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4. Terms and Definitions:
Visual Acuity– refers to the ability to distinguish
forms or discriminate among details
Legal Blindness- having a visual acuity of 20/200
or less in the better eye
- vision restricted to an area no greater
than 20 degrees
5. Partially Sighted- individuals who has visual
acuity in the better eye after correction falls
between 20/70 and 20/200.
Tunnel Vision- condition of having a perception of
viewing the world through a narrow tube
6. Visual impairment - in educational perspective, means
having impairment in vision that even with correction
adversely affect a learner’s educational performance
Total Blindness- refers to receiving no useful information
through the sense of vision
- in this case, a learner uses tactile and auditory senses for
learning
Functional Blindness- means having so little vision that one
learns primarily through the tactile and auditory senses.
7. Characteristics of Learners with
Difficulty Seeing
I. Cognition and Language
Learners with difficulty seeing perform poorly in terms of
cognitive tasks that requires comprehension or relating
various kinds of information
It’s more difficult for them to see and understand
relationships among various experiences
II. Motor Development and Mobility
-Blindness may result to delays and deficits and motor
development
-a child with vision problems may experience painful
contact with environment
8. III. Social Adjustment and Interaction
Children with visual impairment may engage in less play
which could affect their social skills development
In adults, having visual impairment may increase social
isolation
Their condition keeps them from benefitting from role
models due to their inability to observe them.
Its difficult for them to see and respond to social signal of
others
9. Stereotypic Behavior- are prone to develop in persons
with visual impairment
-repetitive body movements may call negative attention
to other people and can make socialization hard
11. Amblyopia – Reduction or loss of vision in the weaker eye
from lack of use
Remarks and Implications :
Close work may result in eye fatigue, loss of place, or poor
concentration. Seating should favour the functional eye
12. Astigmatism- distorted or blurred vision caused
by irregularities in the cornea and other surfaces
of the eye
Remarks and Implications:
Avoid long periods of reading or close tasks that
cause discomfort, child may complain of headaches
and fluctuating vision
13. Cortical Visual Impairment (CVI)-impaired vision caused by
damage to or malfunction of the visual cortex or optic nerve
-many children with CVI have additional disabilities such as cerebral
palsy, seizure disorders, or intellectual disabilities
Remarks and Implications:
-some children with CVI use their peripheral vision, some are
photophobic, some are attracted to bright light, may fail to blink at
threatening motions
14. Hyperopia (farsightedness)- difficulty seeing near objects
clearly but able to focus on distant objects
Remarks and Implications:
Loss of Accomodation when objects are brought close to the
face
-Avoid long periods of reading or close tasks that cause
discomfort
15. Muscular Degeneration- central area of the retina gradually
deteriorates causing loss of clear vision in the center of the visual
field
Remarks and Implications:
Tasks such as reading and writing are difficult
Prescribe low vision aid, provide good illumination, avoid glare
16. Myopia (nearsightedness)- distant objects are blurred or
not seen at all but near objects are seen clearly
Remarks and Implications:
Encourage child to wear prescribed glasses or contact
lenses
Child may be comfortable without glasses and bringing work
close to face
17. Nystagmus- Rapid, involuntary, back-and-forth movement of
the eyes makes it difficult to focus on objects
Remarks and Implications:
Close tasks for extended period can lead to fatigue. Some
children turn or tilt head to obtain the best focus; do not
criticize
18. Strabismus- inability to focus on the same object with
both eyes because of an inward or outward deviation of
one or both eyes
Remarks and Implications:
Classroom seating should favour student’s stronger eye
Frequent rest period may be needed during close work
20. EYE APPEARANCE:
Turning of eye in or out anytime
Reddening of eyes or eyelids
Excessive tearing of eyes
Encrusted eyelids
Frequently developing stye on lids
Frequently complaining doing desk works
Feeling nauseous or dizzy
Blurring vision after a short time
21. BEHAVIORAL SIGNS
deficits in eye movement abilities (ocular motility)
Turning of head as one reads across the page
Frequently losing place during reading
Needing the use of finger or marker to keep place on
what is being read
Short attention span in copying or reading
Frequent omission of words
Writing uphill or downhill direction on paper
Rereading or skipping lines without being aware of it
Poor page orientation of drawings
22. Dysfunction in eye teaming (binocularity)
Complaining of having double vision
Repeating of letters within words
Omission of numbers, letters, or phrases
Misalignment of digits in number columns
Frequent squinting
The need to close or cover one eye to see better
Extreme tilting of head during desk work
Consistent gross postural deviations when doing
desk work
23.
