1. AAKANKSHA, Lions School for the Mentally
Handicapped,
Avanti Vihar, Raipur
REHABILITATION COUNCIL OF INDIA
New Delhi

4. Rajnish Kumar Arya
Consultant
Special & Inclusive
Education, Raipur

5. . Overview
. Understanding of Visual
Impairment
. Identification &
Assessment of CWVI
. Aids & Appliences used
in Teaching
. Approches to Develop
Curriculum/ Curricular
Adaptation

7. 
"Inclusion," "full inclusion" and "inclusive
education" are terms which recently have
been narrowly defined by some (primarily
educators of students with severe disabilities)
to espouse the philosophy that ALL students
with disabilities, regardless of the nature or
the severity of their disability, receive their
TOTAL education within the regular education
environment (AFB)

8. 

The right to inclusive education is a civil
right that nurtures appropriate social
development. Inclusive education provides
children with special needs the oppourtunity
to learn in an environment that offers them
the oppourtunity for friendships and role
models
For children without special needs it is the
opportunity to learn about, and be accepting
of defferences, and learning to be sensitive to
need of others. (Barua,

9. 
Today a large percentage of students
visual disabilties spend over
percent of their school in general
eduction
classrooms.
Nearly
percent of low vision and blind
students receive their education at a
neighborhood school, possibly with
the support from a resource specialist
or itinerent teacher. (OSEP,

10. 
A policy of inclusion needs to be
implemented in all schools and throughout
our education system. The participation of
all children needs to be ensured in all
spheres of their life in and outside the
school. Schools need to become centers
that prepare children for life and ensure
that all children, especially the differently
abled…. (Arya,

12. 

It is used to describe any kind of
vision loss, ranging from someone
having no sight at all to someone who
has
partial
vision
loss
In other word, It is a umberala term
which includes both children who are
blind or those having low vision

13. 


According to the PWD Act
, it referes to a
condition where a person suffers from any of
the following conditions
Total Absence of sight; or
Visual acuity not exceeding /
or
snellen in the better eye with correcting
lenses
it requires them to stand meter or 20 feet
from an object to see it as well as someone
with perfect vision who could see it
meter
or 200 feet away) or
Limitations of the filed of vision subtending
an angle of
degrees or worse

14. 
The PWD Act
means a person
with impairment of visual functioning
even after treatment or standard
refractive correction but who uses or
is potentially capable of using vision
for the planning or excution of a task
with appropriate assistive device

15. But this defination of
PWD Act 1995, is not
clear

16.  “A
person with low vision is one
who has impairment of visual
functioning even after treatment
and/or
standard
refrective
correction and has a visual acuity
of less than
/
to light
perception or a visual field less
than
degrees”. (WHO,

18. may be continually swollen or red
 cloudy film
 may be unusually sensitive to light
 may be crossed
 may exhibit a lack of coordination in
directing the gaze of the two eye
 may shake or move
 eyes are not able to follow parent‟s face
 pupils are excessively large or small
 eyes do not appear to be evenly lined
up, they cross or turn inward
 may wander randomly


19.  that
s/he experiences dizziness,
headaches or nausea following
close work
 that s/he cannot see well or that
s/he has blurred or double vision
 that
her his
eyes
itch
or
burn

20. 





does not appear to focus with central
vision
frequent rubbing of the eyes
excessive frowning, shutting of one eye, or
attempting to brush away a blur
squinting or contorting face in attempts to
see distant things clearly
excessive blinking; tilting head forward or
sideways when looking at near or distant
objects
holding books or objects very close to eyes
or far from eyes

21. making frequent changes in distance
at which book is held
 stumbles over small objects; runs into
obstacles
 fatigue
or restlessness following
limited schoolwork
 non-participation or dislike of games
requiring distance vision
 poking of eyes
 cover or closes eyes when looking at
detail


22. 







