The document discusses strategies for including students with visual impairments in general education classrooms. It outlines categories of visual impairments and their implications for learning. It emphasizes the importance of collaboration between general educators and vision specialists to design effective learning environments and appropriate adaptations. Adaptations may include ensuring orientation and mobility within the classroom and school, using tactile and auditory methods to supplement limited visual learning, and developing students' visual skills through training and assistive devices when possible. The goal is to capitalize on students' abilities and provide equal access to instruction and incidental learning opportunities.
This document discusses video modeling as a visually based intervention for children with autism spectrum disorder (ASD). It contains the following key points:
1. Video modeling involves using video to model targeted skills for children with ASD. It has been shown to effectively teach social, communication, play, academic, and daily living skills.
2. There are three basic steps to implementing video modeling: identifying the target skills, producing videos modeling those skills, and implementing the intervention.
3. When identifying skills, educators assess the student's strengths and needs, prioritize target skills, and collect baseline data. Target skills should be objectively defined.
4. Videos are then produced modeling the target skills. Multiple
Training on inclusive education by dinka y.DinkaYadeta1
The document discusses supporting students with disabilities through inclusive education. It begins by introducing disabilities and listing various types. It emphasizes using people-first language that puts the person before the disability. Accommodations and modifications are explained as supports that provide equal access to learning without changing the content or standards. The document outlines identifying students, assessing their needs, and monitoring progress. It stresses the principles of assessment including being multidimensional, examining environmental factors, and being culturally fair.
This document provides an overview of special education laws and strategies for supporting students with disabilities in general education classrooms. It discusses the Individuals with Disabilities Education Act (IDEA) and its requirements regarding identifying students with disabilities, providing a free and appropriate public education (FAPE), and educating students in the least restrictive environment (LRE). It also compares and contrasts different disability categories, provides examples of classroom accommodations and modifications, and offers inclusion tips.
Placing students in the Least Restrictive Environment adriewool
The document discusses various models for placing students with disabilities, including full inclusion in general education, part-time placement in special education, and full-time special education. It also provides tips and strategies for general education teachers to accommodate students with different types of disabilities in their classrooms, such as modifying assignments, preferential seating, and using visual aids. Recommendations are given for data special education teachers should collect prior to IEP meetings and for monitoring students placed in general education.
The document discusses special education laws and strategies for supporting students with disabilities in the general education classroom. It provides an overview of IDEA, FAPE, and LRE laws and the purpose of IEPs. It then compares and contrasts different disability areas like LD, EBD, and ID. Finally, it provides inclusion tips for each disability area, such as using visual schedules, graphic organizers, one-step directions, and differentiated instruction.
This document discusses special education laws and strategies for supporting students with disabilities in the general education classroom. It provides an overview of IDEA, FAPE, and LRE laws. It also describes the purpose and components of an IEP, accommodations and modifications that can support students, and compares/contrasts various disabilities such as LD, EBD, and ID. Finally, it provides inclusion tips for each disability area, such as using visual schedules, graphic organizers, one-step directions, and differentiated instruction.
The Navy Child and Youth Programs Classroom Checklist is used to ensure classrooms are properly cleaned and maintained each week. It includes 12 cleaning and safety items that are checked off as yes or no for each day of the week, such as cleaning supplies being locked up, countertops being sanitized, and electrical outlets being covered. Any items marked no require comments explaining corrective actions needed. The checklist is initialed by the person completing it and their supervisor.
Running Head UDL AND ITS RELATIONSHIP TO SPECIAL EDUCATION LEARNE.docxtoltonkendal
Running Head: UDL AND ITS RELATIONSHIP TO SPECIAL EDUCATION LEARNERS 1
UDL AND ITS RELATIONSHIP TO SPECIAL EDUCATION LEARNERS 9
UDL and Its Relationship to Special Education Learners
Name
Institution
UDL and Its Relationship to Special Education Learners
Universal Design for Learning aids all the children and it is not limited to only those with learning attention issues. This teaching technique provides more than one way for the learners to have access to the same material alongside letting students apply different methods to demonstrate what they understand (Rose & Meyer, 2002). The primary objective of Universal Design for learning is to make use of a variety of teaching methods to remove any hindrances to learning and provide equal opportunities to all the students to achieve success. This teaching approach is not limited to only children with learning and attention issues as it is all about building in flexibility that can be adjusted or tweaked for every strengths and needs of the students. Examples of universal design include automatic doors, closed captions and accessibility features on a smartphones. Such design elements help persons with disabilities together with those who are not disabled but would love to use them.
