Dec 04, 2008
Low Vision and Blindness Lois Gumataotao and Gladys Uy ED 443G: Assistive and Adaptive Technology November 5, 2008 Dr. Jacqui Cyrus
Objectives 1. Be able to divide visual disabilities into two functional subgroups 2. Discuss ways to accommodate the general education setting for students with visual disabilities
3. Describe types of assistive technology that benefit people with visual disabilities at school, in the workplace and in independent living.
...means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.
Two functional Subgroups Low vision is also called partial sight. Sight that cannot be satisfactorily corrected with glasses, contacts, or surgery.
2. Blindness or being legally blind is
the permanent loss of sight in both eyes, with a corrected visual acuity worse than 20/200 in both eyes or a field of vision less than 20 degrees in both eyes.
Types of Visual Loss
Peripheral vision: vision from the sides of your eyes
Prevalence/Incidence 1.3 million Americans are legally blind 10 million have low vision About 23,973 students between ages 6-17 receive SPED because of low vision or blindness
GPSS is servicing 10 students that are legally blind or have visual inpairments for SY 08-09
Signs of Visual Problems Are red or continually inflamed Problems with School Work: The student has difficulty: Identifying details in pictures
Difficulty distinguishing letters
Causes and Prevention Prenatal factors…heredity…accidents Laser treatment, surgery, corneal implants
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Activity 2 Due to vision loss, our other senses are enhanced. Listen to the following sounds and try to identify them.
Identify the items in the bags through your sense of touch and smell
Assessment Two types of eye specialists provide diagnosis and treatment: Ophthalmologists (medical Optometrists (professionals
prescribe corrective lenses
Orientation and mobility instructor
Teaching Tips Understand the child’s visual functioning capabilities Learn the child’s nonverbal cues indicating interest
Identify visual features that enhance the child’s visual functions (color, contrast, size)
Accommodating for Inclusive Environments Making the Classroom safe : Open or close the doors fully Eliminate clutter from the room, especially from the aisles and movement paths Don’t leave the room without telling the student.
Prepare enlarge-print or braille handouts, summarizing key points
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Assistive Technology Devices:
The Rainbow Pro allows visually impaired people to view documents, photos, and three- dimensional objects otherwise too small for them to see. The Rainbow Pro displays the items in full color with a zoom lens for magnification control .
Transition Begin the search for the right college program Register for classes as early as possible Contact readers, locate assistive devices and arrange for accommodations Stay in close communication with faculty Community employment during high school
Internships in real work settings during high school
Collaboration Teachers should collaborate with the same professionals as in early intervention
processes. They are experts in their fields and are able to assist for effective instruction.
Youtube 12 year old blind boy plays football
References Smith, Deborah (2007), Introduction to Special Education: Making a Difference 6th Edition. Pearson Education, Inc. Youtube http://www.youtube.com/watch?v=7Ycdpxu51OA http://www.elmhurst.edu/~chm/vchembook/532vitaminA.html www.order-discount-contact-lens-online.com/discount-contact-lens-glossary.htm www.insurance-journal.ca/tables/04_05mayL1.asp http://www.fashionablecanes.com/blindstick.htm
Thought Provoking Questions If a blind student refuses an auditory/oral test and insists on a braille one, yet you have no materials, what would you do? What kind of classroom rules would you implement if you had all visually impaired or blind students?
How would you teach a blind student if the parent refuses special education?