difficulty with reading or other work
requiring close use of the eyes
difficulty
or
inattentiveness
during
chalkboard, wall-chart, or map lessons
withdrawal; non-participation in group
activities
tendency to lose place on page while
reading
difficulty copying from the board
inability to finish homework in a timely
manner
difficulty with copying from the board
inability to finish homework in a timely
manner

23. 
Mild Visual Impairment
Acuities ranging from 20/70 to 20/80 (both
eyes)

Moderate Visual Impairment
Acuities ranging from 20/100 to 20/200
and/or
field loss of more than 40%

24. 
Severe Visual Impairment
Acuities ranging from 20/400 to
20/600 and/or
field loss of more than 60%

Profound Visual Impairment
Acuities ranging from 20/800 to light
perception to total blindness and/or
field loss of 80%

25. Limited oppourtunities for incidental
learning
 Limitatin in the range and variety of
experiences
 Limitations in the ability to get around
and interacting with the environment
 Limitations in interactions with the
environment


28.  Braille
interliner/
Braille
Wooden Slate
 Braille Frame/ German Slate
 Styllus / Pen
 Pocket Frame

29.  Taylor
Frame
 Abacus
 Talking Calculator
 Number Board
 Braille Clock
 Spur Wheel
 Geometrical Shapes/ Figure

30.  Raised
Relief Plastic Maps
 Relief Globes
 Braille Atlas

31.  Three
Dimensional
Relief Plastic Charts
Raised

32. 
It is an upward writing machine for
writing
on
one
side
of
the
paper, enabling the Braille to be read
as it is written. This machine can be
compared to a normal tyewriter with a
major difference that it has only nine
keys, three for paper setting and six
for the embossing, the brailler
embosses combinations of six dots in
a Braille cell

33. 
The material recorded on cassettes/CDs has
emerged to be the most popular mode of
imparting education to visually impaired
persons. As Braille books are very heavy and
many newly blind persons are not able to
learn Braille easily, talking books are
emerging to be the most viable alternative.
For listening to the talking books, the
conventional cassette player with the
compact cassettes with a playing time of
either 60 or 90 minutes is generally used

35.  Black
Pens / Black Felt Pens
 Exercise Book/ Note Books
with
thicker lines of good contrast e.g.
black
 Writing Stand

36.  Reading
Slit/ Typoscope
 Hand and Stand Magnifieres
According to need of the
Child
 Reading Stand

37. Large
Print Books
Talking Books
Telescope

39.  It
is a design PLAN for learning
that requires the purposeful and
proactive
,
organization
sequencing, and management of
the
interactions
among
the
teacher, the students and the
content knowledge we want
students to acquire..

40. 
According to G. Hass
“The curriculum is all of the
experiences that individual learners
have in a programme of education
whose purpose is to achieve broad
goals and related specific objectives,
which are planned in terms of a
framework of theory and research or
past and professional practice.”

41. 
In India schools are governed by several
boards of education. Apart from national
boards, such as the CBSE and ICSE, there
are
several
others
with
smaller
jurisdication- such as those at the state
level, in case of Chhattisgarh, Chhattisgarh
Shiksha Mandal, Raipur). Each one of thesse
boards prescribes a curriculum that is given
to schools to follow. (Kapur,

43. 

The adaptation should not change the
original concept of the curriculum used
because the objective of adaptation is to
provide the some learning experiences to
both normal and CWVI
For
providing
same
experiences, compensatory activities should
be planned in such a way that the child gets
a wholistic picture of the concept taught in
the regular classes. The objective of the
instructional materail should remain same
for both normal and CWVI

44. 


Modification in the instructional material should
not distrub the majority of normal children in IED
classes
The adaptation in instructional material and
methods is done in the light of the educational
needs of disabled child studying in the IED class
A possible stratgey of adjustment in the
instructional material can be outline the
proposed
teaching
and
learning
points, analysising the needs and type of
adjustments at various level, prepration of
supportive materials and planning of group
atcivities

45. More auditory and tactile aids
should be given to compensate for
visual deficits
 More
verbal cues should be
provided while explanning the
cooncept in class
 Three dimensional teaching and
learning aids should be providd ti
the children to provide a whole
experience of the concept


46. 


