Paraprofessionals should

Paraprofessionals should

• A. Describe events in the classroom for a student
• B. Braille embosser
• C. Snellen eye chart
• D. Phoric

Answer: (A)

Describing events in real time helps a student with a visual impairment access what’s happening in class. When a paraprofessional explains actions as they occur—what the teacher is writing, which materials are being used, who is speaking, and what comes next—the student can follow the lesson, participate more fully, and build routines with less confusion or reliance on sight alone. This ongoing narration supports understanding of tasks, transitions, and social interactions, and it promotes independence across activities. Other options involve equipment or activities not suited to the paraprofessional’s day-to-day instructional support. A braille embosser is used to produce braille text, not to provide live classroom narration. A Snellen eye chart is a tool for measuring visual acuity, not for guiding in-class access to information. A device used in eye exams is also not part of classroom support.

Describing events in real time helps a student with a visual impairment access what’s happening in class. When a paraprofessional explains actions as they occur—what the teacher is writing, which materials are being used, who is speaking, and what comes next—the student can follow the lesson, participate more fully, and build routines with less confusion or reliance on sight alone. This ongoing narration supports understanding of tasks, transitions, and social interactions, and it promotes independence across activities.

Other options involve equipment or activities not suited to the paraprofessional’s day-to-day instructional support. A braille embosser is used to produce braille text, not to provide live classroom narration. A Snellen eye chart is a tool for measuring visual acuity, not for guiding in-class access to information. A device used in eye exams is also not part of classroom support.