Examples of Disability & Potential Impact
|Low Vision||Unable to read standard print.
Print/objects appear blurry.
See image with sections missing or blacked out.
Reading may take longer.
Use of vision may be fatiguing.
|Seating near the front of the room.
Large-print handouts, signs, labels.
Access to closed circuit TV monitors.
Printed materials in electronic formats.
Computers equipped with software that enlarges screen images.
|Blindness||Cannot read standard print materials.
Individuals blind since birth may have difficulty understanding verbal descriptions of visual materials and abstract concepts.
|Print materials in an electronic format (on CD, USB, email, web site, etc.) can provide access if used with text to speech technology.
Printed materials available on audiotape.
Raised-line drawings of graphic materials.
Computers with OCR, speech output, refreshable Braille screen displays, and Braille printers.
|Specific Learning Disability||Have average to above average intelligence but may have difficulties understanding content and/or demonstrating knowledge.
Auditory, visual, or tactile information can become jumbled when it is transmitted, received, processed, and/or retransmitted.
It may take longer for the student to process written information, making lengthy reading or writing tasks difficult to complete in a standard amount of time.
Difficulty processing verbal instructions.
Captioned video presentations
Quiet work spaces.
Computers with speech output and spelling and grammar checkers.
|Hearing Impairments||May hear only specific frequencies, sounds within a narrow volume range, or nothing at all.
Students who are deaf from birth generally have more difficulty speaking and understanding English language structure than those who lose their hearing later in life.
They may find difficulty to simultaneously watch demonstrations and follow verbal descriptions, particularly if they are using a sign language interpreter, a real-time captioned screen, or a speaker's lips.
|Interpreters, sound amplification (FM) systems, and captioning. Speakers should face the individual with the hearing impairment.|