Understanding Students with Visual Impairments

Understanding Students with Visual ImpairmentsJenny HesterNorth Carolina Central University

Educational DefinitionsIDEA:an impairment in vision that, even with correction, adversely affects a child's educational performance; The term includes both partial sight and blindness.

State of NC:visual acuity of 20/70 or worse in best eye with correction ORvisual field loss of 20 degrees or more ORprogressive eye condition ANDimpairment must have a negative impact on the students ability to learn using traditional methods.

How do students qualify for services?Definition varies slightly from state to state.State of NC definition(States are moving towards a functional definition.)2

What does this mean?Duffy, M. A. (2002)

illustrationsOf.com

Reduced acuity:Snellen chart: 20/20 is bottom line; (20//30 above green line); 20/70 required for VI services; worse than 20/200 cannot see the big E.Students need to sit in the front row in class.Reduced visual field: Up to 20/20 acuity, but presence of tunnel vision; Alternatively, the central field (not shown) can also be affected.Students usually need to sit in the back of the room.(Lewis, 2016)3

Causes of Visual ImpairmentAcuityRetinopathy of prematurityDiabetic retinopathyAlbinismAchromatopsiaCataractsAniridiaProgressive myopiaRestricted fieldRetinitis pigmentosaGlaucomaMacular degenerationOptic nerve disordersChorioretinitisDegenerative myopiaEither or BothTrauma, Macular degeneration, Cortical Visual Impairment, Cancer of the eyeSchwartz (2010)

Eye conditions categorized by function (Schwartz, 2010)Alternative categorization methods: or genetic vs. environmental anatomically (cornea, iris, retina, optic nerve, brain)Students with same condition or acuity dont necessarily function the same in the classroom.Functional vision is the most relevant to educational outcomes and decisions.4

PersonnelOphthalmologist/OptometristGeneral Education teacherSpecial Education teacherTeacher of Students with Visual Impairments (TVI)Orientation and Mobility Instructor (O&M)ParaprofessionalsLewis (2016)

TVI is the primary mediator of the learning environment for students with VI.Conduct Functional Vision & Learning Media Assessments.Help identify goals for IEP and appropriate accommodations.Consult with general education teacher on environment and instruction.Modify materials.Paraprofessionals:BraillistClassroom aideAll members need to collaborate as part of a team.

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Classroom strategies: Physical environmentOrientation to the schoolDemonstrate proceduresClutter-free classroomCreate clear pathwaysMinimize changesTape down rugs and cordsExtra storageLighting

Rao (TSVBI)

Physical orientation: where is the library, restroom; cubby pencil sharpener, point out hazardsProcedures: cafeteria line, lockers, try out playground.Organized classroom. Clutter-free, clear pathways.Either keep furniture consistent or inform and/or involve the student in rearranging.Avoid leaving doors and drawers ajar or chairs out from under tables and desks. Use colored Duct tape to mark edges and areas of low contrast. The student may need extra storage space for equipment. May need an electrical outlet.Do not pull a blind child.

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Classroom strategies: Supplies and EquipmentBold-line paperSlant boardBraille writerAudio tapesLarge print booksDark pens/pencilsiPad/laptop computerAdaptive keyboard

NOAH (2014)

Needs determination made by TVI via Functional Vision Assessment and a Learning Media Assessment.Assistive technology and other specified materials should be written in the students IEP and purchased by the school district.(Lewis, 2016) Supplies (NOAH; American Printing House for the Blind website)7

Classroom strategies: InstructionTalk with the student, family, and TVI Allow other students to examine assistive technology Have the student talk about their eye conditionAddress students by nameProvide copies of teacher notesRead aloud while writing on boardAudio booksHave same expectations in class and homework as sighted peers Rao (TSBVSI), NOAH (2014)

Find out prior knowledge.Let classmates looks at optical aids. Ask VI student to talk about their condition.

