國立臺灣大學

As a Peer and Friend:

• Assist with car boarding safely.
  When helping a visually impaired person into a car, guide their hand to touch the edge of the car door—especially the height—to prevent head injuries. Similarly, when seating them, allow them to feel the chair’s backrest instead of pushing them down.

• Provide clear navigation in new environments.
  When leading them through unfamiliar places, describe the surroundings, traffic conditions, obstacles, and potential hazards along the way.

• Ensure safety while waiting.
  Never leave them alone in the middle of the road or an open space. Use clear directional terms like "in front," "behind," "left," or "right" to orient them and help them feel secure.

• Offer assistance while walking.
  If you see a visually impaired person walking, offer help or give them the right of way. When guiding them, let them gently hold your shoulder or arm instead of pulling or pushing them.

• Announce your presence.
  Greet them by saying your name instead of making them guess who you are. If introducing them to others, clearly state their names and guide them through social interactions.

• Ensure inclusivity in group settings.
  In meetings, the host or nearby participants should introduce attendees by name and role. When leaving, inform them politely to avoid situations where they may unknowingly speak to an empty seat.

• Encourage active participation.
  Assign visually impaired classmates appropriate responsibilities in group activities to help them feel included, build confidence, and strengthen their connection to the group.

• Use verbal or physical cues instead of gestures.
  Since they cannot rely on visual cues, use spoken instructions or light physical contact instead of gestures when communicating.

• Respect the organization of their belongings.
  Visually impaired individuals often have a specific system for organizing their items. Do not move their things without permission.

• Describe visual content when needed.
  When watching a movie, TV show, or play together, quietly describe the scenes to help them follow the story.

• Be proactive in offering assistance.
  In daily interactions, regularly check in on their needs and offer help when appropriate.

As a Teacher :

• Ensure clear and readable board writing.
  When writing on the board, use clear and legible handwriting, avoiding small or overly decorative fonts. Remove unnecessary background text that may create visual clutter. Read aloud everything written on the board to help visually impaired students follow along.

• Provide additional learning support.
  After class, arrange for teaching assistants or classmates to further explain the lecture content and provide well-organized notes or summaries to assist visually impaired students in their studies.

• Adapt exam formats as needed.
  If necessary, modify exam materials by enlarging font sizes, using Braille machines, magnifiers, or assistive technology, or assigning a scribe to write down answers dictated by the visually impaired student.

• Consider seating arrangements and lighting.
  When assigning seats, take into account individual visual needs and lighting conditions to create an optimal learning environment.