Unit 2Low Vision and Blindness

“… one thing for sure: I don’t think I am disabled … I don’t have time to have a disability because … I’m having too much fun doing what I’m doing. And I haven’t got time in my life to think/feel disability, to think blind.”

Michael Naranjo – a blind artist

Prepared by: Cicilia Evi GradDiplSc, M.Psi

Classification

1. On the basis of severity or the amount of functional use of their sight

– Low Vision– Blind

2. Age of onset– Congenitally – at birth or during infancy– Adventitiously – after the age of 2

3. Legally Blind

Severity/Functional Use

• Low vision vision is still useful for learning or the execution of a task (incld reading), but interfere their daily activities

• Blindness not having a functional use of sight, person uses touch and hearing to learn only receives shadows or some movement

Age of Onset

• Congenitally – at birth or during infancy• Adventitiously – after the age of 2• People who lose their sight after age 2

remember what some objects look like they later it occurred, the more they remember

• Visual memory influence development of concept and many important aspects of learning

Legally Blind

• A category used to qualify for federal and state benefits eligible to receive special tax benefits and materials

Students with Low Vision

• Typically access the general education system with peers without disability

• Reading Standard Print – Size 12-point font normal textbooks– With much slower rate and need more time to finish

reading assignments– Hold the book closer to their eyes adjusting to different

type and print style • Able to move independently in their environment • Read, write, watch TV, can’t read newspaper

Students with Low Vision (2)

• Reading Enlarged Print– Technology helps copiers, scanners, printers– Bookshare.org e-version of texts– Need help to adjust– Teachers of students with visual impairments (TVIs)

can help!• Not suitable for individuals with good central vision

but limited visual field audio book, personal readers, computer-generated print-to-voice systems

Students Who Are Blind

• Reading Braille tactile system for reading and writing a coded system of dots embossed on paper, so they can feel the text– Declining reasons p. 378

• Orientation and Mobility– Orientation mental map, use mental landmark– Mobility ability to travel safely, with aid– Orientation and Mobility (O&M) instructors

Students Who Are Blind (2)

– Using long cane tap the floor and know when a hallway ends, stairs begin and end, doors are reached

– Laser Cane – Guide dogs small numbers– Do sports and recreation programs

• Social skills – Need direct/explicit instruction start with fam– Peers can help prompt and provide feedback

Cause and Prevention

• Complication on premature births, heredity, accidents, household injuries, sports

• On children : myopia (nearsightedness), strabismus (crossed eyes) and amblyopia (lazy eyes) glasses, surgery, eye exercise, laser treatment, corneal implants

• Being preventive putting sharp objects, make sure the toys are safe, get help soon (p. 383)

Technology: Overcome the Barriers

• Visual input device – CCTV enlarged and viewed on a TV monitor– Copiers, scanners, printers

Technology (2)

• Audio input device– Talking ATMs, books– Audiodescriptions oral narrations of visual

information on screens or stage

Technology (3)

• Tactile input device– Braille PDA, refreshable braille display

Assessment

• Early Identification – To reduce its impact and prevent the problems

from worsening• Prereferral vision screening Snellen Chart 10-20 feet away (3-6 m)

• Signs of vision problems (p. 387 – table 11.5)

Assessment (2)

• Identification : Visual Assessments – Opthalmologist medical doctor who specializes

in eye disorder conduct physical examination, prescribed correct lenses and medicine, drugs and perform surgery

– Optometrist professional who measures vision, prescribe corrective lenses and make functional reccomendations

– Optician fills the prescriptions

Evaluation

• Testing accomodation:– During weekly quizzes, annual tests– Personal readers– Extra time not to be compared with their peers

without visual impairments

Early Intervention

• Play different pattern and 2 years behind their sighted peers – Solitary play, not playing spontaneously, with

adults, not taking conversational turns, seeking concrete and familiar items

– Classroom management include their peers p. 389

• Independence using kiddy cane home-based instruction with parent involvement

Teaching Students with Vision Loss

• Literacy in general education system – With aids, modified instructional method, borrowed

some methods from LD– Exposed to literacy-rich school environment

• Instructional Accommodations – The use of language it, his, there– Extended time

• Expanded core curriculum adding orientation and mobility, braille reading, independent living skills and the use of assistive tech (p. 394)

Transition

• Usually for those who don’t possess literacy skills necessary to be successful in community or on the job

• Postsecondary options p. 395• Transition to work p. 396

Collaboration

• With TVIs and O&M Instructors (p. 398)• A team of professionals

– General education teachers– TVIs and O&M instructors – A Vision specialist– Psychologist??

• With families and communities