Republic of the Philippines

NEGROS ORIENTAL STATE

UNIVERSITY
Campuses I &II, Bais City

COLLEGE OF TEACHER EDUCATION

S. Y. 2024-2025
2nd SEMESTER

FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

“LEARNERS WHO ARE BLIND AND

WITH LOW VISION”
 Republic of the Philippines
NEGROS ORIENTAL STATE
UNIVERSITY
Campuses I &II, Bais City

COLLEGE OF TEACHER EDUCATION

S. Y. 2024-2025
2nd SEMESTER

FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

“LEARNERS WHO ARE BLIND AND

WITH LOW VISION”
In every inclusive classroom, educators encounter students with diverse sensory needs
—including those who are blind or have low vision. These learners experience the world in
unique ways, often relying on alternative methods to access information, communicate, and
participate fully in educational settings. As future educators, it is our responsibility to recognize
and accommodate these needs to ensure equity, accessibility, and dignity for all learners.

Understanding how blindness and low vision affect a student’s educational

journey is essential to creating environments where every learner feels included and
empowered. This involves more than just providing assistive tools—it means fostering a culture
of respect, adapting teaching strategies, and removing barriers to participation. With the right
training and compassionate mindset, you can help students with visual impairments thrive
academically, socially, and emotionally.

This module focuses on building your foundational knowledge about learners who are
blind or with low vision. You will explore the causes and types of visual impairments, common
challenges faced by these learners, and best practices in inclusive teaching. You will also learn
about assistive technologies, classroom adaptations, and collaboration strategies with
specialists and families. Through this, you will develop the skills and empathy needed to support
the unique learning experiences of students with visual impairments.

Made in: Negros Oriental State University (NORSU) – Bais Campus II

Instructor: Mr. Vincent Bahandi

Development Team of the Module:

Lindayao, Regine C.
Lopez, Justine B.
Macay, Carmela C.
Mayormita, Roslit O.
Learners with Blindness or Low Vision
Contact No. Email:
 Republic of the Philippines
NEGROS ORIENTAL STATE
UNIVERSITY
Campuses I &II, Bais City

I. Introduction
In today’s inclusive education landscape, teachers are called to respond to the diverse needs of
every learner—especially those who navigate the world with limited or no vision. Learners with blindness
or low vision may face challenges in accessing printed materials, visual cues, or classroom layouts, but
they also bring unique perspectives, strengths, and strategies that enrich the learning environment.

Understanding the lived experiences of these learners is essential for future educators. Inclusion
is not simply about being in the same classroom—it is about meaningful participation, belonging, and
access to learning. With proper support, accommodations, and a strong sense of empathy, teachers can
ensure that learners with visual impairments are not just included, but truly empowered.

This module will guide you in identifying the types and causes of visual impairment,
understanding how blindness and low vision impact learning, and applying practical strategies that foster
a fully inclusive and accessible classroom. It will also challenge you to develop a deeper commitment to
equity and educational justice for all learners, regardless of how they see the world.

At the end of this module, the learner should be able to:

 K – Identify the characteristics, causes, and classifications of blindness and low vision.

 S – Apply inclusive strategies and accommodations that enhance learning for visually impaired
students.

 A – Demonstrate sensitivity, patience, and awareness when interacting with learners who are
blind or have low vision.

 V – Advocate for accessible, equitable education for all students regardless of visual ability.
II. Motivation
 Republic of the Philippines
NEGROS ORIENTAL STATE
UNIVERSITY
Campuses I &II, Bais City

III. Activity

“A Glimpse Through the Dark”

Close your eyes. Keep them closed for the next five minutes. During this time, remain silent and focus on
the sounds, sensations, and emotions around you. Think about how you would complete your daily
routine in this state—from brushing your teeth to walking to school.

After five minutes, open your eyes slowly. Reflect on the experience. Take a few moments to think about
these questions:

 What did you feel during those five minutes?

 What thoughts came to your mind as you tried to imagine living this way every day?
 What challenges did you realize exist that you hadn’t thought of before?

Write a short reflection (3–5 sentences) on what you realized about the lives of people who are blind and
with low vision. Be honest and speak from the heart.
IV. Discussion

Understanding Visual Impairment

Blindness - refers to an individual who cannot process stimuli through the visual system. They rely on
other senses for learning, such as tactile and auditory.

