three students filming a scene

Guide for staff

Supporting Blind and Visually Impaired (VI) Students

Visual aids often dominate the way we present learning materials—but for blind or visually impaired students, this can unintentionally create barriers.

Every member of staff plays a vital role in ensuring that blind and visually impaired students are not only included, but actively supported to thrive. Inclusion is not simply about access—it’s about equity, dignity, and opportunity. Staff responsibility extends beyond compliance; it’s about fostering a culture of respect, adaptability, and proactive care.

 

Good Practise and inclusion

Advice on good practises and inclusive teaching.

  • Arrange desks in a semi-circle to encourage group discussion and ensure everyone feels included.

  • Spend time with the student to explore the classroom layout—help them become familiar with the space.

  • Notify the student of any changes to the room setup (e.g. new furniture or rearranged equipment).

  • Health & Safety: Keep aisles clear of bags and ensure wires are safely tucked away to prevent hazards.

  • Use verbal descriptions to supplement visual content—this ensures equal access to learning.

  • Share materials in advance via Canvas or other platforms.

  • Convert graphs and diagrams into tactile formats or provide descriptive alternatives.

  • Ensure all online content is compatible with screen readers. For visual elements, include clear written descriptions.

  • Students may use laptops, Braille devices, or audio recorders/ assistive technologies for note-taking. Discuss preferences and consider support from Accessibility, Disability & Inclusion.

  • Address the student by name when asking questions to foster engagement.

  • For group work, provide early access to materials and explain the activity’s purpose and group structure.

  • Choose formats that encourage full participation.

  • When using visual aids or writing on boards, always read aloud what’s being presented so the student can follow along.

Accessibility, Disability & Inclusion

Book meeting

You can book in and speak to a Accessibility, Disability & Inclusion adviser for supporting learners on your modules.
Reasonable adjustments (not registered with A,D &I)

Even when a student is not formally registered with the University's Accessibility, Disability & Inclusion (A,D&I) team, reasonable adjustments may still be appropriate to ensure equitable access to learning and assessment.

Examples of Reasonable Adjustments

Extensions on assessments:

  • A 7-day extension on written assignments.

 

Exam and In-Class Support: 

  • Access to a separate, quiet room to reduce sensory overload
  • Allow use of a reader and/or scribe.
  • Additional time to complete exams or in-class assessments.
  • Scheduled rest breaks .

These adjustments are designed to reduce barriers and empower students to perform to their full potential. Staff are encouraged to take a proactive, compassionate approach and liaise with our Accessibility, disability & inclusion team when needed.