Accessibility statement

Supporting students who are blind or visually impaired

Further support

Visual impairment is a reduction in vision which cannot be corrected by standard glasses or lenses. Those with a significant level of visual impairment may be registered as either Sight Impaired or Severely Sight Impaired/Blind.

Some students may use a white cane or a guide dog to navigate. Most students will need to access the printed word in an alternative format including in braille, enlarged font or audio. Increasingly, this will primarily be through electronic means such as a refreshable braille display, text to speech software, and screen magnification.

Accessing pictures, graphs, diagrams, photos, maths notation and symbols can be particularly complex for some visually impaired students. They may need tactile versions of graphs and diagrams. Assistive technology does not tend to read standard maths notation and may also not be compatible with some statistical software packages. Additional software, braille maths or other methods may need to be considered for some students. Most students will prefer to write using a laptop or computer. Students will typically have their own personal assistive software and equipment.

It is the responsibility of the University to provide material in an accessible format.

Impact on the student

The impact of a visual impairment on a student’s study will vary significantly between individuals.

  • Reading, writing and research will often take significantly longer and requires considerable levels of additional concentration and effort. Many students will find it very difficult or impossible to skim read or to undertake the same volume of reading as their peers.
  • Tasks such as referencing, producing footnotes and bibliographies and proofreading will often take longer. The extra time involved in obtaining alternative formats also needs to be considered.
  • Some students will be unable to access any printed information displayed on classroom white/smart boards.
  • Keeping up with information being provided in class as well as note taking is often challenging.
  • Students may need a lab assistant to undertake lab/practical work.
  • Many students will experience significant levels of fatigue when studying and will need to take frequent breaks.

Tutors should remain in close contact and more regular tutor/supervisor contact may be necessary.

How you can support the student

The following recommendations for academic adjustments may apply. Refer back to the Student Support Plan for individual recommendations for the student.

Occasional extensions

Occasional extensions for standard assignment deadlines where the student will be unable to meet a deadline due to their disability. The request must include the reason and, where appropriate, the duration to date of the period of particular difficulty. There is no requirement for the student to submit additional evidence.

Students are advised that this is not a recommendation for a blanket extension to deadlines. Should the department become concerned about the use, frequency or effectiveness of extensions, they should call a review meeting with the student and Disability Adviser.

Library Alternative Format Service

If this is specified on the student’s SSP, teaching staff are asked to use the Accessible Format Request Tag on the Leganto Online Reading System to notify the Library, in advance each term, of the week-by-week essential reading required for the student.

Find additional information on how to use the Alternative Format request Tab and FAQs on the Library's website, and any queries can be directed to infodir-accessibility@york.ac.uk

Individual requests by the student for other library material to be provided in electronic format can also be made. The student can email infodir-accessibility@york.ac.uk and is advised to contact their Faculty Librarian with any queries.

Teaching material

The VLE is an accessible platform for assistive software but it is important that the documents and material uploaded by the Academic Department to the VLE are also accessible. Use Accessibility Checkers before adding to the VLE, or use Blackboard Ally on the VLE to check files are accessible.

  • Accessible file formats generally include HTML, Microsoft Word/Rich Text Format, Microsoft Powerpoint, Google Docs/Slides and readable (text-based) PDF. 
  • Inaccessible file formats include Prezi, JPG and image-based PDF (including scanned documents). 

Blackboard Ally or Sensus Access can be used by staff to convert files into an accessible format - for example to convert a scanned text-based PDF into readable PDF or Word file. The Programme Design and Learning Technology Team (PDLT) can provide teaching staff with technical support and advice on digital and VLE accessibility. 

All lecture slides should be provided electronically in an accessible format at least 48 hours in advance of teaching sessions via the VLE. Should such material not be posted electronically on the VLE, you should email this to the student individually at least 48 hours in advance. Read our guidance on producing accessible documents and presentations.

Where specialist transcription of teaching material is required (for example, for maths notation) this will be specified on the student’s SSP. Disability Services will fund and send a referral to a specialist transcription provider. The Department will need to provide the material for transcription well in advance directly to the specialist transcription providers.

Give the student access to video and film material in advance.

Lectures and seminars

Disability Services may have arranged a note taker for the student.

The student is likely to want to sit near the front. Please face the student and limit movement or walking when speaking. Avoid facing the board or covering your mouth. Read aloud all visually displayed information.

If addressing the student directly please use their name.

Use black or blue ink when writing on the board (avoid using green or red).

Give the student time to take a photo before notes are removed from boards.

Lecture capture and personal recording

Advised use of lecture capture. Allow the student to record lectures, particularly where no lecture capture facility is available in the timetabled room.

Reading

Give guidance on essential reading and provide copies of the reading list at the earliest opportunity.

Instructions and clarification

Give instructions and information clearly and be prepared to clarify the requirements of coursework and assignments, allowing students to record this for reference. Where possible, any written instructions for labs and practical sessions should be provided to the student in advance of the session to enable adequate preparation.

Provide clear guidelines for specific formats (ie reports) to enable students to structure their work appropriately.

Anticipate any practical problems by allowing the student to try out equipment they need to use as early as possible.

Presentations

The student may need access to their assistive technology to refer to their notes during the presentation.

Support for you

If you find that it is impractical to put a particular adjustment in place, please contact us as soon as possible as it may be possible to find an alternative solution that will support the student.

If you have any questions, email disabilityservices@york.ac.uk.