Address all students by name so that the visually impaired student can learn to associate names with voices of classmates. Address the visually impaired student by name as well, so he or she knows when he or she is being spoken to. TSBVI

Expect the visually impaired student to complete the same assignments as the rest of the class. Due to alternative media, assignments may take a visually impaired student longer to complete TSBVI

Remember to teach them as a student just like all the others. It is a child you are teaching, not a blind person. (Rao)8

Expanded Core Curriculum (ECC)Compensatory SkillsCareer EducationIndependent Living SkillsOrientation and Mobility SkillsRecreation and Leisure SkillsSocial Interaction SkillsSelf-determination SkillsUse of Assistive TechnologySensory Efficiency SkillsSapp & Hatlen, 2010

Nine areas of instruction that children and youths with visual impairments need to be successful in school, the community, and the workplaceECC introduced in 1996 by Hatlen.TVIs are trained, but not enough time to implement(p. 344 for specific integration ideas into gen ed curriculum)

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Strategies for incorporating ECCCompensatoryorganizationstudy skills

Career educationschool employeesblind/low vision role models

Independent livingproblem-solvingreal objectsconcrete experiences

Orientation&Mobilitymap readingtrailing

Willing (teachingvisuallyimpaired.com)

VI students do not learn incidentally through vision.Clearly model planning and organization; speak steps to accomplishing a task.Career education: lack of role models; expose them to examples for success (Kaine, 2013)Concrete experiences, learning by doing, independence (Willing)

Concepts may not have been learned fully, like the concept of roundness or common knowledge of objects the blind student has not experienced, i.e. students family has a van so doesnt know what a car is or what car parts are if she hasnt touched the steering wheel. (Willing)10

Strategies for incorporating ECCSocial Skillsfacilitate friendshipssmall group work

Assistive Technologychoice of devicesoperational skills

Self-determinationself-advocacyproblem-solvingindependence

Recreationadaptive PE

Reed (2011); Sacks (2010); Wolffe (2011)

Social skills-friendships (VI students have to work harder to maintain friendships with sighted peers Sacks, 14); working in small groups gives opportunity to form relationships with peersEncourage independence. Be patient.You can help student and TVI with what assistive technology is working in the classroom. Also, you need to know how to use it. Often students are given devices but not enough support for how to use it effectively. (Wolffe, 2011)

Adaptive PE: colored balls, balls with noise; goalball; partner choices

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IEPTesting accommodations:Extra timeExtra breaksUse of magnifiersLarge print/BrailleManipulativesSmall groupTranscriptionMark in bookSpecial lightingClassroom modifications:Preferential seatingAssistive technologyLarge print/BrailleSlant boardSpecial lightingRoaming privilegesComputer magnification softwareEquipment storage space

(Lewis, 2016)

ReferencesDuffy, M. A. (2002). Making life more livable: Simple adaptations for living at home after vision loss. New York, NY: AFB Press.Lewis, S. (2016). Understanding students with visual impairment, including blindness. In A. Turnbull, R. Turnbull, M. L. Wehmeyer & K. A. Shogren (Eds.), Exceptional lives: Special Education in today's schools (8th ed., pp. 314-339). Boston, MA: Pearson.Kaine, N. & Kent, R. (2013). Activities to encourage employability skills in middle childhood. Journal of Visual Impairment & Blindness, 107, (524-528). National Organization for Albinism and Hypopigmentation. (2014). Raising a child with albinism: A guide to the school years. East Hampstead, NH: National Organization for Albinism and Hypopigmentation.Rao, Elsie, (n.d.). Suggestions for working with Braille students in a regular classroom. Retrieved from http://www.tsbvi.edu/program-and-administrative-resources/3250-suggestions-for-working-with-braille-students-in-a-regular-classroomReed, M. & Curtis, K. (2011). High school teachers' perspectives on supporting students with visual impairments toward higher education: Access, barriers, and success. Journal of Visual Impairment & Blindness, 105, 548-559. Sacks, S. Z. (2010). Psychological and social implications of low vision. In A. L. Corn & J. N. Erin (Eds.), Foundations of low vision: Clinical and functional perspectives (pp. 67-96). New York, NY: AFB Press. Sapp, W. & Hatlen, P. (2010). The expanded core curriculum: Where we have been, where we are going, and how we can get there. Journal of Visual Impairment & Blindness, 104, 338-348.Schwartz, T. L. (2010). Causes of visual impairment: Pathology and its implications. In A. L. Corn & J. N. Erin (Eds.), Foundations of low vision: Clinical and functional perspectives (pp. 137-187). New York, NY: AFB Press. Willing, C. (n.d). Guiding principles for teaching students who are blind and visually impaired. Retrieved from http://www.teachingvisuallyimpaired.com/guiding-principles.htmlWolffe, K. & Kelly, S. M. (2011). Instruction in areas of the expanded core curriculum linked to transition outcomes for students with visual impairments. Journal of Visual Impairment & Blindness, 105, (340-349).