Preparing and organising the appropriate learning environment for visually impaired students is one of the most important roles of the teacher of this category of students, as university staff and members face the responsibility of creating a learning environment that helps visually impaired students achieve as complete and realistic a perception as possible of the environment to which they belong. The success of university staff and members in this role makes the educational process productive and positive, as it gives the visually impaired student opportunities to engage in learning situations that have a tangible impact on their life outside the university. Therefore, when university staff and members set the goals, means and procedures necessary to achieve them, they must bear in mind the necessity of complete consistency between these goals and the elements of the environment. They must also realise that a visually impaired student's performance of the targeted skill within the classroom is not a guarantee of their ability to perform these same skills in the more comprehensive and broader situations outside the university, unless the classroom is a genuine part of the external environment, and the organisation of learning situations gives the visually impaired student multiple opportunities to acquire direct experiences inside or outside the classroom.
University faculty members, student counsellors, and staff in university disability centres.
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