Visual Impaired

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Visual ImpairedAng Wee Shin

Nur Athirah binti ZaidonAnis Adibah


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Definition

A severe reduction in vision that cannot be correctedwith standard glasses or contact lenses and reduces

a person's ability to function at certain or all tasks.

A decreased visual acuity and field of vision relative

to the fully sighted population.

To qualify as a visually impaired student, certain

criteria must be met, like low visual acuity, visual

field limitation, progressive eyedisease, or corticalvisual impairment.


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Characteristics Physical Signs

Crossed eyes, eyes that turn out, eyes that flutter

from side to side or up and down, or eyes that do not

seem to focus are physical signs that a child has

vision problems

Partially Sighted: A visual impairment that adversely

affects a student's educational performance even

when corrected to the extent possible.

Low Vision: If someone's vision is between 20/70-

20/160 and cannot be corrected, the student has

moderate to low vision.


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Legally Blind: From 20/200-20/400 is legally blind

with severe low vision. From 20/400-20/1000 is

profound visual impairment, and is very close to total

blindness.

Totally Blind: The lack of light perception is known as

total blindness or total visual impairment.


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Common Eye Conditions

1. Amblyopia:

Known as lazy eye. Children with a lazy eye may or

may not be perceptible. Sometimes a lazy eye

visibly turns in or out, but sometimes there is no

outward sign.

It causes the eye to have reduced acuity due to the

poor positioning of the eye and weak muscles. The

treatment is commonly a patch over the normal eyethat makes the lazy eye work harder. Surgical

corrections are also common.


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2. Retinitis Pigmentosa:

This is a degenerative condition that is inherited.Retinitis pigmentosa results in a loss of peripheral

vision, and eventually the student is left with a

severe visual impairment.

3. Retinopathy of Prematurity:

This condition is common in children who were

premature babies that required high concentrations

of oxygen at birth. Scarring and detachment of the

retina can result from this condition.


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4. Strabismus:

In this condition, both eyes are unable to gaze at anobject at the same time. Strabismus is caused by a

muscle imbalance.

5. Cortical Visual Impairment:

Cortical visual impairment is not a problem with the

eye itself, but with the visual cortex area of the brain.

These children may also have other developmental

delays or cerebral palsy. Vision may change

throughout the day, depending on the health, mood

of the child, or his environment.


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Categories of visual impairment

Glaucoma

Age related macular degenaration

Cataract

Diabetic retinotherapy

Myopia

Retinis pigmentosa glaucoma


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Glaucoma

Glaucoma is an eye disease in which the normal

fluid pressure inside the eyes slowly rises,

leading to vision loss or even blindness.


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Age-Related Macular Degeneration

Age-related macular degeneration (AMD) is a

disease that blurs the sharp, central vision you

need for "straight-ahead" activities such as

reading, sewing, and driving.

affects the macula, the part of the eye that

allows you to see fine detail. AMD causes no

pain.


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Cataract

A cataract is a clouding of the lens in the eye that

affects vision. Most cataracts are related to

aging. Cataracts are very common in older

people and by age 80, more than half of alladults either have a cataract or have had

cataract surgery.


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Diabetic Retinopathy

Diabetic retinopathy is the most common

diabetic eye disease and a leading cause of

blindness in adults. It is caused by changes in

the blood vessels of the retina.


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Myopia

Myopia is also known as nearsightedness or

shortsightedness. Those with myopia see

nearby objects clearly but distant objects

appear blurred. This is the opposite of thedefect hypermetropia, also know as

"farsightedness" or "long-sightedness".


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Retinitis Pigmentosa

Retinitis pigmentosa (RP) is a group of genetic

eye conditions. People with RP first experience

night blindness and this can later lead to a

reduction of the peripheral visual field (knownas tunnel vision). Sometimes RP can lead to a

loss of central vision.


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Care, Medical & Need

Mild Functional Restriction

normally be capable of all self-care tasks, such as bathing,

dressing, and attending to toilet and hygiene needs.

may require extra light or glasses to cut out glare or for

reading (large print books) and for fine tasks such as preparing

a meal, combing hair, etc but, in general, adaptations would

not be needed.

be able to read large print, write, use a computer and watch

TV.


