Blindness/ Visual Impairment
Visual impairments are considered disabilities under the Americans with Disabilities Act if a major life activity is substantially limited. Visual impairments may include, but are not limited to, eye movement disorders, inefficiency in using both eyes together, misalignment of the eyes, lazy eye, focusing problems, visual sensory disorders, and motor integration.
Visual impairments are divided into two general categories: blindness and low vision. Individuals with blindness have absolutely no sight or have so little that learning takes place through other senses. 10-15 % of those living with visual impairments are totally blind.
- Visual acuity of 20/200 or less in the better eye (even using the best correction glasses) means that the person must stand at a distance of 20 feet to see what most people see from 200 feet away, or
- Field of vision is restricted to an area of 20 degrees or less from the normal 180 degree field.
- Cataracts
- Glaucoma
- Diabetic Retinopathy
- Retinitis Pigmentosa (RP)
- Macular Degeneration
- Albinism
- Blindness
What are the Documentation Guidelines?
Assessment, and any resulting diagnosis, should consist of and be based on a comprehensive assessment battery that does not rely on any one test or subtest. Both aptitude and academic achievement must be evaluated and included in the test report.
The following guidelines are provided in the interest of assuring that the service provider in collaboration with the student determine an appropriate diagnosis and establish reasonable accommodations. Documentation serves as a foundation that legitimizes a student's request for appropriate accommodations.
- A clear statement of diagnosis and a description of supporting present symptoms and, if pertinent, past symptoms;
- A narrative summary which includes:
- the diagnostic studies and tests used to make the diagnosis including ocular assessment, ophthalmologic examination and low vision evaluation of residual visual function, where appropriate;
- specific interpretation of the functional limitation and impairments related to the diagnosis and medical treatment of the condition which affect the student's current level of functioning in the college environment;
- descriptions/suggestions of reasonable accommodations that have been or might be appropriate in the college environment. The recommendations should be supported by the diagnosis;
- Documentation of disability should be current, preferably in the last one to three years, and should include the relative stability of the condition. (The age of acceptable documentation is dependent upon the disabling condition, the current status of the student, and the student's specific request for accommodation);
- Ophthalmologists are the primary professionals involved in diagnosis and providing medical treatment of individuals who are blind or experience low vision. Other specialists may have experience in working with the vision conditions. The diagnostician should be impartial and not a family member.
How are Accommodations and Support Services Determined?
Upon receiving the diagnostic evaluation, DSS will review the need for accommodations and support services based on the individual's disability documentation and disability-based needs. DSS will meet with the student and determine appropriate accommodations in accordance with Section 504 of the 1973 Rehabilitation Act, the 1990 Americans with Disabilities Act and college policy.
What are the Typical Accommodations?
Accommodations are on a case-by-case basis and are not automatic. Each student must qualify for each accommodation. Other accommodations, not seen below may also be appropriate.
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Notetakers
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Alternative testing
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Alternative textbooks
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Zoomtext
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Lecture notes, handouts, and exams in enlarged format
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Tape recorders
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Premier Assistive Technology
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Kurzweil
Tips for Successful College Experience
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Register as early as possible for classes to have additional time to secure texts and materials into alternative format. Let DSS know as early as possible what books you are not able to acquire from Recording for the Blind and Dyslexic (RFB&D).
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You may want to work with a partner on some assignments.
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Let DSS know if you will need a readers or assistive technology for use on and exam.
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The student is responsible for hiring readers for personal use. Personal use refers to homework assignments, writing papers, or reading of textbooks.
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Increase the font size on your computer monitor. Click here if you have Windows 2000.
National Organizations
National Alliance of Blind StudentsToll-Free Resources
www.blindstudents.org/
The National Association for Visually Handicapped
http://www.navh.org/links.html
American Council of the Blind
(800) 365-2724
American Federation for the Blind
(800) 232-5463
American Printing House for the Blind
(800) 233-1839
Job Opportunities for the Blind
(800) 638-7518
General Information
AHEADFinancial Aid and Scholarship Info
http://ahead.org
Recording for the Blind and Dyslexic
http://www.rfbd.org/
The Library of Congress
http://lcweb.loc.gov/
National Federation of the Blind
http://www.nfb.org/
American Council of the Blind
http://www.acb.org/
U.S. Department of Education Financial Aid
http://www.fafsa.ed.gov
Financial Aid for Students through the US Department of Education's Office
http://www.ed.gov/index.jsp