Vision loss can result in delayed concept development and critically influence social, emotional, academic, and vocational development. These students must garner knowledge through alternative mediums using their other senses. Because of this students with visual impairments often require individualized instruction since group instruction for learning specialized skills may not be provided in a meaningful manner. These students require specialized skills as well as specialized books, materials and equipment for learning through alternate modes and are limited in acquiring information through incidental learning since they are often unaware of subtle activities in their environment. Curriculum areas that require unique strategies or adaptations for students with visual impairments include concept development, academic functioning, communication skills, sensory/motor skills, social/emotional skills, orientation and mobility, daily living skills, and career/vocational skills (AFB, 2011).

These student's unique educational needs cannot be met in a single environment. It is vital that a team approach be used to identify and meet these needs and that the team includes staff who have specific expertise and skills in educating students with visual impairments.
References

AFB (2011) Educating students with visual impairments for inclusion in society. American oundation for the blind. Retrieved January 10, 2012, from http://www.afb.org/Section.asp?SectionID=44&TopicID=189&DocumentID=1344

"Strategies for teaching students with vision impairments." (2005, April, 23). Inclusion in science education for students with disabilities. . Retrieved January 10, 2012, from http://www.as.wvu.edu/~scidis/vision.html