24. Other behavioural Indicators:
Deficits in eye-hand coordination abilities
The need to feel things to assist in any interpretation required
Not using the eyes to “steer” hand movements
Handwriting that is crooked, poorly spaced
Inability to keep alignment of both horizontal and vertical series
of numbers
Using hands or fingers to keep place on the page
Using the other hand as “spacer” in order to keep space and
alignment
Repeatedly getting confused with left-right direction
25. PROBLEMS IN VISUAL PERCEPTION
Errors in words with similar beginnings
Failure to recognize same words in subsequent sentences
Reversal of letters or words in writing and copying
Confusion with likenesses and minor differences
Confusion with similar beginnings and endings of words
Failure to visualize what is read
Whispering to oneself for reinforcement while reading
silently
Regressing to ‘drawing with fingers’ to decide likes and
differences
26. PROBLEMS WITH REFRACTIVE STATUS(farsightedness,
nearsightedness, etc.)
Diminished comprehension as once continues to read
Mispronouncing similar words as one continues reading
Excessive blinking when doing desk work and/or reading
Holding book too closely
Avoiding possible near centered tasks
Complaints tasks that demand visual interpretation
Closing or covering one eye when reading or doing desk work
Making errors in copying from the board
Squinting to see the board or requesting to move closer
Constant rubbing of eyes when doing visual activities
Easily fatigued when doing visual activities
27. The Snellen Chart
Used to test visual acuity
Develop by a Dutch Opthalmologist in 1962 and
still widely used in measuring visual acuity today
28.
29. The Vision Services Severity Rating
Scale
(VSSRS)
Developed by the Michigan Department of
Education (2013) in order to assist the Teacher
Consultant for the Visually Impaired (TCVI) in
making recommendations for services to students
who are blind or visually impaired
31. Terms and Definitions:
Deafness- defined as severe hearing loss in that the learner is
impaired in processing linguistic information through hearing
which negatively affects a learner’s educational performance.
Hearing Loss- pertains to loss in hearing whether permanent or
fluctuating
Residual Hearing- refers to some sounds perceived by most deaf
people
Hard of hearing- people who can use their hearing to understand
speech generally with the help of hearing aid
Deaf Culture- prefers terms such as Teacher of the Deaf, School
for the Deaf, and Deaf Person
32. Decibels (dB)- refers to the intensity or loudness
of sound.
Zero hearing threshold level- the smallest sound
a person with normal hearing can perceive (also
called as the audiometric zero)
Hertz- pertains to the frequency or pitch of sound
35. LITERACY
Have smaller vocabularies compared to people with
normal hearing
Learn more concrete words easily than abstract ones
Have difficulty with function words such as linking verbs,
articles etc.
Tendency to omit word endings
Difficulty in learning words with multiple meanings
Encounter problems in differentiating questions from
statements, and understanding and writing sentences in
passive voice.
36. SPEAKING
Cannot hear their own voice which makes it difficult to
asses and monitor
Tends to speak loudly or not loudly enough
Have problems in terms of having abnormally high pitch or
improper stress or inflection
ACADEMIC ACHIEVEMENT
Performs poorly than their peers with normal hearing
Note that academic performance does not equate to
intelligence
Some students with difficulty hearing excel in their
studies (Hellen Keller)
37. Helen Adams Keller was an
American author, disability rights
advocate, political activist and
lecturer.
Born in West Tuscumbia, Alabama,
she lost her sight and her hearing
after a bout of illness at the age of
19 months.
She then communicated primarily
using home signs until the age of
seven, when she met her first
teacher and life-long companion
Anne Sullivan.
Sullivan taught Keller language,
including reading and writing. After
an education at both specialist and
mainstream schools,
Keller attended Radcliffe College
of Harvard University and became
the first deafblind person to earn a
Bachelor of Arts degree.
