What Is Visual Impairment?
Categories of visual impairment
- Partially sighted (also known as B3): Experience some difficulty seeing or reading. These individuals can benefit from medically recommended lenses. They have less challenges while using their sight for mobility purposes but are mostly affected when it comes to reading. They can also benefit from large print.
- Low vision (also known as B2) – Experience a lot of difficulty seeing or reading. They may have residual or little sight, and/or be able to make it forms and shadows. People with low vision require assistive devices and accommodations to see and read (such as large print or magnifiers.). At some point, they may find it challenging to move during certain hours, especially evenings or nighttime. They are also encouraged to learn Braille because over time, their sight keeps deteriorating and could become totally blind.
- Totally blind (also known as B1) – Inability to see at all. These individuals need non-visual resources, such as Braille or audio, access mobility aids such as a white cane and/or sighted guidance.

How to refer to someone with a visual impairment
Avoid Using
- The blind
Instead Use
- Blind person
- Person who is blind
- Person with a visual impairment
- Person with low vision(when relevant)
- Deafblind person (when relevant)
This ‘person-first’ language has received wide acceptance among persons with disabilities and their representative organisations.
There are also many local derogatory names used in communities and at schools to refer to people with visual impairments. Such names affect their self-esteem and personal motivation and should be avoided.

How to create an enabling environment for people with visual impairments
- Always talk directly to the person. Do not use a third person to answer your questions i.e personal assistant/family member etc.
- Identify yourself so the participant with the visual impairment knows who you are.
- Inform the participant with visual impairment if you are moving away. Do not leave without telling him or her that you are leaving.
- Describe the space you are in as well as any things you see to the participant with visual impairment.
- Use descriptive language and name items instead of saying, ‘this’ or ‘that’.
- Read everything written on flip chart papers/PowerPoint out loud.
- When you are in a group, tell them who is present so that the participant with visual impairment knows who is around as this supports networking.
- When you are talking in a group, use the person’s name when you are directing the conversation to him or her.
- Speak naturally and clearly. There is no need to shout.
- In case there are pictures or other visualisations that are shown in a training or meeting, briefly describe what is there, or ask another participant to do this
- Avoid noisy places so that he or she can hear you clearly.
- Always ask first if the participant wants help. Do not help someone without asking him or her first.

- For participants with low vision use clear signs and documents. These can be in large letters or with letters that you can feel.
- For participants who are blind (B1 level) and can read braille, you can give written information in braille. If a participant is using a computer, you can also provide information in digital format/ soft copy.
- Do not play with or remove the white cane of a participant with a visual impairment from where they place it. If it is unavoidable for you to place the white cane elsewhere, remember to inform the participant. They need the white cane for mobility purposes.
How to guide a blind person:
- Walk alongside and slightly ahead of him/her. Do not hold the person’s hand. Allow him/her to hold your arm.
- Bend your arm to your back when passing through a narrow space. S/he will get directly behind you to avoid obstacle


How to seat blind person:
- Walk alongside and slightly ahead of him/her. Do not hold the person’s hand. Allow him/her to hold your arm.
- Bend your arm to your back when passing through a narrow space. S/he will get directly behind you to avoid obstacle
Specific advice on including participants with visual impairments in agriculture programming
- Orient the participant to the buildings and other important rooms such as restrooms. This can be done by the help of a personal assistant, peers or wardens, among others.
- Determine what types of assistive technology, if any, the individual will bring with him or her (e.g., a tape recorder, Perkins Brailler or slate, laptop, etc.).
- Determine how the participant with visual impairment prefers to receive and give/send information. Is it in digital/soft copy or large print or braille etc.?
- Determine what modifications need to be made in the physical space the participant uses such as obstacle-free pathways, among others.
- Determine if the participant can move around independently or what assistance they need.
- Tell the participant who he or she may turn to when help is needed. This can be a peer, family member, personal assistant, and any other responsible persons within the programme structures.

- For participants with low vision/ partial sight, seat them in the front row or at a point where they can see what is going on.
- Put back material in the same place as this will enable participants with visual impairments to easily locate them in case of need.
- Ensure the room is quiet. Persons with visual impairments(B1) use listening more and this can only be facilitated by a quiet environment.
- Give more time for practical exercises and give more opportunity to practice if this is needed.