Low Vision - individuals primarily use their own sense of sight for learning but supplement the
information received using other senses, such as tactile and auditory.

Visual acuity - visual acuity refers to the clarity with which an individual sees, or the level of detail that
can be detected at certain distances.

Definition and Types of Visual Impairment

IDEA 2004 defines visual impairment (VI) as a vision condition that affects a child's educational
performance, even with correction. It includes low vision, partial sight, and total blindness.

Totally Blind - no useful vision; relies on other senses for learning.

Functionally Blind - limited vision; primarily uses other senses but may use sight for some tasks

Low Vision - mainly relies on sight but supplements with other senses.

Causes of Visual Impairment

1. Congenital - present at or before birth. This can be due to genetic factors, complications during
pregnancy, or infections at birth. Examples include retinopathy of prematurity (ROP), congenital
cataracts, and albinism.
2. Adventitious - acquired after birth due to an accident or disease. Examples include trauma,
infections (like measles or chickenpox), diabetic retinopathy, and macular degeneration.

Cognitive and Language Characteristics

Cognitive Tasks

Children who are blind may perform more poorly than sighted children on cognitive tasks that
require comprehension or connecting information to objects. This is because they cannot visually process
information about objects and their relationships.

Abstract Concepts
 Learning about abstract concepts, analogies, and idiomatic expressions can be difficult for
learners with VI. These concepts rely heavily on visual imagery and experience, which may be limited for
students who are blind or have low vision.

Visual Concepts

Learners with VI have difficulty learning visual concepts. This includes understanding spatial
relationships, understanding size and distance, and recognizing colors and shapes. They may need to rely
on other senses to develop these concepts.

Motor Development and Mobility Characteristics

 Students with VI may bump into things more often than sighted students. They may also have
difficulty navigating their environment, as they rely on tactile and auditory cues to get around
 They may move less often due to past painful experiences with the environment. It's important to
create a safe and supportive environment where students feel comfortable exploring and moving
around.
 Learners often have stereotypic behaviors or repetitive behavior such as body rocking, hand
flapping, poking or rubbing eyes, finger movements, and grimacing.

Social Adjustment
1. Social Interactions

Social interactions can be limited for students with VI due to their loss of vision. They may feel
isolated and have difficulty engaging in social activities, making it crucial to foster opportunities for
interaction and social connection.

2. Stereotypic Behaviors

Students with VI may demonstrate stereotypic behaviors or repetitive behaviors that have no
apparent function, such as hand flopping, eye pressing, twirling, and others. These behaviors can be a
coping mechanism for dealing with sensory overload or anxiety.

Types and Causes of Visual Impairment

1. Refractive Errors caused by improper bending of light in the eye, affecting central visual acuity.
Examples include myopia (nearsightedness), hyperopia (farsightedness), and astigmatism.
2. Structural Impairments result from poor eye development, damage, or malfunction. Examples
include glaucoma (increased eye pressure damaging the optic nerve) and cataracts (clouding of
the eye's lens, affecting vision).
3. Cortical Visual Impairment (CVI) the most common cause of visual impairment, resulting from
brain damage affecting visual processing. Causes include lack of oxygen before birth (anoxia),
brain trauma or malformations (e.g., hydrocephalus), and central nervous system infections.
  Albinism
Definition and Cause

Inherited and characterized by lack

of pigmentation in the eyes, skin, and
hair, results in moderate to severe visual
impairment.

Remarks and Implication

Has a sensitivity with ultraviolet

lights and lack of melanin in the
developing eye; may consider adjusting
the lighting in the room for children with
albinism.
https://sanicare.it/wp-content/uploads/2022/06/Bambino-albino-scaled.jpg

 Amblyopia

Definition and Cause

Difficulty distinguishing certain colors; red-green

confusion is most common; caused by absent or
malformed cones, macular deficiency, or heredity.

Remarks and Implication

Usually not educationally significant; teach alternative

ways to discriminate objects usually identified by color
(e.g., tags for clothing colors, position of red and green
on traffic lights)
(Image Reference: https://www.aafp.org/content/dam/brand/aafp/pubs/afp/issues/2013/0301/p348-f2.jpg)

 Cortical Visual Impairment (CVI)

Definition and Cause

Impaired vision caused by damage to or

malfunction of the visual cortex or optic nerve (or
both); causes include anoxia, head injury, and
infections of the central nervous system; many
 children with CVI have additional disabilities, such as cerebral palsy, seizure disorders, or intellectual
disabilities.

