{'fraction_non_alphanumeric': 0.015477214101461736, 'fraction_numerical': 0.0, 'mean_word_length': 5.689655172413793, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Catering for the Specialized Needs of Students With Vision Impairment in Mainstream Classes

Thousands of students with vision impairment or blindness attend mainstream schools in Australia. Their experiences depend on multiple pertinent factors, including teachers’ understanding of the legal requirements to abide by the inclusive education agenda, schools’ understanding of the nature of vision impairments, and the challenges they present to learning. Educators’ willingness to take on advice regarding adjustments to the curriculum, assessment, technology, and learning environment are also critical to success for such students. This chapter puts forward the voices of students with vision impairment or blindness to provide a picture of the types of alternative formats used in schools today, including braille and assistive technologies. The voices share how important it is for students to be included in all areas of their education to achieve a sense of belonging and acceptance affording them true inclusion. A list of practical recommendations to assist teachers encourage inclusion academically, socially, and physically is detailed in this chapter.