UDL provides similar kind of flexibility within the learning environment with its main aim being to present the subjects in school to make it possible for all the learners to have access to the information and to provide learners with distinct ways of demonstrating their knowledge.
UDL is based on three major dogmas which include the following; Representation- UDL provides information in more than one single format for instance textbooks are basically visual. However, providing audio, text, video and hands-on learning provides a chance to all the children to access the material in whichever method is ideal for their learning strengths. Action and expression -UDL offers all the children more than one single manner of interaction with the material and to demonstrate what they have learnt (Edyburn, 2005). For instance, the instructors are able to assess the understanding of the kids through the administration of pencil-and paper tests, group projects and oral presentations. Engagement- Universal Design for Learning looks at distinct ways to inspire the learners. Permitting the children to make choices and giving them assignments that feel relevant to their lives are some of the classic instances of how the instructors can sustain the interests of the learners. Other commonly applied strategies include making skill building feel like a game and creating opportunities for the kids to get up and move all around the classroom. This essay responds to the manner in which the instructor can inculcate the Universal Design for Learning while dealing with children of mixed disabilities which include those who are intellectually challenged, emotionally disturbed and others with other health related issues. ...
This document discusses video modeling as a visually based intervention for children with autism spectrum disorder (ASD). It contains the following key points:
1. Video modeling involves using video to model targeted skills for children with ASD. It has been shown to effectively teach social, communication, play, academic, and daily living skills.
2. There are three basic steps to implementing video modeling: identifying the target skills, producing videos modeling those skills, and implementing the intervention.
3. When identifying skills, educators assess the student's strengths and needs, prioritize target skills, and collect baseline data. Target skills should be objectively defined.
4. Videos are then produced modeling the target skills. Multiple
Training on inclusive education by dinka y.DinkaYadeta1
The document discusses supporting students with disabilities through inclusive education. It begins by introducing disabilities and listing various types. It emphasizes using people-first language that puts the person before the disability. Accommodations and modifications are explained as supports that provide equal access to learning without changing the content or standards. The document outlines identifying students, assessing their needs, and monitoring progress. It stresses the principles of assessment including being multidimensional, examining environmental factors, and being culturally fair.
This document provides an overview of special education laws and strategies for supporting students with disabilities in general education classrooms. It discusses the Individuals with Disabilities Education Act (IDEA) and its requirements regarding identifying students with disabilities, providing a free and appropriate public education (FAPE), and educating students in the least restrictive environment (LRE). It also compares and contrasts different disability categories, provides examples of classroom accommodations and modifications, and offers inclusion tips.
Placing students in the Least Restrictive Environment adriewool
The document discusses various models for placing students with disabilities, including full inclusion in general education, part-time placement in special education, and full-time special education. It also provides tips and strategies for general education teachers to accommodate students with different types of disabilities in their classrooms, such as modifying assignments, preferential seating, and using visual aids. Recommendations are given for data special education teachers should collect prior to IEP meetings and for monitoring students placed in general education.
The document discusses special education laws and strategies for supporting students with disabilities in the general education classroom. It provides an overview of IDEA, FAPE, and LRE laws and the purpose of IEPs. It then compares and contrasts different disability areas like LD, EBD, and ID. Finally, it provides inclusion tips for each disability area, such as using visual schedules, graphic organizers, one-step directions, and differentiated instruction.
