Teacher
Pedagogical practices and strategies for adapting methods, mediating knowledge and creating an inclusive, empathetic learning environment.
Recommendation
It is recommended to involve every student, including those with a visual impairment, in every stage of the educational process, from planning to assessment, so that each method, resource, objective and expectation is adapted to their individual characteristics, with agency.
The recommendations were formulated in Brazilian Portuguese. This is a faithful working translation; the Portuguese version is the canonical one. Read the original in Portuguese
Responsibility
Every manager, teacher, tutor and student.
- Manager
- Teacher
- Tutor
- Student
Opportunity
Every HEI has the opportunity to offer an Individualised Education Plan – IEP during enrolment periods, including: identification of the student; assessment of the student; measurable teaching objectives and skills to be developed; teaching programmes applicable to each objective; accessibility resources to be used in carrying out those programmes; an individualised protocol of conduct; guidelines for adapting activities and assessments.
Applicability
Do
Build and publish a schedule of deliverables or a lesson plan structured digitally (in HTML or a screen-reader-compatible document), respecting the IEP and the time needed to use assistive technologies.
Don’t
Impose the same deadlines and assessment formats rigidly on the whole class, ignoring the IEP, or publish schedules as complex visual spreadsheets that cannot be navigated by keyboard.
Examples
An example of a schedule presented as a simple vertical list. This design is friendly both to screen magnifiers (perfect reflow) and to screen readers, letting the student navigate with full autonomy.
An example simulating a complex visual spreadsheet, with too many columns and tiny text. Students with low vision get lost in the horizontal scrolling when they zoom in, and the lack of hierarchy destroys semantic reading.