Teaching Students Who Rely on Magnification

The English language includes many sighted references and expressions (e.g., "see you soon," and "I'm going to watch the game"). It's fine and not offensive to use this normal parlance with visually impaired students. They use these expressions the same way, and it would seem awkward to them if you don't use them or unnecessarily correct yourself when you do.

If a student shares or names their disability, mirror their language when speaking with them. In general, it's fine to use terms such as "visually impaired/impairment" or "low vision" for students who require magnification. Some students may identify as "(legally) blind" or having "vision loss," but if you're unsure, visually impaired/impairment or low vision are safer terms to use because they are broader.

When offering direction or information, it is important that the information be organized and structured logically. Provide handouts electronically in advance of the lecture. Even if you do not typically share PowerPoints or lecture notes with the class, please consider doing so, ideally before the class, at least with students requiring magnification in case the student has any difficulties accessing material during class.

• Describe any material you are writing down or pointing to. Talk through any images or diagrams. If you refer back to the written information, speak it again.
• If the lecture relies on a demonstration, verbally describe what you are doing with clear, concise language.
• Use high contrast and clear, organized layouts in presentations. Use dark blue or black ink when writing on white boards.
• Provide advance notice of any class location changes so students have ample time to identify routes.

Please provide your textbook and course reading information to Student Accessibility Office (SAS) ASAP so that we can convert the textbook into an accessible format.

The provision of instructional materials in alternate formats is an institutional responsibility under Title II of the ADA and Section 504. Textbooks, class handouts and other materials must be provided in a timely manner in an accessible format. Please follow the guidelines below when creating handouts for the student or share them in advance with SAS in modifiable format so that we can prepare them.

• Keep the layout clear and simple.
• Avoid text on a patterned background.
• Use High Contrast with any presentations and handouts.
• Use typed print rather than handwritten visuals.
• Use a clear, sans-serif font such as Arial, Calibri, or Tahoma.
• Use at least 18-point font; SAS will specify the specific font size needed by the student.

Please allow SAS advance access to all class materials so that we can convert the materials into accessible formats in a timely manner.

Canvas needs to be structured for ease of navigation. A student needing magnification cannot as readily rely upon their vision to maneuver through tabs and links, so information must be well organized.

Documents posted to Canvas need to be in an accessible file type in order to be read with adaptive software. In contrast, most scanned documents become a pdf which, while it looks like text, is actually a picture that cannot be read by adaptive software. Word, .rtf, or .html are the preferred file types.

SAS has software that is available to convert documents to accessible formats. However, it will not work well unless the original scan is a clean copy without handwritten notes and underlining. For instance, scans of newspaper articles often have a dark background that makes them almost impossible to convert. SAS and the Dartmouth Library can assist in procuring better quality versions of scans if you do not have them readily available.

Since making documents accessible can require a lot of time and labor, the best strategy is to choose documents and resources that are already in an accessible format. Moreover, please contact SAS' Assistive Technology Team to make course materials accessible, and review our guidance on creating accessible materials for how you can help.

Students needing magnification sometimes experience barriers accessing standard computer programs, research tools used in writing, and specialized software programs, applications, or websites that you may use in your course. Accessing journals, publications, or other library resources can be especially challenging. Please notify SAS in advance regarding any specialized software or technologies you employ in your course, and alert SAS right away if a student reports access barriers to you. Please be flexible with deadlines if these circumstances arise.

Students needing magnification and other testing accommodations approved by SAS may take their exams at SAS' A11y Testing Center. The A11y Testing Center will provide either an electronic version or printed, enlarged-font version of the exam. For electronic exams, the student will be allowed access to their assistive technology on their computer. Although it is the student's responsibility to schedule the exam through the A11y Testing Center, it is your responsibility to complete the Alternative Testing Contract and provide exams to the Testing Center in modifiable format and in a timely manner. If, on the other hand, you prefer to administer your own exam, SAS is happy to assist with ensuring your exam is accessible to the student. Please see our Faculty Testing Guide for more information.