Routine is important for the student with vision impairment (Loftin & Koehler, 1998); therefore, planning ahead for transitions is essential. The student will especially need more time to locate your office, get settled, and begin counseling.

Suggestions:

  • Allow extra time for class changes and getting to appointments. Permit the student to leave early for the next class.
  • In counseling discussions, focus on preparing for changes as a life-long task.  As various transitions are accomplished, the student can utilize the skills learned to deal with new situations in the future. For example, the adjustments required for high school can be examined for parallels in beginning college. If a student is entering the work world, a discussion of the similar demands already mastered in the academic environment may be helpful. 

Vision Impairment

Chapter 1: The Spirit of Inclusion

Chapter 2: Definitions, Identification, and Professionals 

Chapter 3: Technological and Medical Interventions

Chapter 4: Teaching Strategies and Accommodations

Chapter 5: Activities

Chapter 6: Social Skills

Chapter 7: Counseling Students with Vision Impairment

Chapter 8: Working with Families

Chapter 9: Research and Reflections