Image Ref.: https://i.pinimg.com/originals/8e/2e/9d/8e2e9dd9a5bbd080b2d9ae231cdb2241.jpg

Remarks and Implication

Visual functioning may fluctuate depending on lighting conditions and attention; vision usually does
not deteriorate; improvement sometimes occurs over a period of time; some children with CVI use their
peripheral vision; some are photophobic; some are attracted to bright light; may fail to blink at
threatening motions; visual images should be simple and presented singly.

 Diabetic Retinopathy

Definition and Cause

Impaired vision as a result of hemorrhages and the growth of new blood vessels in the area of the
retina due to diabetes; a leading cause of blindness in adults. Provide good lighting and contrast;
magnification; pressure to perform can affect blood glucose.

Remarks and Implication

Provide good lighting and contrast; magnification; pressure to perform can affect blood glucose.

 Astigmatism

Definition and Cause

Distorted or blurred vision caused by irregularities in the cornea or other surfaces of the eye that
produce images on retina not in equal focus.

Remarks and Implication

Loss of accommodation when objects are brought close to the face; avoid long periods of reading
or close tasks that cause discomfort; child may complain of headaches and fluctuating vision.

 Color Deficiency or Color Blindness

Definition and Cause

Distinguishing certain colors; red-green confusion is most common; caused by absent or

malformed cones, macular deficiency, or heredity

Remarks and Implication

Usually not educationally significant; teach alternative ways to discriminate objects usually
identified by color (e.g., tags for clothing colors, position of red and green on traffic lights)
  Glaucoma

Definition and Cause

Abnormally high pressure within the eye caused by disturbances or blockages of the fluids that
normally circulates within the eye; vision is impaired or lost entirely when the increased pressure
damages the retina and optic nerve.

Remarks and Implication

Fluctuations in visual performance may frustrate children; be alert to symptoms of pain;

administer eye drops on schedule; children may be subjected to teasing because of bulging eyes.

 Hyperopia (Far sightedness)

Definition and Cause

Difficulty seeing near objects clearly but able to focus on distant objects; caused by a shorter than
normal eye that prevents light rays from converging on the retina (refractive error)

Remarks and Implication

Loss of accommodation when objects are brought close to the face; avoid long periods of reading
or close tasks that cause discomfort.

 Macular degeneration

Definition and Cause

Central area of the retina gradually deteriorates, causing loss of clear vision in the center of the visual
field; common in older adults but fairly rare in children.

Remarks and Implication

Tasks such as reading and writing are difficult; prescribed low-vision aid or closed-circuit TV;
provide good illumination; avoid glare.

 Myopia (near-sightedness)

Definition and Cause

Distant objects are blurred or not seen at all but near objects are seen clearly; caused by an
elongated eye that focuses images in front of the retina (refractive error.

Remarks and Implication

 Encourage children to wear prescribed glasses or contact lenses; for near tasks; children may be
more comfortable working without glasses and bringing work close to face.

 Nystagmus

Definition and Cause

Rapid, involuntary, back-and-forth movement of the eyes, which makes it difficult to focus on
objects; when the two eyes cannot focus simultaneously, the brain avoids a double image by
suppressing the visual input from one eye; the weaker eye (usually the one that turns inward or
outward) can actually lose its ability to see, can occur on its own but is usually associated with other
visual impairments

Remarks and Implication

Close tasks for extended periods can lead to fatigue; some children turn or tilt their head to obtain
the best focus; do not criticize this.

 Strabismus

Definition and Cause

Inability to focus on the same object with both eyes because of an inward or outward deviation of
one or both eyes; caused by muscle imbalance; secondary to other visual impairments

Remarks and Implication

Classroom seating should favor a student's stronger eye; some students may use one eye for
distance tasks and the other eye for near tasks; frequent rest periods may be needed during close
work; may need more time to adjust to unfamiliar visual tasks.

IDENTIFICATION AND ASSESSMENT

There were several assessment tools used by professionals and specialize doctors to identify the
type and level of visual impairment a patient has. It is also important to refer the child with visual
impairment and their parents the right person for an appropriate check-up and service.

