From Adaptation to Belonging: Creating Inclusive Classrooms for Students With Visual Impairments

Planning, Preparation, and Instructional Strategies

A significant and effective strategy to promote community and belonging in the classroom is through teacher planning, preparation, and utilization of strategies. The general education teacher is a pivotal member of the student’s service team (Allman et al., 2014; Holbrook et al., 2017a, 2017b) and is essential in promoting community and belonging for SVIs. While specialists such as the TSVI and OMS provide consultative and direct services to special education teachers, staff, and students, general education teachers are responsible for the daily implementation of most accommodations and modifications (Allman et al., 2014; Spungin et al., 2017). By staying flexible, seeking feedback from their student(s) and specialists, and being willing to adopt new approaches, general educators participate in the ongoing iterative processes of effective inclusion (see Table 1).

“By staying flexible, seeking feedback from their student(s) and specialists, general educators participate in the ongoing iterative processes of effective inclusion.

Collaborating With Specialists and Support Staff

Another crucial component of creating an inclusive classroom is collaboration (Leigers et al., 2017). Creating an inclusive classroom for SVIs requires effective collaboration with specialists and support staff (Spungin et al., 2011). SVIs may receive services from a variety of providers, including what is commonly referred to as the “visual impairment” team. The VI team may consist of specialists such as the TSVI, the OMS, a braillist or transcriber, and other VI professionals (Society of Exceptional Educators, 2025). Some TSVIs also serve as their students’ OMS, which is called “dual certification” (Texas School for the Blind and Visually Impaired, 2024). Approaching services with an interdisciplinary mindset, collaborating with specialists to develop materials in a timely manner, and making time to train together as a professional team are the first steps to creating an inclusive classroom community. IEP service team members, including classroom and special education teachers and TSVIs, should communicate regularly with each other to plan and review goal progress and inclusive strategies both within and outside of their own instructional spaces. This collaboration allows team members to determine why a goal-based skill is or is not successful in various settings and to prioritize specific instructional strategies over others.

Although it can be difficult for classroom teachers to consistently participate in IEP meetings, they can support their SVI by providing the rest of the IEP team with observations and data about student progress and seeking clarification on implementing IEP goals (Allman et al., 2014). When feasible, opportunities to learn from specialists, such as observing lessons conducted by TSVIs and requesting specific training, are essential. Equally important is sharing expertise about student performance in the general education setting and discussing ways to make academic content more accessible. Teachers can use technology for virtual meetings when necessary to overcome collaboration barriers, such as time constraints and scheduling conflicts. Finally, integrating specialist recommendations by implementing one to two specific suggestions after each collaboration and documenting results for discussion in subsequent meetings helps ensure continuous improvement in supporting SVIs (see Table 1).

Setting Up the Classroom

The physical arrangement of the classroom is vital for creating an inclusive environment for SVIs. By arranging the classroom with considerations to safety and full participation of all students, teachers can create a space that promotes independence, safety, and full participation for all students (Vaughn et al., 2022). Key elements include clear pathways and consistent organization, tactile symbols as needed, high-contrast colors, adequate and adjustable lighting, strategic positioning of students, and minimizing background noise. An SVI’s TSVI and OMS can provide specific guidance from the FVA, LMA, and orientation and mobility assessment to ensure that the accommodations are appropriate. The TSVI and OMS are also responsible for providing specific materials, such as tactile symbols for pre-braille or Deafblind students, braille labels, or other materials accessible for individuals with VI. The VI team works with the IEP service team to determine which materials are necessary for the classroom. While the VI team provides specialized materials as needed, many adaptations can be made using common items already found in the classroom. Furthermore, meaningful and universal adaptations create a more accessible and supportive learning environment for all students (see Table 1).