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Moderate Functional Restriction

A person with moderate visual impairment should be able, in

general, to look after own personal hygiene but there aresome people whose vision is impaired to the extent that they

may be unable to complete this activity without assistance.

should be able to prepare and cook a main meal but there may

be some people whose visual impairment is such that theymay not be able to peel and chop vegetables, and handle hot

pans safely.

They may have considerable difficulty reading recipes, and

checking cooker dials, but in some cases these difficulties may

be overcome by using visual aids.


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unable to read labels on medicine bottles, and check

medication levels on syringes, and would normally need

assistance to take tablets, and administer injections (in the

case of diabetics).

likely to have problems with small fastenings, and, with some

people, their ability to see fine detail is affected to the extent

that they may need assistance in checking that clothes areclean, match and are appropriate. A person with moderate

visual impairment would only be able to work or study in an

environment which is adapted to visual impairments.

Extra vigilance and indeed assistance may be needed on stairs.They may be registered Partially Sighted.


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Severe Functional Restriction

The person would normally have difficulty in checking that

clothes are appropriate, and that they are clean, and match,

and would normally need assistance in this activity, but should

be able to dress and attend to toilet needs.

would normally need assistance in having a bath or shower, as

would not normally be able to do this safely on his own.


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The person would normally need help with administering

medicines, checking needles (in the case of diabetics) reading

instructions, and would not normally be able to peel or chop

vegetables safely, handle pans of boiling water safely or turn

cooker knobs to the correct temperature. Assistance would

normally be required for cutting up food.

The person would be unable to read, but may use Braille.

Writing would not normally be possible.

In the home, they would be likely to need a clear space forgetting around, without obstacles, and some people may need

assistance. The person would normally not be able to use

stairs safely on their own.


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Awareness

Meet with the student, parents and the student's

previous teacher.

Learn the correct way to act as a sighted guide for the

student and teach this method to peers.

Consult with a specialist to acquire information

regarding any necessary accommodations to ensure

the student's safety in the school building (e.g.,markings on stairs, additional or reduced lighting).


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Collaborate with school staff, the school jurisdictional

team and community partners to identify and

coordinate supports and services required to address

the nine areas of the Expanded Core Curriculum forstudents with visual impairment, including:

compensatory or functional academic skills (e.g.,

Braille reading, keyboarding, tactile discrimination


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Instructions Adapt the Classroom

Make it easy for the visually impaired child toget around. Leave lots of space between desks

or tables and keep classroom furniture in the

same places.

Think about your posters. Too many posters

will just turn into a blur for a visually impaired

child. Choose the most important ones, suchas academic reminders, and leave lots of

space between them. Use a contrasting

background color for their borders.


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Write with dark colors. Use dark markers on

class charts, posters and whiteboards to make

the letters easier to see.

Keep the visually impaired student in front.

Keep his or her desk nearest to where you

usually teach. If you have students sit on the

floor in front of you, make sure the visually

impaired student is consistently in front of

you.


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Increase illumination and contrast while

reducing glare. Keep the room well-lit. Pair

dark colors with light colors. Reduce glare by

avoiding all-white backgrounds and/or using

filters on the lights.


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Adapt Your Teaching Style

Emphasize the auditory experience. Talk your

way through everything you are doing and

through what anyone else is doing. Use words

that describe your actions as you solve a math

problem.

Record experiences. Record important lessons

and stories so that the visually impaired child

can listen to them again.


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Enlarge your activities. When you make copies

of worksheets, diagrams and other work make

sure to enlarge them enough to make them

easy to see.

Use concrete examples. Don't just talk about

rocks--bring some in and pass them around.

Encourage touch and active participation as

much as possible.


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Remove clutter from the work space. Don't split

your whiteboard, with social studies info on one

side and homework info on the other. Only put

one subject on the board or the chart at a time.

Maintain your high expectations. While you will

need to adapt certain things for your visually

impaired student, you should still have the sameacademic and behavioral expectations for her as

you do for your other students.


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Thank you...

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Visual Impaired