Health Professional and their Roles

Doctors/General Practitioner conducts a preliminary visual examination of the eyes; directs patients
to the right medical specialists, such as ophthalmologists and optometrists.

Ophthalmologists specializing in low vision. A medical professional who diagnoses and treats
problems, diseases, and injuries. They also do surgical procedures and prescribe and administer
medication for the eye. Conducts diagnoses, prescribe corrective eyewear, offers vision rehabilitation,
and manufactures low-vision products, offers practical guidance for eye problems, diseases, or
injuries, without the need for prescribed medications or carrying out eye surgery.
 Vision Measurement and Assessments
Vision Measurement

 Visual Acuity: Measures the clarity and precision of vision at different distances using tools
like the Snellen chart. Each eye has a unique acuity level.
 Field of Vision: The area a person can see while looking straight ahead, typically spanning
180 degrees. A limited field of vision may cause missing details in the overall image.

Vision Assessments

 Clinical Low-Vision Evaluation: Determines if optical aids (e.g., monocular telescopes,

magnifiers) will benefit a child in daily activities.
 Functional Vision Assessment (FVA): Evaluates how a child uses their remaining vision in real-
life settings (school, home, community).
 Learning Media Assessment (LMA): Conducted by a Teacher of Students with Visual
Impairments (TVI) to determine the best reading and writing format (e.g., braille, large print,
digital text, audio).

Educational Approach: Braille

Overview of Braille

A specialized reading and writing system for individuals with visual impairments. Consists of 63
characters, each made up of 1 to 6 raised dots in a 6-cell matrix. Developed by Louis Braille and adapted
for various languages and subjects (e.g., math, literature, science).

Methods of Writing Braille

Slate and Stylus: Uses a pen-like stylus to punch dots into paper from right to left. Affordable and
portable but requires more effort.

Braille Writer: A typewriter-like device with six keys, a space bar, backspace, and line separator. Faster
and easier but more expensive.

Importance of Braille Instruction

Teachers of the Visually Impaired (TVI) must be proficient in braille for effective instruction.
Early instruction is crucial for children with congenital blindness to prepare for formal schooling.
Students with progressive vision loss should learn braille early while they still have visual memory.
Teaching braille enhances literacy skills, allowing visually impaired students to read and write
effectively.

Orientation and Mobility (O&M)

Orientation: The ability to determine one's location, destination, and how to navigate using
environmental cues.

Mobility: The ability to move safely and effectively between locations.

O&M Training helps learners with VI develop techniques to navigate safely. This is conducted by an
O&M specialist or a trained special education teacher, and often included as part of a student’s
Individualized Education Plan (IEP).

Devices for Accessing Print Materials

Braille - a tactile writing system using raised dots in a 6-cell matrix.

Perkins Brailler - a mechanical device with six keys, corresponding to braille dots, for easier typing.

Braille Notetaker - a portable device with a braille keyboard, offering speech or tactile output.

Braille Watch - features raised-dot hour markers for tactile time reading.

Slate and Stylus - a compact, low-cost tool for writing braille manually.

Braille Printer & Translation Software - converts digital text into braille and embosses it on paper.

Braille Labeler - creates adhesive or magnetic braille labels for organization.

Refreshable Braille Display - a device that converts digital text into dynamic braille characters.

Optical Character Recognition (OCR) with Speech Output - converts scanned text into audio output.

Talking Calculator - provides spoken feedback for mathematical operations

Computer with Screen Reader Software – a device that converts digital text into dynamic braille
characters. enables text-to-speech output for digital content.

JAWS Screen Reader - a popular software for reading screen content aloud.

Talking Watch - Announces time at the press of a button.

Devices to Aid Orientation and Mobility

 1. Assistive devices. Play a crucial role in enhancing the independence and navigation skills of
individuals with visual impairments.
2. Monocular Telescope. A compact optical device used for distance viewing. It can be handheld or
attached to eyeglasses for hands-free use.
3. Long Cane. A mobility aid designed for individuals who are blind or have low vision. It helps
detect obstacles, terrain variations, and changes in elevation.
4. Visor or Sunglasses. Used during Orientation & Mobility (O&M) sessions to reduce glare,
protect against UV rays, and enhance comfort for individuals sensitive to bright light.
5. Flashlight. Provides additional lighting in low visibility conditions. Wide-beam flashlights help
illuminate paths, while narrow-beam models assist with reading signs and addresses.
6. Compass (Braille or Talking). Assists with navigation. Braille compasses feature raised
markings for tactile reading, while talking compasses provide audible directions.
7. Tactile Map. Offers raised representations of physical environments such as classrooms,
neighborhoods, and cities. These maps help individuals with visual impairments understand
spatial layouts.
8. GPS Receiver. Provides real-time location data using Global Positioning System (GPS)
technology. When paired with a portable computer and map software, GPS receivers assist in
route planning and navigation.

