Practical Activities and difficulties with Vision

Remember, disability is a highly individualised experience. People with the same disability may have very different capabilities and/or needs, so it is always best to discuss any adaptations to practice, the environment or equipment directly with the disabled person themselves rather than making assumptions about what adjustments may be suitable.

There are some fairly straightforward and low-tech ways of modifying or adapting equipment or activities to allow students with visual impairments to participate in practical classes. Examples include: auditory displays of visual information (such as talking thermometers), tactical displays of visual information (such as beakers with raised markings), clamps and other devices for holding items of equipment, and hand held, illuminated magnifiers. Examples of such innovations are likely to multiply as more people who develop impairments while in employment are maintained and supported in their employment.

Students with visual difficulties working in laboratories can also experience problems with textual materials as well as equipment. In these circumstances, alternative formats, reading text aloud or interfacing lab equipment with a computer which has large print or speech output can all be useful adjustments.

Students with visual difficulties can also experience problems with laboratory layout and may require extra assistance to help them familiarise themselves with layout and location of equipment.

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