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ERIC Number: EJ891117
Record Type: Journal
Publication Date: 2010
Pages: 3
Abstractor: ERIC
Reference Count: 13
ISSN: ISSN-0965-948X
Reflections on Supporting a Visually Impaired Student Complete a Biological Psychology Module
Betts, Lucy R.; Cross, Amanda
Psychology Teaching Review, v16 n1 p58-60 2010
While there are a number of technologies that have been used, with varying levels of success, to support visually impaired students, the purpose of this article is to reflect upon the authors' experiences of supporting a visually impaired student through a nine-month level two undergraduate biological psychology module. The authors developed a number of strategies that could be easily replicated and transferred to supporting other students with a visual impairment, to students with other learning requirements, or to all students. Consistent with Haggis' (2003) recommendations, the underlying philosophy that the authors adopted was to regard all students as individuals with their own learning agenda who should be supported to reach their full potential. In this article, the authors describe some of the approaches that they used to support a visually impaired student through a level two biological psychology module. Whilst they recognise that much of what they have suggested can be regarded as good practice for all students, and that the approaches benefited the group more generally, the authors argue that such innovative and engaging teaching methods are crucial to widen participation.
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A