This document discusses special education laws and strategies for supporting students with disabilities in the general education classroom. It provides an overview of IDEA, FAPE, and LRE laws. It also describes the purpose and components of an IEP, accommodations and modifications that can support students, and compares/contrasts various disabilities such as LD, EBD, and ID. Finally, it provides inclusion tips for each disability area, such as using visual schedules, graphic organizers, one-step directions, and differentiated instruction.
The Navy Child and Youth Programs Classroom Checklist is used to ensure classrooms are properly cleaned and maintained each week. It includes 12 cleaning and safety items that are checked off as yes or no for each day of the week, such as cleaning supplies being locked up, countertops being sanitized, and electrical outlets being covered. Any items marked no require comments explaining corrective actions needed. The checklist is initialed by the person completing it and their supervisor.
Running Head UDL AND ITS RELATIONSHIP TO SPECIAL EDUCATION LEARNE.docxtoltonkendal
Running Head: UDL AND ITS RELATIONSHIP TO SPECIAL EDUCATION LEARNERS 1
UDL AND ITS RELATIONSHIP TO SPECIAL EDUCATION LEARNERS 9
UDL and Its Relationship to Special Education Learners
Name
Institution
UDL and Its Relationship to Special Education Learners
Universal Design for Learning aids all the children and it is not limited to only those with learning attention issues. This teaching technique provides more than one way for the learners to have access to the same material alongside letting students apply different methods to demonstrate what they understand (Rose & Meyer, 2002). The primary objective of Universal Design for learning is to make use of a variety of teaching methods to remove any hindrances to learning and provide equal opportunities to all the students to achieve success. This teaching approach is not limited to only children with learning and attention issues as it is all about building in flexibility that can be adjusted or tweaked for every strengths and needs of the students. Examples of universal design include automatic doors, closed captions and accessibility features on a smartphones. Such design elements help persons with disabilities together with those who are not disabled but would love to use them.
UDL provides similar kind of flexibility within the learning environment with its main aim being to present the subjects in school to make it possible for all the learners to have access to the information and to provide learners with distinct ways of demonstrating their knowledge.
UDL is based on three major dogmas which include the following; Representation- UDL provides information in more than one single format for instance textbooks are basically visual. However, providing audio, text, video and hands-on learning provides a chance to all the children to access the material in whichever method is ideal for their learning strengths. Action and expression -UDL offers all the children more than one single manner of interaction with the material and to demonstrate what they have learnt (Edyburn, 2005). For instance, the instructors are able to assess the understanding of the kids through the administration of pencil-and paper tests, group projects and oral presentations. Engagement- Universal Design for Learning looks at distinct ways to inspire the learners. Permitting the children to make choices and giving them assignments that feel relevant to their lives are some of the classic instances of how the instructors can sustain the interests of the learners. Other commonly applied strategies include making skill building feel like a game and creating opportunities for the kids to get up and move all around the classroom. This essay responds to the manner in which the instructor can inculcate the Universal Design for Learning while dealing with children of mixed disabilities which include those who are intellectually challenged, emotionally disturbed and others with other health related issues. ...
Approaches to Develop Curriculum for Children Visual ImpairmentRajnish Kumar Arya
This document provides an overview of inclusive education for children with visual impairments. It discusses key terms like inclusion, full inclusion, and inclusive education. It emphasizes the civil right of inclusive education and its benefits for both children with special needs and those without. It notes that today, a large percentage of students with visual disabilities spend over 80% of their time in general education classrooms. The document calls for a policy of inclusion to be implemented throughout schools to ensure all children can participate in all spheres of life and education.
Vision impairment can significantly impact a student's development and learning due to reduced ability to learn incidentally. Hearing impairment can cause delays in communication skills development. Students with multisensory impairment have even greater difficulties accessing the environment and curriculum due to combined vision and hearing loss. Appropriate support includes specialized instructional techniques, materials, and assistive devices.
The TA provides direct support to the student under the direction of the
classroom teacher. Duties may include:
- reading tests and assignments;
- recording assignments;
- assisting with organization;
- providing mobility assistance;
- assisting with materials preparation;
- facilitating peer interactions;
- providing visual descriptions; and
- reinforcing skills.
