2. Visual Impairments Teachers need basic information on visual impairments in four general areas. Fundamental concepts of vision and visual impairments Signs of possible visual problems Typical characteristics of students with visual impairments Specific adaptive and or accommodative techniques to meet students needs Definition Visual Impairments is a very generic term and is divided into categories Legal blindness, which means the student has visual acuity of 20/200 with means they see at 20 ft what a average student would see at 200ft. Legally blind students will need major adaptations in their everyday learning. Low Vision- Indicates some functional vision exists. Students may need minor adaptation and may use optical, or electronic devices to assist them in their learning.
3. Types of Visual Impairment Retinal Optic Nerve Problems Disorders of the Cornea Iris and Lens Problems Strabismus- improper alignment of the eyes Nystagmus- rapid involuntary movements of eyes Glaucoma- Fluid pressure build up Cataract- Cloudy film over eye lens Diabetic retinopathy- Changes in blood vessels caused by diabetes Macular degeneration-damage to central portion of the retina Retinitis Pigmentusa- genetic eye disease leading to blindness
4. Prevalence and Causes Vision problems are very common in our society however corrective lenses are often enough to correct vision and individuals can see efficiently. If students have visual impairments they tend to get worse with age. Approximately 0.06 percent of students in school are visually impaired (varying with region). First Nations people are 3-4 times more likely to lose their vision due to more premature births, trauma, and diabetes.
6. Classroom Adaptations for Visually Impaired Socially for a Student Physical Considerations Encourage students to become independent learners Create opportunities for students to manipulate their own environment Reinforce their efforts Help develop a healthy self concept Teach students how to communicate nonverbally Identify what special equipment will be needed in the classroom Learn how to use special equipment Guarantee classroom is free of hazards Use the ``clock`` approach Place students desk where the student can learn to their highest potential
7. Ways to promote Inclusion Inclusion Practices Teacher Supports Remember that students with visual impairments is but one of many student in the classroom. Introduce them the same way you would any other student. Use same disciplinary practices for all students. Encourage visually impaired to seek leadership and high-profile roles. Expect the same level of work from all students. Get help from others. Teach them how to assist the visually impaired students. Learn how to adapt and modify instruction ahead of time. Learn as much as you can. Find out any training that might be needed.
8. Hearing Impairment Definition Prevalence Hearing impairment – generic term that has frequently been used to cover the entire range of hearing loss Deafness – hearing loss that is so sever that speech cannot be through the ear alone, with or without aids Hard of hearing – individuals who have a hearing loss that makes it difficult, but not impossible to understand speech through the ear alone, with or without hearing aids Only 0.14 percent of the school aged children have a hearing impairment Gets worse as you get older 2-5% of the total population has some degree of hearing loss Considered a low-incidence disability
9. Classifications Conductive Hearing Loss Sensorineural Hearing Loss When sound is not conducted efficiently through the outer or middle ears. Reduction in sound level Can often be corrected through medicine or surgery Causes Impacted ear wax, fluid in the middle ear, ear infections When there is damage to the inner ear Reduction in sound level, affects speech understanding or ability to hear clearly Cannot be corrected medically, it is a permanent loss Causes Birthing injuries, genetics, viruses, head trauma, aging, exposure to noise, tumors
10. Student Behaviours Turns head to position the ear to the speaker Asks for information to be repeated frequently Uses a loud voice Does not respond when someone is speaking to them Has frequent colds, earaches, or infections Misarticulates certain speech sounds or omits certain consonant sounds Has a restricted vocabulary and/or problems with spelling Withdraws from classroom activities that involve listening Less socially mature Difficulty making friends Academic achievement levels are lower than those of hearing peers Fidgets and moves about in seat
11. What you can do as a teacher If you see any of those student behaviours, refer them to an audiologist for formal assessment Use of technologies like amplification assistance Seat students in a semi-circular arrangement to increase sight lines Make sure they are subject to the same requirements as other students Have a classroom buddy who can help the student Reduce distracting noises Use visual aides Speak clearly and normally Avoid frequent movement around the classroom and turning your back from student Use gestures and facial expressions Keep beard/moustaches trimmed Encourage students to ask questions for clarification Repeat comments of students who speak in discussions
12. What you can do as a teacher When using an interpreter... Socially for student Position the student so that they can see the teacher and interpreter clearly Be sure to include the interpreter as an IEP member Discuss lessons with the interpreter prior to teaching Allow adequate lag time for the interpreter Remember that sign language does not follow the grammatical convention of English Help develop a realistic sense of their abilities Help them become more responsible and independent Help them interact appropriately with their peers Help enhance their sense of belonging
13. Bibliography Smith, T, Polloway, E, Patton, J, Dowdy, C, McIntyre, L, & Francis, G. (2010). Teaching students with special needs in inclusive settings. Toronto: Pearson Education Canada.