The management of the class should be
determined in the light of child‟s limitation
A multisensory approach should be used to
provide complete learning experience to the
child
The teacher should take care of words in
instruction like „see‟, „look‟ etc. and at the
time of use of these word a special attention
may be given to the CWVI e.g. By calling the
name of any CWVI, deal the point or facts as
well as provide the tectile TLM to him/ her

47. 
Basically based on MODES
 Modefication
 Omission
 Duplication
 Substitution

49. 


The student with Visual Impairment should
be provided language book in Braille, or
enlarged print along wiht the tape recorded
version
Most of the teachers use oral-aural method
of teaching. Some of them write on the
blackboard which may pose difficulties. The
teachers should be encouraged to speak
while writing
The teahers should also inform the students
regarding the text being used in the next
few days so that s/he can bring only the
required text to classroom as the Braille
Books are bulky and the students need to
read and write

50. 


Non-verbal
content
which
includes
pictures, maps, globes, diagrams etc. may
pose problems. It can be taught by using
supplementary material in Braille, Tectile
Aids, and verbal discriptions of the graphic
material
The Visually Impaired Students can be
included
in
all
activities
like
disscussions, stories, singing, actual visits
to palces etc
Some concepts need to be explained more
in deatil because of lack of experience

51. 


The students with Visual Impairment would
not face any problem with the verbal
content
The Geography mostly and History partially
relies on maps and globes. These textbooks
may contain graphs, diagrams,and tables
that related relevant data
It is important that The students with Visual
Impairment must be given the concept of
Maps from an early age

52. 



Braille Books are not available and also depend
upon a different Brailled Code which again
causes difficulty
In addition to Textbooks, educational aids are
important for learning mathematics
Oral Mathematics need to be practiced and use
of calculaotr with speech outputs, enlarged
displays is helpful
Teachers should give only representaional
samples of home works and very long
assingments as the child may required a long
time to do the computational work

53. 
Children with Visual Impairment need to be
taught using the multisensory approach
that involves all modalities other than
vision

55. 


A.F.B. () The American Foundation for the Blind's
Josephine L. Taylor Leadership Institute,
Education Work Group
http://www.afb.org/section.aspx?FolderID= &Se
ctionID= &TopicID=
&DocumentID=
Arya, R. K. (2013) Education of Children with
Special Needs: A Critical Analysis with Special
Reference in Chhattisgarh State of India
published in Europena Academic Research in
Volume: I Issue : VI
September, 2013
www.euacademic.org/UploadArticle/ pdf pp
Barua, M. (2013) Curricular Adaptation for
Children with Autism, Sarva Shiksha Abhiyan:
Confluence, Inclusive Education, August 2013,
Vol.14

56. 



Bhushan, P.; Rawal, N
Visual Impairment
Hand
Book
Ahmeddabad:
Blind
People
Association (India)
Govt. of India (1996) The Persons with
Disabilities (Equal Opportunities, Protection of
Rights and Full Participation) Act, 1995 (No. 1 of
1996), Ministry of Law, Justice & Company
Affairs New Delhi: The Gazette of India
Julka, A
Curricular Adaptaion for Visually
Impaired Children
Sarva Shiksha Abhiyan:
Confluence,
Inclusive
Education,
August
, Vol
Kapur, A
Transforming Schools Empowering
Children,
New
Delhi:
Sage
Publications

57. A Teacher‟s Handbook
Children with Special

Sharma, P. L

National Council
Eductional Research & Training
Smith, D. D. & Tyler; N. C


on IED Helping
Needs, New Delhi:
of
Introduction to Special Education Making a
Difference Ohio: Merrill
Students With Visual Impairment: A Hand
Book, North Carolina Dept. Of Public
Instruction
World
Health
Organization
(1992)
Management of Low Vision in Children