12
Classroom Teacher
- implements the student’s program plan;
- consults with support team members;
- adapts instructional strategies and materials;
- monitors student progress;
- communicates with parents;
- provides opportunities for peer interaction;
- promotes independence; and
- advocates for the student.
Special Education/Resource Teacher
Sensory impairments include a spectrum of visual and auditory impairments that are considered low-incidence exceptionalities. Causes of hearing and visual impairments can include genetics, physical trauma, infections and more. Hearing impairments range from hard of hearing to deafness, while visual impairments include low vision to blindness. Students with sensory impairments may have a similar range of intellectual abilities to their peers but tend to be behind academically and less socially mature. Effective support strategies include the use of interpreters, visual aids, adapted materials, assistive technology, socio-emotional support and inclusive classroom practices.
Educational needs of visually impaired pdfReyazWani41
This document outlines the educational needs of visually impaired learners and strategies to address them. It discusses assistive devices like magnifying glasses, closed-circuit TVs, large print materials and Braille. It also covers specialized equipment, a "plus curriculum" of skills specific to blindness, participation in extracurricular activities, orientation and mobility training, vocational training, and both residential schooling and mainstream schooling options. The overall message is that a variety of approaches are needed to educate visually impaired children and enable them to lead independent lives.
This document provides guidance for teachers and teacher's aides working with blind students. It emphasizes treating blind students with the same expectations as sighted students and fostering independence. It offers specific strategies like using clear verbal descriptions, organizing materials accessibly, adapting lessons when needed, and understanding skills of blindness like Braille and orientation skills. The goal is for blind students to participate fully in class and develop skills to become independent adults.
This document contains a teacher's resource notebook for a first grade classroom. It includes sections on strategies, parent resources, laws, and references. The strategies section lists accommodations and techniques for students with learning disabilities, ADHD, autism, and behavioral/emotional issues. Examples include visual cues, positive reinforcement, social skills training, modifying the environment, and monitoring behaviors. The parent resources section will provide information from agencies and publications. The law section covers IDEA, ADA, and state mandates regarding special education. References will be cited for each section.
The document discusses resources and instructional practices to meet the individual needs of students. It outlines that the Individuals with Disabilities Education Act requires free and appropriate public education for students ages 3-21 with disabilities. Most services and goals in a student's Individualized Education Program can be provided in a regular classroom setting, with an emphasis on keeping students in the least restrictive environment possible. The document explores technological and non-technological approaches that can help struggling students and those with disabilities access education.
The document discusses resources and instructional practices to meet the individual needs of students. It outlines that the Individuals with Disabilities Education Act requires free and appropriate public education for students ages 3-21 with disabilities. Most services and goals in a student's Individualized Education Program can be provided in a regular classroom setting, with an emphasis on keeping students in the least restrictive environment possible. The document explores various technologies and strategies that can help accommodate students with different types of disabilities or learning needs.
Transition Planning for Independent Living of Learners with Deafblindness in ...Ambuj Kushawaha
This document summarizes a research study about transition planning for independent living of learners with deafblindness in India. The study aims to review activities undertaken during transition by special educators in schools to help students with deafblindness develop independent living skills. Data will be collected through a survey of 30 special educators using a rating scale to understand the types of daily living and independent living activities taught and students' performance levels. The results will provide insight into transition planning and support for helping students with deafblindness attain independence.
Teaching the visually handicapped in regular classesIla Angah
This document discusses how teachers are discovering effective ways to help blind and partially sighted students learn in mainstream classrooms. Some key points:
- Legal pressures and changing attitudes have led to more visually impaired students attending regular public schools rather than separate institutions.
- Teachers are finding simple adaptations, like seating students closer to the board or using descriptive language, allow these students to fully participate without disrupting other students.
- Both visually impaired students and their sighted peers benefit socially and academically from inclusion in regular classrooms.