38. SOCIAL FUNCTIONING
Hearing loss may result to feelings of isolation,
having no friends, and unhappiness in school
Learners with difficulty hearing are more likely to
have behavioural difficulties
39. TYPES AND CAUSES OF HEARING LOSS
Conductive Hearing Impairment-
Involves a problem with the conduction or hearing
transmission of sound vibration to the inner ear
Sensory Hearing Impairment
Refers to damage to the cochlea
Neural Hearing Impairment
Refers to the abnormality of the auditory nerve pathway
Mixed Hearing Impairment
Refers to any combination of conductive, sensory, and
neural hearing loss
40. Unilateral Hearing Loss- hearing loss in one ear
Bilateral Hearing Loss- hearing loss in both ears
Congenital Hearing Loss- hearing loss present at
birth
Acquired Hearing Loss- hearing loss that
developed after birth
Prelingual Hearing Loss- hearing loss before the
development of spoken language
Post lingual Hearing Loss- hearing loss happened
after the development of spoken language
41. CLASSIFICATION OF HEARING LOSS
Degree of Hearing Loss: 27 to 40dB
Classification: Slight
Impact on Speech and Language
No difficulty understanding speech in quiet
settings but noisy environments pose problems to
learning
May benefit from favorable setting and sound
field amplification
42. Degree of Hearing Loss: 41 to 55dB
Classification: Mild
Can understand face to face conversation with
little difficulty
Misses much of classroom discussion
May have some classmates who are unaware
he/she has a hearing loss
Benefits from a hearing aid
Most benefit from speech and language assistance
from a speech-language pathologist
43. Degree of Hearing Loss: 56 to 70 dB
Classification: Moderate
Without hearing aid can hear conversational
speech only if it is near, loud, and clear
Finds it extremely difficult to follow group
discussions
Full time amplification is necessary
Speech noticeably impaired but intelligible
Many benefit from time in a special class where
intensive instruction in language and
communication can be provided
44. Degree of Hearing Loss: 71 to 90dB
Classification: Severe
Can hear voices if they are very loud and 1 foot or less from the
ear
Wears a hearing aid but is unclear how much it helps
Can hear loud sounds such as slamming door, vacuum cleaner, and
airplane flying overhead
May distinguish most vowel sounds but few if any cosonants
Communicates by speech and sign
May split school day between a special class and a general
education classroom with an educational interpreter
45. Degree of Hearing Loss: 91 dB or more
Classification: Profound
Cannot hear conversational speech
Hearing aid enables awareness of certain very
loud sounds such as bass drum
Vision is primary modality in learning
American Sign language likely to be the first
language and principal means of communication
Has not develop intelligible speech
Most require full-time special education program
for students who are deaf
47. SPEECH PROBLEMS
Inability to say words correctly, delays in language
learning and communication, and opting to use non
verbal gestures over verbal communication
a lisp is usually not an indicator of hearing problem
INNATENTIVENESS
When a child does not respond when being called
Child consistently looks confused, is slow to answer,
answers incorrectly, or asks things to be repeated
If a child looks closely on a persons lips when talking (lip
reading)
48. INCREASING VOLUME
Child puts volume on tv, radio, or computer too
high
Speaks louder than most children
NOT FOLLOWING DIRECTIONS
-confused by directions, find it difficult to follow
directions
Consistently asks for instructions to be repeated
Trouble expressing themselves
49. LEARNING DIFFICULTIES
Student does not pay attention, does not listen, does
not follow instructions
Difficulty in learning vocabulary, grammar, word order,
and idiomatic expressions
SOCIAL WITHDRAWAL
-avoids social situations and participate in social
activities like sports, parties, or family gatherings
-difficulty in explaining their situation to others
50. ASSESMENT OF HEARING LOSS
Assessment of Infants.
EXPECTED AUDITORY BEHAVIORS DURING THE
FIRST YEAR
Birth To 3 Months
Startles to Loud Noises
Coos and makes pleasurable gurgling sounds
Turns to Voices
Quiet downs or smiles when spoken to
Stirs or awakens from sleep to a loud sound
relatively close
51. 4 TO 6 MONTHS
Engages in vocal play when alone, gurgles
Babbles with speech like sounds
Turns eye toward direction of sound
Notice Toys that make sounds
Laughs and chuckles
52. 7 months to 1 year
Responds differently to a cheerful voice versus an angry
voice
Responds to music or singing
Vocalizes emotions
Babbling acquires inflection and contains short and long
groups of speech sounds (tata,upup,bibibi)
Tries to imitate speech sounds of others
Turns head in the direction of the source of sound
Ceases Activity when parent’s voice is heard
Responds to own name and requests such as want more or
come here
Uses a few words (mama, dada, doggie) by first birthday
53. ASSESMENT OF HEARING LOSS
Pure Tone Audiometry – used to assess hearing of older children
Audiometer-an electronic device that generates pure sound
Speech Reception Test
-tests a person’s detection and understanding of speech sounds
Alternative Audiometric Techniques
Includes Play Audiometry which the child is taught to perform
simple but distinctive activities whenever one hears the signal
speech
Operant Conditioning Audiometry
Child receives token when a button is pushed in the presence of
light paired with sound