Staff Meeting 1


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  • Our students generally have poor long distance vision so they won’t know that you are talking to them. They wont see facial expressions and they wont know that you are talking to them unless you use there name. Outside light levels have a bearing on the definition of colours and the contours of the land, how things blend in together. they may not know who you are so you need to use your name and they wont know if you have left the room so you need to say you are going, otherwise they will keep talking. Enter a room they don’t know who is in there. In high school everyone is in uniform so they all look the same.
  • May say offensive things or do offensive things e.g. picking nose, yawning funny walks and they don’t see other reactions. Limited social experience emotionally is behind peers. Pedantic and may use in phrases even when they are no longer it. Night time really difficult s they can’t see where to go. Not independent. Can’t ride bikes. Reading of the board, teachers will need to give fuller explanation Students won’t see what is happening in sport at a distance. Assembly will need to be told about afterwards. Instructions need to be detailed enough that they know where to go and what to do.
  • Lighting and glare As a rule of thumb we need to look at light, levels of light and reflection as most students with a visual impairment are affected in some way by the light. We know from our own viewing that we position ourselves to take advantage of the light, we hold papers up to the light if it is dim and move away from glare. For a student with visual impairment light levels need to be good enough to bring up the contrast. E.g. for students with cataracts and albinism the level of light needs to be comfortable but not too bright with not too much light. Teachers need to be aware of their position and have their front to the light source. If they stand in front of the window then there is a silhouette effect or a halo effect Face the child, the child should not be looking into the light. Homework; need to have access to good lighting, a desk lamp or light coming from behind over their shoulder., 100 watt. A dimmer is ideal then they can adjust the light to suit themselves.
  • Look for reflection, off whiteboards, tables and ohps and computer screens. Surface coating of pages, matt laminating verses shinny laminating, shinny varnish on desk tops.
  • Staff Meeting 1

    1. 1. <ul><li>80-90% of learning occurs through the dominant sense of vision </li></ul><ul><li>To meet the unique needs of learners who are blind and Vision impaired students should be given the opportunity to be taught the relevant elements of the Expanded Core Curriculum. </li></ul><ul><li>This is based on the additional skills a student who is vision impaired may require to access and participate in the regular curriculum. </li></ul><ul><li>It is primarily taught by Resource Teachers of vision and Developmental Orientation and mobility specialists </li></ul>
    2. 2. Expanded Core Curriculum The Expanded Core Curriculum comprises the specific body of knowledge and skills( not inherently addressed within the regular curricula) that learners who are blind or vision impaired need to develop. <ul><li>Communication Modes </li></ul><ul><li>Computer use </li></ul><ul><li>Keyboard skills </li></ul><ul><li>Concept development </li></ul><ul><li>Visual efficiency skills </li></ul><ul><li>Use of visual aids </li></ul><ul><li>Physical abilities </li></ul><ul><li>Physical education </li></ul><ul><li>Locomotor abilities </li></ul><ul><li>Orientation and Mobility </li></ul><ul><li>Gross/Fine motor </li></ul><ul><li>Environmental Considerations </li></ul><ul><li>Orientation </li></ul><ul><li>Social Skills </li></ul><ul><li>Interaction </li></ul><ul><li>Living Skills </li></ul><ul><li>Self care </li></ul><ul><li>Organisation </li></ul><ul><li>Technology </li></ul><ul><li>Appropriate use of low and high technologies </li></ul>
    3. 3. Distance Normal Distance 6/12 Distance 6/18 Distance 6/24 Distance 6/36
    4. 4. Normal 6/36
    5. 5. Normal Vision Albinism
    6. 6. Implications of Visual Impairment Compiled by Sarah Tullett, BLENNZ Welbourn Visual Resource Centre
    7. 7. <ul><li>Adaptations to the environment benefit all viewing but is essential for students with visual impairment so that they can progress in the normal development way and at the normal rate. The majority of our students are included in the regular programme so we need to be considerate of the things that will benefit their vision. </li></ul><ul><li>They need real experiences </li></ul>
    8. 8. Verbal <ul><li>Students with reduced vision rely on other senses </li></ul><ul><li>They miss: Facial expressions </li></ul><ul><li>Gestures </li></ul><ul><li>Peer feedback </li></ul><ul><li>“ Here and there” are meaningless </li></ul>
    9. 9. <ul><li>When they enter a room they don’t know who is in there </li></ul><ul><li>In a high school everyone looks the same in uniform </li></ul><ul><li>They don’t know people are talking to them </li></ul><ul><li>They don’t know when people leave a room </li></ul>
    10. 10. <ul><li>Social Skills </li></ul><ul><li>They don’t always know how to start a conversation or how to take a turn </li></ul><ul><li>They may be passive or over dominating </li></ul><ul><li>They may need to be told about others feelings as they cannot see reactions to what they have said. </li></ul>
    11. 11. Light and Glare <ul><li>Check the light levels </li></ul><ul><li>Draw curtains if the light is behind and if the student has to look into the light. </li></ul><ul><li>If the light source is behind the child then the face of the person speaking will be illuminated. </li></ul><ul><li>Check surface coatings </li></ul><ul><li>Check the reflection from different surfaces. </li></ul>
    12. 12. Reflection
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