Adaptation of Materials and Activities

Creating a supportive environment involves several key areas of adaptation of materials and activities. Additionally, balancing diverse learner needs with group dynamics for an inclusive classroom can be achieved by using differentiated instruction and flexible teaching roles, designing activities that provide meaningful reinforcement for all students, and implementing brief, targeted lessons to check individual understanding without disrupting the group (Singer et al., 2021; Vaughn et al., 2022).

To ensure lessons are accessible to SVIs, teachers should follow a systematic approach. First, assess current materials by reviewing the scope and sequence of the year’s lesson content through the lens of visual accessibility, identifying which materials need adaptation. It may be helpful to review lessons by unit or chapter. Next, work with the TSVI to determine necessary adaptations, such as large print versions of written materials; tactile graphics of diagrams, charts, or maps; converting text to braille or digital formats for screen readers; and high-contrast colors for visual materials. While the TSVI is responsible for providing adapted materials, such as braille and tactile graphics, materials must be provided ahead of time to the TSVI in an agreed-on period, such as 1 to 2 weeks, to allow for material preparation (Holbrook et al., 2017a, 2017b). Additionally, modify classroom activities to allow extra time for hands-on exploration of materials. Lastly, remember that effective adaptation is an ongoing process; regularly assess the effectiveness of the adaptations and be willing to adjust the approach based on student feedback and performance. Combined with differentiated instruction and flexible teaching roles, this process helps create a supportive and inclusive environment that balances diverse learner needs with group dynamics (see Table 1).

Fostering Peer Supports and Interactions

Peer supports are an effective strategy for promoting SVI inclusion. This approach involves training grade-level peers to provide social and academic support to classmates with disabilities (Leigers et al., 2017). Kennedy et al. (2008) defined peer supports as “arranging for one or more peers without disabilities to provide ongoing social and academic support to their classmates with severe disabilities while receiving guidance and support from paraprofessionals, special educators, and/or general educators” (p. 10). Peer support reduces the need for constant adult intervention, improves classroom dynamics, enhances social interaction, and minimizes potential social stigma (Leigers et al., 2017). However, it is crucial to maintain a balanced approach.

Implementing peer supports for SVIs promotes inclusion through a structured approach (Heyl & Hintermair, 2015; Kennedy et al., 2008). Teachers should identify potential peer supporters who demonstrate empathy, patience, and leadership skills, ensuring a diverse group to prevent burnout. These peers receive specialized training from IEP service team members covering VI, support techniques, and academic and social assistance strategies. Clear roles and expectations are established, defining peer support in the classroom and emphasizing that supporters should not complete work for SVIs. Regular monitoring is essential, with teachers observing interactions and checking in with both supported students and peer supporters. Again, balance is key; SVIs should engage independently in classroom activities, manage their materials, and complete their own work. To prevent overreliance, rotate peer supporters. By recognizing and implementing peer support as an evidence-based practice, teachers can effectively promote inclusion and independence for SVIs while fostering a supportive classroom environment.

Promoting a Sense of Belonging

As referenced in the UDL principles, promoting community and a sense of belonging in the classroom offers numerous benefits for all SVIs (CAST, 2024). These benefits include enhanced social inclusion, improved peer relationships and empathy, feelings of acceptance, and potentially higher achievement for individuals with disabilities compared to segregated settings (Jacko et al., 2021; Manitsa & Doikou, 2020; Oviedo-Cáceres et al., 2021). It is important to note that while schools strive for policy compliance in educating students in the least restrictive environment, for many individuals with disabilities, the sense of belonging takes precedence over inclusion (Leigers et al., 2017; Ziegler et al., 2020). Creating belonging is crucial for all students, especially those with VIs. One of the best ways to brainstorm inclusive classroom strategies is to simply ask SVIs for their input on how they would adapt their classrooms. To promote belonging, follow these key strategies: (a) implement high-quality inclusion practices, (b) use cooperative learning activities, (c) foster social and academic belonging, (d) enhance learning opportunities for all students, and (e) develop positive attitudes and advocacy skills among peers (Leigers et al., 2017; Ziegler et al., 2020; see Table 1).