What is the most critical barrier to a student with a visual impairment's access to instructional information when arriving late to class?

The most critical barrier to a student with a visual impairment’s access to instructional information when arriving late to class is that the student might have to sit at the rear of the class and not be able to see what’s on the board.

For students with visual impairments, the ability to access visual materials such as whiteboards, charts, and projector screens is vital for their understanding of the lesson. If a student is seated at the back of the classroom, this physical distance can significantly hinder their ability to perceive important visual content that the teacher presents. Unlike peers without visual impairments, these students rely on close proximity to gain necessary visual information, making their seating arrangement even more important.

In comparison, sitting at the front of the class may provide better access, missing instructions emphasizes the impact of delayed arrival but does not directly relate to the inherent challenges in accessing visual content, and lack of a peer to assist, while potentially supportive, does not address the immediate access issue to the instructional materials presented during the class. Therefore, the seating arrangement directly impacts the ability to engage with the instructional content, marking it as the most critical barrier.