Optical Devices
Optical devices help individuals with low vision enhance their ability to see objects, read text, and
perform tasks more efficiently.

Device Description

Magnifiers Magnify text or images to improve clarity.

Available in hand held, stand-alone, or wearable
formats.

Monocular Telescopes Compact optical devices for viewing distant

objects, suitable for both indoor and outdoor use.

Eyeglasses Correct refractive errors using plus lenses (for

hyperopia) or minus lenses (for myopia).

Augmented Reality (AR) Devices Lightweight, head-mounted systems that project

digital overlays onto real-world environments,
enhancing visual perception.

Reading Print for Learners with Low Vision

 Learners with low vision can often utilize their remaining vision for reading with the help of
assistive aids, as well as auditory and tactile support. It is essential for a Teacher for the Visually
Impaired (TVI) to maximize the learners’ visual potential when possible.

There are three primary approaches that TVIs can use to teach learners with low vision to read:

1. Approach Magnification - Adjusting the reading distance to enhance visual clarity.

2. Lenses - Using optical devices such as magnifiers or prescription glasses to improve readability.
3. Large Print - providing text in an enlarged format to accommodate the learners’ visual needs.

Reading materials are typically designed based on the reading level and functional vision ability
of their target audience. However, for learners with low vision, additional considerations should be made
when reproducing reading materials, including:

 font style and size

 contrast between text and background
 character spacing and line spacing
 margins and overall layout
 additional tactile features to enhance reading efficiency

By teaching learners with low vision how to read, TVIs open the door for them to access the general
curriculum. Teachers should provide:

 Extra time for reading assignments and tests

 Assistive reading aids such as text-to-speech software
 Multisensory learning approaches

Best Practices for Large Print Documents

The American Council for the Blind Board of Publications endorsed the following best practices
for large print documents in 2022:

Font and Formatting

 Base Font: Arial, non-bold, 18pt

 Headings: Flush left, bold (Heading: 22pt, Subheading: 20pt)
 Spacing: 1.15 line spacing
 Paragraphs: Blocked format with one blank line before and between headings/subheadings and
text
 Margins: Flush left, ragged right, with 1-inch margins (top, left, and right)

Format Indicators

 Emphasis: Underline
 Bullets: Large, solid, dark bullets with no blank lines in between
 Lists: Bulleted lists should use bullets as primary markers and numbers when applicable (ensure
numbers are the same size)
 Hanging Indents: List items aligned directly below the first item, with bullets outdented to the left
margin
  Columns: Use a single-column layout per page. For related columns (e.g., a table of contents),
use leader dots to connect information horizontally.

Notes and Citations

 Placed at the end of the article

Classroom Adaptations
The following are some classroom adaptations that teachers must consider if having a learner who is
blind or low vision:

 Consider adjusting the level of brightness inside the classroom. Keep in mind that although
learners who are blind can benefit with high brightness, there are learners with low vision who
are sensitive to bright environments.
 Use reflective control colors for the board and floors, and non-glossy reading materials to avoid
unwanted glares inside the room.
 Increase the contrast on the letters to increase the visibility of instructions.
 Use devices to enlarge objects, letters, and numbers.
 Make the materials accessible in large prints and apply multisensory adaptations in your
instructional materials.
 Consider where the student will be seated. For those who see clearly when they are closer while
farsighted they have better vision when they are at a distance from the object. For those who are
blind, place them in a non-busy area and away from the cabinets or lockers where students
frequently get there.
 Materials for learning. Decrease visual clutters in your classroom. Be cautious in posting
materials that are unnecessary for the child for it could be distracting.
 Allow learners to use optical devices such as visors or sunglasses inside your classroom
whenever necessary.
 Use real objects instead of pictures as it adheres to the idea of multisensory learning.