Inclusive Education for children facing barier to learningAmira Abdrahman
Inclusive education aims to educate students with special needs alongside their non-disabled peers. It is defined not just by physical or cognitive disabilities but by all human diversity in terms of ability, language, culture, gender, age and other differences. Disabilities can be classified into visual, hearing, intellectual, learning, physical, speech, health and emotional categories. Strategies for meeting special needs include reducing disabilities through practices like remedial instruction, substituting learning methods, using prosthetics, and reducing the visibility of defects. The environment must also be altered by removing barriers, adapting materials, improving stimuli, and changing social attitudes through guidance and awareness programs.
1. The document analyzes the Maheshwari School for Blind in Belgaum, Karnataka, India through a sociological case study approach.
2. It examines the school's educational amenities for enabling disabled students, including teaching approaches, strategies for visual impairments, and accommodations for reading, laboratories, and testing.
3. Data was collected through questionnaires from 12 staff members and 74 students at the school to understand how the school supports blind students' education.
The document discusses supporting students with disabilities through inclusive education. It begins by introducing disabilities and listing common types. It emphasizes using people-first language that puts the person before the disability. Adaptations and accommodations are explained as supports that provide equal access to learning without changing the content or standards. Accommodations could include things like extra time, large print, Braille, or sign language. The document stresses assessing students individually to identify strengths and needs in order to plan curriculum and placement.
Speech and language impairment is defined as a communication disorder that affects a child's ability to produce sounds correctly (articulation), flow of speech (fluency), voice quality, or ability to express or understand language. Characteristics may include stuttering, difficulty with certain sounds, interrupted speech, abnormal voice pitch/loudness, improper word use, inability to express ideas, or reduced vocabulary. Teaching strategies include patience, individualized instruction, encouraging participation, creating an accepting environment, modeling good listening skills, speaking to the student normally, and using various listening activities to aid comprehension and production of sounds.
Multi Directional Mediation and the Use of Screen Readers by Persons with Vis...ijtsrd
This study sought to investigate the effects of multi directional mediation on the use of screen reader soft wares by persons with visual impairments in Bamenda, Cameroon. The quasi experimental study used six persons living with visual impairment in the city of Bamenda that is three 03 in the control group and three 03 in the experimental group. The quantitative data were subjected to inferential statistical analyses using the Statistical Package for Social Sciences SPSS version 26. the major finding obtained from the study indicated that the use of assistive technology screen readers significantly enhances the quality of information acquired by persons with visual impairments in diverse mediated settings as well equips them with transformative lifelong skills capable of promoting human flourishing for these individuals. Ndzetar Emmanuel Wirmum | Nsagha Sarah "Multi-Directional Mediation and the Use of Screen Readers by Persons with Visual Impairments in Bamenda, Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51844.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/51844/multidirectional-mediation-and-the-use-of-screen-readers-by-persons-with-visual-impairments-in-bamenda-cameroon/ndzetar-emmanuel-wirmum
This document discusses visual impairments including blindness. It defines visual impairment according to IDEA as an impairment that adversely affects a child's educational performance, even with correction. Common signs of visual impairment in children include eyes that don't move together, crossed eyes, bulging eyes, unequal pupils, frequent squinting or eye rubbing. The document lists types of specific visual impairments and strategies for teaching students with visual impairments, such as encouraging independence, communicating needs, and adapting classrooms and materials.
Strategies and Assistive Technologies for Teaching in a Diverse Classroomamyhill54
The document discusses strategies and assistive technologies for teaching diverse classrooms. It provides recommendations for teaching students with special needs, including those with learning disabilities, giftedness, hearing or visual impairments, physical disabilities, or ADHD. It also discusses individualized education programs and assistive technologies that can benefit students with various cognitive or physical disabilities. Key considerations for choosing assistive technologies include matching the technology to the individual student, the tasks to be performed, the environment where it will be used, and the device's specific features.
