How can we ensure that every learner – regardless of visual ability – can access language learning equally? Our main goal as teachers is to support and enable our learners to learn. There is no one way of achieving this as it depends completely on the learners, their needs and abilities. This is especially true when working with visually impaired learners and finding the balance between providing the right amount of support and autonomy is key.   

Drawing on our experience from our collaboration with ONCE (The Spanish National association for the Blind), we have outlined how teachers of visually impaired learners can achieve this balance: 

  • Talk to learners (and families) to find out their exact needs and adapt materials to suit the support system they use to access their learning.  
  • Assess the accessibility of the classroom and consider preferences with regards to lighting and seating.  
  • Focus on the main objectives. You may need to adapt the task procedure and material, but the task objective should remain the same. 
  • Avoid focusing purely on the disability. Learners’ interests and behaviour will resemble those of their peers and affect their learning processes in a similar way.  

Adapting materials  

Once we understand our learners’ needs, the next step is to ensure that the materials we use are accessible.  The main reason for adapting materials is to ensure that learners can access the information they need to complete a task while maintaining its objective. 

Images 

Language teaching relies heavily on the use of images, but we should first evaluate how essential the image is to the task. Purely decorative images can be indicated as such and don’t need explaining. However, essential images require a description to support the learner in a similar way to a sighted learner and ensure they receive the necessary information. 

We can give a spoken or written description, ideally, in the learner’s own language to avoid additional barriers to receiving information in another language. Effective written Alt (alternative) text provides the context and detail clearly and concisely while avoiding unnecessary language.

Creating materials 

Word documents are generally readily accessible. The SCULPT acronym provides useful guidance when creating materials. 

S - Structure – Use built-in headings for screen readers to navigate the document. Use minimum font size, non-cursive font style and minimum line spacing  

C - Colour and contrast – ensure a high colour contrast between text and background and avoid conveying meaning in colour e.g. red for false, green for true. 

U - Use of images – provide Alt text for essential visual information. 

L - Links – make hyperlinks meaningful – indicate exactly where the link will take the user. 

P - Plain English – write in clear language and avoid abbreviations. 

T - Tables – keep them simple. Don’t merge cells. 

Adapting methodology 

The way we teach is as important as the materials we use when it comes to making learning accessible. Key adjustments include:  

Additional time 

Always factor extra time into lesson planning. Learners accessing materials via screen readers need more time to navigate documents and listen to instructions and texts. 

Breaking down long tasks 

Listening and sentence matching tasks often require learners to hold a lot of information in their memory while completing the activity. Sighted learners can glance back at the questions when needed, but for visually impaired learners, teachers should break down the task into more manageable chunks. 

Lifting tasks off the page 

Using realia and tactile materials and prioritising oral communication will make tasks more accessible and enjoyable for everyone. 

Giving a running commentary 

It’s important to make sure visually impaired learners know things their sighted peers pick up from visual cues. For example, when learners put up their hands up to speak, when we’re handing out a worksheet or when we’re pointing to something relevant on the whiteboard.  

Note taking 

This takes longer for visually impaired learners, so teachers could share a list of emergent vocabulary after each lesson along with the materials for the next lesson if they access them with a computer. 

Checking in with our learners 

It’s essential to check periodically that the adjustments we’re making are working for them.  

Accessible assessment practices 

The Comprehensive Learning System tells us that the three core elements, curriculum, delivery and assessment, need to be treated as a connected system. The European Parliament underlines the importance of learning a second language, particularly English, to access further education and employment opportunities, depicting it as a fundamental right. If our materials, lesson delivery and assessment are not universally accessible, visually impaired learners may need to overcome a series of hurdles to fulfil a fundamental right.  

We need to bear this in mind when carrying out assessment both for and of learning. 

Assessment for Learning (AforL) can easily be made accessible for visually impaired learners by applying the same adaptations as explained above. The flexibility of AforL allows teachers to assess at any point and plan the next steps and adaptations.  

Assessment of Learning tends to take place at the end of a period (a unit, a term, a course) and when certifying a learner’s level of achievement. Official exams allow all learners to be evaluated in a standardised and fair manner as long as they are fully accessible. The adjustments a candidate needs will vary depending on their impairment.  These are some examples of key accommodations in tests:  

  • Accessible format: Braille, screen-reader friendly, enlarged print or zooming-in software. 
  • Accessible tasks: replacing image-based tasks, breaking down reading and listening tasks with a lot of options and granting additional time. 

Special arrangements are available for Aptis ESOL and Cambridge exams to ensure all candidates can demonstrate their ability fairly. 

Ultimately, accessibility is not an add-on – it is an integral part of effective teaching and learning. By embedding inclusive practice across materials, methodology and assessment, we empower all learners to reach their potential. 

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