This presentation discusses the characteristics of visually impaired children and their educational implications. It covers potential difficulties with attention, memory, oral communication, intellectual abilities, language development, academic deficiencies, social-behavioral interactions, and orientation & mobility that visually impaired children may experience. It then provides educational strategies and implications to address each area, such as using multisensory presentation of information, direct instruction of social skills, orientation to classroom layouts, and teaching reading and writing strategies that promote success.

1. Presented by
Mr. Reyaz Ahmad Wani
Assistant Professor
School of Education
Central University of Kashmir
PRESENTATION
ON
CHARACTERISTICS OF VISUALLY
IMPAIRED CHILDREN

2. 1. Attention (Potential Difficulties)
2. Image reflecting Accommodation of Needs of Visually Impaired Student in
Inclusive Classroom Setting
3. Attention (Educational Implications)
4. Memory (Potential Difficulties)
5. Image reflecting Multisensory Approach
6. Memory (Educational Implications)
7. Oral Communication Problems (Potential Difficulties)
8. Oral Communication Problems (Educational Implications)
9. Intellectual Abilities (Potential Difficulties)
10. Intellectual Abilities (Educational Implications)
11. Language Development (Potential Difficulties)
12. Language Development (Educational Implications)
13. Academic Deficiencies (Potential Difficulties)
14. Academic Deficiencies (Educational Implications)
15. Social-Behavioural Interactions (Potential Difficulties)
16. Social-Behavioural Interactions (Educational Implications)
17. Orientation & Mobility (Potential Difficulties)
18. Orientation & Mobility (Educational Implications)

3. 1. Initial attention to directions/information
2. Problems with visual attention
3. Attention span (length of time on task)
4. Focus (inhibition of distracting stimuli)
5. Selective attention (discrimination of important
stimulus characteristics)

5. 1.Provide auditory cues that indicate important
information is going to be provided.
2.Provide oral information in short amounts.
3. Provide information, such as directions &
important information, in auditory format.
4. Provide directions on tape recorder.

6. 1. Problems with visual memory
2. Problems with concept development

8. 1. Stress meaningful content.
2. Provide strategies instruction.
3. Use multisensory presentation of
information, primarily auditory & tactile.

9. Relatively unimpaired

10. None

11. Relatively Normal

12. None

13. 1. Difficulty with receptive & expressive language
2. Delayed acquisition of vocabulary and
language rules
3. Limited visual cues related to language
development

15. 1. Create environment that encourages
verbal communication.
2. Encourage expression of thoughts.
3. Provide appropriate language models.
4. Provide opportunities for students to
learn language for varied purposes and
with different audiences.

16. 1. Delayed acquisition of reading, writing &
mathematical skills
2. Decoding of text
3. Reading comprehension
4. Math computation
5. Problem-solving in mathematics
6. Self-directed expressive writing

18. 1. Use learning strategies to promote effective studying.
2. Teach strategies for decoding unknown words for students
with residual vision.
3. Provide strategies to promote reading comprehension and
math problem solving.
4. Develop functional writing skills.
5. Adapt curriculum to promote success.
6. Encourage & support independent reading.
7. Encourage shared reading & writing.
8. Teachers must use effective communication skills.
9. Teach Braille for students without residual vision.
10. Use technology aids.

19. 1. Repetitive, stereotypical behaviours
2. Social immaturity
3. Withdrawn
4. Unable to use nonverbal cues
5. Peer acceptance

21. 1. Promote social competence through direct
instruction of skills.
2. Reinforce appropriate behaviours.
3. Seek self-understanding of reasons for
inappropriate behaviour.
4. Teach self-management, self-control.
5. Develop peer social support systems.

22. 1. Difficulty using spatial information
2. Difficulty moving from one place to
another

24. 1. Provide orientation to classroom &
building.
2. Re-orient student when physical layout
changes.

25. 1. Smith, E.C., Polloway, E.A., et.al. (2011). Teaching Students with
Special Needs in Inclusive Settings. 6th Edition, PHI Learning Pvt
Ltd. New Delhi.
2. https://www.istockphoto.com/photo/teacher-assisting-blind-
student-in-library-gm594066376-101898151
3. https://raisingchildren.net.au/disability/guide-to-
disabilities/assessment-diagnosis/vision-impairment
4. https://cehs.unl.edu/secd/visual-impairments/
5. https://therapytravelers.com/wp-
content/uploads/2018/02/imagesource_-afb.org_-768x768.png
6.https://www.perkinselearning.org/sites/elearning.perkinsdev1.or
g/files/u2583/Sacks.jpg