This research proposal examines developing an art curriculum for blind and visually impaired students using multisensory instruction. The researcher aims to test whether multisensory interactions can enhance students' ability to analyze and respond to art beyond just tactile methods. The proposal provides background on the importance of art education and challenges for visually impaired students. It discusses adapting instructional methods to ensure equal opportunities in art for students regardless of disabilities. The researcher hopes to create guidelines for lessons and techniques through examining how students experiencing different art forms respond to multisensory learning.
This research aims to examine whether multisensory instruction can enhance visually impaired and blind students' ability to analyze and respond to artworks. The researcher plans to test students through multisensory art lessons that incorporate touch, sound, and smell to determine if it leads to better comprehension and critical analysis of art compared to tactile instruction alone. The study also seeks to understand the most effective order of presenting sensory information. It is significant because providing meaningful art education for visually impaired students can help develop important skills, but traditional methods may not be fully accessible. The researcher hopes to contribute guidelines for developing inclusive art curricula and lessons through documenting students' experiences with the multisensory approach.
More Related Content
Similar to Effective classroom-adaptations cec-2001
Approaches to Develop Curriculum for Children Visual ImpairmentRajnish Kumar Arya
This document provides an overview of inclusive education for children with visual impairments. It discusses key terms like inclusion, full inclusion, and inclusive education. It emphasizes the civil right of inclusive education and its benefits for both children with special needs and those without. It notes that today, a large percentage of students with visual disabilities spend over 80% of their time in general education classrooms. The document calls for a policy of inclusion to be implemented throughout schools to ensure all children can participate in all spheres of life and education.
Vision impairment can significantly impact a student's development and learning due to reduced ability to learn incidentally. Hearing impairment can cause delays in communication skills development. Students with multisensory impairment have even greater difficulties accessing the environment and curriculum due to combined vision and hearing loss. Appropriate support includes specialized instructional techniques, materials, and assistive devices.
The TA provides direct support to the student under the direction of the
classroom teacher. Duties may include:
- reading tests and assignments;
- recording assignments;
- assisting with organization;
- providing mobility assistance;
- assisting with materials preparation;
- facilitating peer interactions;
- providing visual descriptions; and
- reinforcing skills.
12
Classroom Teacher
- implements the student’s program plan;
- consults with support team members;
- adapts instructional strategies and materials;
- monitors student progress;
- communicates with parents;
- provides opportunities for peer interaction;
- promotes independence; and
- advocates for the student.
Special Education/Resource Teacher
Sensory impairments include a spectrum of visual and auditory impairments that are considered low-incidence exceptionalities. Causes of hearing and visual impairments can include genetics, physical trauma, infections and more. Hearing impairments range from hard of hearing to deafness, while visual impairments include low vision to blindness. Students with sensory impairments may have a similar range of intellectual abilities to their peers but tend to be behind academically and less socially mature. Effective support strategies include the use of interpreters, visual aids, adapted materials, assistive technology, socio-emotional support and inclusive classroom practices.
Educational needs of visually impaired pdfReyazWani41
This document outlines the educational needs of visually impaired learners and strategies to address them. It discusses assistive devices like magnifying glasses, closed-circuit TVs, large print materials and Braille. It also covers specialized equipment, a "plus curriculum" of skills specific to blindness, participation in extracurricular activities, orientation and mobility training, vocational training, and both residential schooling and mainstream schooling options. The overall message is that a variety of approaches are needed to educate visually impaired children and enable them to lead independent lives.
This document provides guidance for teachers and teacher's aides working with blind students. It emphasizes treating blind students with the same expectations as sighted students and fostering independence. It offers specific strategies like using clear verbal descriptions, organizing materials accessibly, adapting lessons when needed, and understanding skills of blindness like Braille and orientation skills. The goal is for blind students to participate fully in class and develop skills to become independent adults.
This document contains a teacher's resource notebook for a first grade classroom. It includes sections on strategies, parent resources, laws, and references. The strategies section lists accommodations and techniques for students with learning disabilities, ADHD, autism, and behavioral/emotional issues. Examples include visual cues, positive reinforcement, social skills training, modifying the environment, and monitoring behaviors. The parent resources section will provide information from agencies and publications. The law section covers IDEA, ADA, and state mandates regarding special education. References will be cited for each section.
