General information

When does one speak of a visual impairment?

When is a person considered visually impaired or blind in Austria?
The classification depends on the context and can be determined in different ways. Various criteria are used to determine the degree of visual impairment. While the World Health Organization (WHO) distinguishes between visual impairment and blindness based on near and distance vision, Austria primarily uses visual acuity as a basis for classification. This describes how well a person is able to recognize shapes, contours, or patterns.

How is visual acuity measured?

Visual acuity is tested using an eye chart with letters or symbols in different sizes. The person being tested must recognize these from a certain distance. The smallest recognizable symbols determine the visual acuity value:
A visual acuity of 1.0 corresponds to 100% visual acuity (average normal value). Values below this indicate impaired visual acuity, while young people can often achieve over 100%.

Visual impairment according to WHO criteria

The World Health Organization (WHO) distinguishes between two forms of visual impairment:

  • Distance:
    • Mild: worse than 6/12 to 6/18
    • Moderate: worse than 6/18 to 6/60
    • Severe: worse than 6/60 to 3/60
    • Blindness: worse than 3/60
  • Near vision:
    Vision worse than N6 or M0.8 at a distance of 40 cm.

 

Classification in Austria

The Federal Care Allowance Act distinguishes between severe visual impairment and practical blindness. The decisive factors are the visual acuity of the better eye (with correction) and any restrictions in the field of vision:

  • Severe visual impairment: visual acuity ≤ 0.05 or up to 0.3 with restrictions in the field of vision.
  • Practically blind: visual acuity ≤ 0.02 or up to 0.1 with severely restricted visual field.

The Ministry of Social Affairs also uses these values to determine the degree of disability (GdB) and the disability pass. Both visual acuity and visual field play a role here. Professional advice is recommended.

Why is classification important?

Determining visual acuity is a prerequisite for receiving social benefits, aids, or financial support—for example, in cases of limited earning capacity or for special subsidies.

 

 

 

What are the challenges of studying?

Students with visual impairments often encounter obstacles in various areas of their studies, particularly when it comes to:

  • taking notes
  • the increased time required for studying and writing texts
  • obtaining literature and learning materials

Visual impairments can cause the following limitations:

  • Difficulties in comprehending visual information (e.g., presentations, illustrations)
  • Problems reading standard font sizes (approx. 12 pt)
  • Reduced contrast or color vision
  • Restricted field of vision

In cases of severe visual impairment or blindness, additional challenges arise:

  • Visual information cannot be perceived
  • Orientation within university buildings is difficult
  • A lack of tactile or high-contrast signage makes it difficult to find rooms
  • Accessible learning materials are often not provided or are insufficient
  • Contact with fellow students and teachers can be difficult

How can the university provide support?

In order to provide students with visual impairments with the best possible support, the following measures should be guaranteed: 

  • Digital provision of teaching and learning materials:
    Materials should be made available in digital and accessible form, preferably in advance.
  • Accessible documents:
    It is essential that texts, presentations, and working documents are prepared in an accessible format.
  • Audio and video recordings:
    Courses should be recorded, if possible, to enable subsequent use.
  • Use of microphones:
    Microphones improve acoustic intelligibility, even in digital or hybrid forms of teaching.
  • Adjusted lighting conditions:
    Sufficient, glare-free lighting facilitates orientation and reading.
  • Explanation of visual content:
    All visually presented information (e.g., graphics, slides, experiments) should also be described verbally.
  • Extensions:
    Extensions should be granted in cases where visual impairment increases the amount of work required.
  • Substitute benefits:
    • Substitute assignments may be arranged for absences (e.g., due to homework); however, complete exemption from attendance is not possible.
    • Appropriate alternatives should also be made available for missed work.
  • Group work and discussions:
    Ensure that participants speak in an orderly manner without interrupting each other and that there is no disruptive background noise.
  • Technical aids:
    The use of assistive devices (e.g., laptops, screen readers) must be permitted in courses and exams.
  • Assistance dogs:
    Guide dogs and service dogs must be allowed in courses.