96: Proceedings of the International Low Vision Conference//,// pp. 331-334

Davis, P, & Hopwood, V, //Including children with a visual impairment in the mainstream primary school classroom//, 2002, Journal of Research in Special Needs Education, Vol 2, Issue 3

MaGaha, C.G, & Farran, D, C, //Interaction in the Inclusive Classroom: The Effects of Visual Status and Setting//, 2001, Journal of Visual Impairment and Blindness, vol 95, no. 2, pp 80-94

Greenstein, D.B, //Visual Impairments//, 2000, Leighton Buzzard Childminding Association, retrieved online from []

Parenting and Child Health, Vision Impairment, 2010, Children, Youth, and Women’s Health, retrieved online from []

Taylor, J. L, //Educating Students with Visual Impairments for Inclusion in Society//, 2011, American Foundation for the Blind, retrieved online from []

Trix, V., Tips for Teaching Students who are Visually Impaired, 2009, Bright Hub: The Hub for Bright Minds, retrieved online from []