The document discusses resources and instructional practices to meet the individual needs of students. It outlines that the Individuals with Disabilities Education Act requires free and appropriate public education for students ages 3-21 with disabilities. Most services and goals in a student's Individualized Education Program can be provided in a regular classroom setting, with an emphasis on keeping students in the least restrictive environment possible. The document explores technological and non-technological approaches that can help struggling students and those with disabilities access education.
The document discusses resources and instructional practices to meet the individual needs of students. It outlines that the Individuals with Disabilities Education Act requires free and appropriate public education for students ages 3-21 with disabilities. Most services and goals in a student's Individualized Education Program can be provided in a regular classroom setting, with an emphasis on keeping students in the least restrictive environment possible. The document explores various technologies and strategies that can help accommodate students with different types of disabilities or learning needs.
Transition Planning for Independent Living of Learners with Deafblindness in ...Ambuj Kushawaha
This document summarizes a research study about transition planning for independent living of learners with deafblindness in India. The study aims to review activities undertaken during transition by special educators in schools to help students with deafblindness develop independent living skills. Data will be collected through a survey of 30 special educators using a rating scale to understand the types of daily living and independent living activities taught and students' performance levels. The results will provide insight into transition planning and support for helping students with deafblindness attain independence.
Teaching the visually handicapped in regular classesIla Angah
This document discusses how teachers are discovering effective ways to help blind and partially sighted students learn in mainstream classrooms. Some key points:
- Legal pressures and changing attitudes have led to more visually impaired students attending regular public schools rather than separate institutions.
- Teachers are finding simple adaptations, like seating students closer to the board or using descriptive language, allow these students to fully participate without disrupting other students.
- Both visually impaired students and their sighted peers benefit socially and academically from inclusion in regular classrooms.
Inclusive Education for children facing barier to learningAmira Abdrahman
Inclusive education aims to educate students with special needs alongside their non-disabled peers. It is defined not just by physical or cognitive disabilities but by all human diversity in terms of ability, language, culture, gender, age and other differences. Disabilities can be classified into visual, hearing, intellectual, learning, physical, speech, health and emotional categories. Strategies for meeting special needs include reducing disabilities through practices like remedial instruction, substituting learning methods, using prosthetics, and reducing the visibility of defects. The environment must also be altered by removing barriers, adapting materials, improving stimuli, and changing social attitudes through guidance and awareness programs.
1. The document analyzes the Maheshwari School for Blind in Belgaum, Karnataka, India through a sociological case study approach.
2. It examines the school's educational amenities for enabling disabled students, including teaching approaches, strategies for visual impairments, and accommodations for reading, laboratories, and testing.
3. Data was collected through questionnaires from 12 staff members and 74 students at the school to understand how the school supports blind students' education.
The document discusses supporting students with disabilities through inclusive education. It begins by introducing disabilities and listing common types. It emphasizes using people-first language that puts the person before the disability. Adaptations and accommodations are explained as supports that provide equal access to learning without changing the content or standards. Accommodations could include things like extra time, large print, Braille, or sign language. The document stresses assessing students individually to identify strengths and needs in order to plan curriculum and placement.
Speech and language impairment is defined as a communication disorder that affects a child's ability to produce sounds correctly (articulation), flow of speech (fluency), voice quality, or ability to express or understand language. Characteristics may include stuttering, difficulty with certain sounds, interrupted speech, abnormal voice pitch/loudness, improper word use, inability to express ideas, or reduced vocabulary. Teaching strategies include patience, individualized instruction, encouraging participation, creating an accepting environment, modeling good listening skills, speaking to the student normally, and using various listening activities to aid comprehension and production of sounds.
