Chapter 3 - Low Incidence Disabilities

In my classroom, I only have only had a few students labeled with low - incidence disabilities.  Two years ago, I had a student with a visual impairment where he had no peripheral vision.  His accommodations were pretty easy: he sat in the front center, I gave him a copy of notes to verify his note taking in class, and he had the tools he needed to see better.  The following year, I had another visually impaired student who required the same accommodations.  And now for the third year, I am teaching that same student again.  Learning the accommodations early helps me be an efficient teacher and in turn, my students have nothing holding them back from learning.

In sharp contrast, my first year teaching (when I knew nothing) I had a student who was deaf.  She had someone signing for her, who also had hearing trouble.  It was very stressful for me to know what she needed and to learn how to work with her. She eventually transferred to a private school, and I felt like a complete failure in not reaching her.

Our book states, " A little bit of vision can provide a lot of information."  My visually impaired students had learned to be successful in spite of their disability.  They compensated in other ways, and were very good verbal students.  I do take into account the colors I use on the board and if there is enough contrast.  I need to work on the glare that may occur on the different surfaces.  For other disabilities that may occur in my classroom, the book emphasizes structure and routine as one of the best measure to ensuring student success in the classroom.