Expanded Core Curriculum (ECC) for Students with Visual Impairment (VI)
Students with VI require specialized training beyond the standard curriculum to develop essential
skills. The Expanded Core Curriculum (ECC) includes nine areas:

1. Assistive Technology - tools that enhance communication, access, and learning. Includes high-
tech (screen readers, magnification programs, braillers) and low-tech (abacuses, tactile graphics,
optical devices) aids.
2. Career Education. Helps students explore career options through hands-on experiences. Teaches
job-related skills like responsibility, time management, and focus.
3. Compensatory Skills. Skills that support engagement in the core curriculum. Includes braille,
tactile symbols, sign language, and audio materials.
4. Independent Living Skills - teaches daily life activities like hygiene, eating, financial
management, and household tasks. Requires structured training due to limited incidental learning
opportunities.
 5. Orientation and Mobility (O&M) - develops skills for navigating surroundings independently.
Includes body awareness, spatial relationships, cane use, and public transportation navigation. R
6. Recreation and Leisure - vision loss limits awareness of recreational opportunities. Training
ensures learners explore and participate in enjoyable physical and leisure activities.
7. Self-Determination - involves skills like decision-making, problem-solving, self-advocacy,
assertiveness, and goal-setting. Helps learners gain control over their lives and advocate for
themselves.
8. Sensory Efficiency - teaches individuals to use their senses (vision, hearing, touch, smell, taste)
effectively. Enhances proprioceptive, kinesthetic, and vestibular awareness for better engagement
in daily activities.
9. Social Interaction Skills - covers body language, facial expressions, gestures, personal space,
and interpersonal relationships. Essential for avoiding social isolation and leading a fulfilling life.

Educational Placement Models

1. Inclusive Education & Itinerant Teaching - learners with VI are placed in general education
classrooms with accommodations. Itinerant teachers visit schools to provide specialized
instruction in braille, mobility, and independent living skills.

2. Resource Model - ;earners with VI spend part of the day in a resource room for specialized
instruction (e.g., braille, O&M skills) and the rest in general education classes.

3. Special Classes & Schools - students with VI learn in separate classes or special schools with
small class sizes and specialized resources. Residential schools allow students to stay on campus
during the school week.
V. Assessment
A. Multiple Choice Questions

1. What is one of the primary challenges faced by learners who are blind or have low vision?
A. Lack of internet connection
B. Inaccessible learning materials
C. Poor classroom discipline
D. Overcrowded schools

Answer: B. Inaccessible learning materials

2. Which of the following is an example of assistive technology for learners with visual impairments?
A. Flashcards
B. Audio books
C. Projector screens
D. Smart boards

Answer: B. Audio books

3. People-first language refers to:

A. Describing people based on their disability first
B. Referring to a person as a human before mentioning their condition
C. Giving importance to people with hearing impairments only
D. Using medical terms for disabilities

Answer: B. Referring to a person as a human before mentioning their condition

4. Inclusive education means:

A. Putting all students in one large classroom
B. Teaching students with disabilities separately
C. Providing equal learning opportunities for all students
D. Avoiding the use of assistive devices

Answer: C. Providing equal learning opportunities for all students

5. Which is NOT a suitable strategy for supporting visually impaired learners?

A. Providing Braille materials
B. Giving extra oral instructions
C. Ignoring their special needs
D. Using tactile learning aids
Answer: C. Ignoring their special needs

B. Modified True or False

Instructions: Write TRUE if the statement is correct. If FALSE, underline the incorrect word/s and write
the correct word/s to make the statement true.

1. All learners with visual impairments require the same kind of support.
Answer: FALSE

2. Screen readers are software tools that help learners who are blind to read digital content.
Answer: TRUE

3. Inclusive education is only for learners without disabilities.

Answer: FALSE

4. Teachers should avoid using descriptive language when teaching learners who are blind.
Answer: FALSE

5. Learners with low vision may benefit from magnified text and high-contrast visuals.
Answer: TRUE

C. Essay Questions

1. In your own words, explain why inclusive education is important for learners who are blind or have
low vision.
2. Describe at least three strategies a teacher can use to effectively support a learner who is blind in the
classroom.
3. What role does technology play in supporting the education of visually impaired learners? Give
examples.
4. Reflect on how society can become more inclusive of people with visual impairments, especially in
educational settings.