VIDBE-Q
Volume 62 Issue 2
Stress Free Environment
While Tier 1 words are automatically learned by students whose native language is English, ELLs with
visual impairments often do not have the same luxury. When learning content of lessons, these students may
be simultaneously learning the background knowledge and necessary Tier 1 vocabulary in the classroom, or
required to have additional lessons outside of it. Given that, learning can become stressful to students who
are ELLs with visual impairments. Conroy (2005) asserts "Placing a learner in a stressful situation in which
language production or performance is demanded impairs the student's ability to learn or produce spoken
language" emphasizing the need to provide ELLs with visual impairments a supportive learning environment
where stress is diminished (p. 103). Structuring the learning environment to scaffold the skills of ELLs may
encourage participation.
Conclusion
Students who are English Language Learners who also have visual impairments are unique and no
single strategy will work for all of them. Subsequently, taking each student's strengths, needs and learning
preferences into account when developing or adapting lessons is essential and requires purposeful advance
planning to be sure that both language needs and adaptations for visual supports are attended to. Each
professional will bring skills and resources to the table. Collaborating with team members to review the lesson
for content and format will assure all stakeholders can work together to increase probability for the best
possible outcome for student success.
References
Brawand, A. C., & Johnson, N. M. (2016). Effective methods for delivering mathematics instruction to
students with visual impairments. Journal of Blindness Innovation and Research, 6(1). Retrieved from
https://nfb.org/images/nfb/publications/jbir/jbir16/jbir060101.html. doi: http://dx.doi.org/10.5241/6-86
Bentzen, B. L., & Marston, J. R. (2010). Orientation aids for students with vision loss. In Wiener, W. R.,
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