Accommodations may include:

• reading lists or syllabi in advance to permit time for transferring into alternate format
• textbooks ordered in the preferred medium of the student
• seating in the front of the class without glare from windows
• tape recording of lectures and class discussions
• note taking devices such as pocket Braille computers
• handouts in the medium that the student prefers
• clear black print on white or pale yellow paper for students with visual impairments
• testing accommodation: taped tests, reading of tests, scribe, extended time, separate test location, enlarged print, computer word processing software with speech access
• materials presented on the board or on transparencies read out loud
• lab assistance
• advance notice of class schedule changes

Types of alternate format of printed material for students with blindness/visual impairments include:

• Audio tape
            Textbooks can be ordered on tape from Recordings for the Blind and Dyslexic
• Large print
            Standard sized materials can be enlarged on a copier using 11" × 17" paper.
• Computer disk
            Convert the test of materials to ASC II format. Documents can also be made available by placing them on the Internet.
• Braille
            Adaptive equipment will be necessary to provide alternate format in Braille; however, Braille is probably the least requested alternate format for students.

NOTE: If a document has been created using a standard word processing program, it can easily be enlarged before printing. Geneva or Helvetica fonts are the clearest. An 18 point type is generally best. When the type is larger than 18 point, fewer words appear on each page, making it difficult for a person to make sense of the document. Bold characters also make the print clearer.

• Choose texts early, and notify the bookstore of selections. This will enable the student to order and receive taped copies of the text prior to the commencement of the semester (usually at least 6 to 8 weeks lead time is necessary).
• Provide visually impaired students with materials in alternative formats at the same time the materials are given to the rest of the class.
• Provide the student who is visually impaired with (large) print copies of any outlines and transparencies.
• Read aloud what is written on the board or presented on overheads and in handouts.
• Allow students to tape-record lectures.
• Pace the presentation of material; if referring to a textbook or handout, allow time for students to find the information.
• When appropriate, ask for a sighted volunteer to team up with a student with a visual impairment for in-class assignments.
• When you first meet a blind or visually impaired person, identify yourself to let the person know you are talking to them.
• When giving directions, use descriptive words such as "straight ahead" or "forward." Be specific in directions and avoid vague terms such as "over there."
• Do not hesitate to use words like "see" or "look" when speaking with a visually impaired or blind person.
• Keep a front row seat open for a student with a visual impairment. A corner seat is especially convenient for a student with a guide dog.
• Make arrangements early for field trips and ensure that accommodations will be in place on that day (e.g., transportation, site accessibility).
• If you are walking with a visually impaired or blind person, let him/her take your arm just above your elbow and walk in a relaxed manner. The person can usually follow the motion of your body. If the person is using a guide dog, they will usually keep the dog to their left and take your arm with their right hand. Warn the person when you are approaching a step or other obstacle.
• Be flexible with deadlines if assignments are held up by the document conversion process.
• When in doubt about how to assist the student, ask him/her.
• "Guide dogs" are working animals. It can be hazardous for the visually impaired or blind person if the dog is distracted. Check for the owner's preference before petting the dog.