Multi Directional Mediation and the Use of Screen Readers by Persons with Vis...ijtsrd
This study sought to investigate the effects of multi directional mediation on the use of screen reader soft wares by persons with visual impairments in Bamenda, Cameroon. The quasi experimental study used six persons living with visual impairment in the city of Bamenda that is three 03 in the control group and three 03 in the experimental group. The quantitative data were subjected to inferential statistical analyses using the Statistical Package for Social Sciences SPSS version 26. the major finding obtained from the study indicated that the use of assistive technology screen readers significantly enhances the quality of information acquired by persons with visual impairments in diverse mediated settings as well equips them with transformative lifelong skills capable of promoting human flourishing for these individuals. Ndzetar Emmanuel Wirmum | Nsagha Sarah "Multi-Directional Mediation and the Use of Screen Readers by Persons with Visual Impairments in Bamenda, Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51844.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/51844/multidirectional-mediation-and-the-use-of-screen-readers-by-persons-with-visual-impairments-in-bamenda-cameroon/ndzetar-emmanuel-wirmum
This document discusses visual impairments including blindness. It defines visual impairment according to IDEA as an impairment that adversely affects a child's educational performance, even with correction. Common signs of visual impairment in children include eyes that don't move together, crossed eyes, bulging eyes, unequal pupils, frequent squinting or eye rubbing. The document lists types of specific visual impairments and strategies for teaching students with visual impairments, such as encouraging independence, communicating needs, and adapting classrooms and materials.
Strategies and Assistive Technologies for Teaching in a Diverse Classroomamyhill54
The document discusses strategies and assistive technologies for teaching diverse classrooms. It provides recommendations for teaching students with special needs, including those with learning disabilities, giftedness, hearing or visual impairments, physical disabilities, or ADHD. It also discusses individualized education programs and assistive technologies that can benefit students with various cognitive or physical disabilities. Key considerations for choosing assistive technologies include matching the technology to the individual student, the tasks to be performed, the environment where it will be used, and the device's specific features.
Similar to Effective classroom-adaptations cec-2001 (20)
This research proposal examines developing an art curriculum for blind and visually impaired students using multisensory instruction. The researcher aims to test whether multisensory interactions can enhance students' ability to analyze and respond to art beyond just tactile methods. The proposal provides background on the importance of art education and challenges for visually impaired students. It discusses adapting instructional methods to ensure equal opportunities in art for students regardless of disabilities. The researcher hopes to create guidelines for lessons and techniques through examining how students experiencing different art forms respond to multisensory learning.
This research aims to examine whether multisensory instruction can enhance visually impaired and blind students' ability to analyze and respond to artworks. The researcher plans to test students through multisensory art lessons that incorporate touch, sound, and smell to determine if it leads to better comprehension and critical analysis of art compared to tactile instruction alone. The study also seeks to understand the most effective order of presenting sensory information. It is significant because providing meaningful art education for visually impaired students can help develop important skills, but traditional methods may not be fully accessible. The researcher hopes to contribute guidelines for developing inclusive art curricula and lessons through documenting students' experiences with the multisensory approach.
Guidelines for working with student who are blind or visually impairedIla Angah
This document provides guidelines for working with students who are blind or visually impaired in Virginia public schools. It discusses the unique educational needs of students with visual impairments and how to address their instructional needs. Key individuals who support students with visual impairments are identified, including teachers of the blind/visually impaired, orientation and mobility specialists, paraprofessionals, and representatives from the Virginia Department for the Blind and Vision Impaired. Factors such as identification, evaluation, eligibility, educational placements, and determining service time are also outlined. The document aims to provide resources to ensure students with visual impairments can achieve educational and lifelong success.
The article discusses strategies for including students with visual impairments in general education classrooms. It provides information on categories of visual impairments, the importance of orientation and mobility training, and designing effective learning environments through collaboration between general educators and vision specialists. Teachers need to ensure students with visual impairments can safely navigate the classroom, participate in activities, and build relationships with peers.
This document is a thesis submitted by Elín Gunnlaugsdóttir to the University of Iceland for the degree of Doctor of Philosophy. The thesis examines the prevalence and causes of visual impairment, blindness, and retinopathy among older Icelanders. It is divided into three parts. Part I and II analyze data from the Reykjavik Eye Study, which involved eye exams of over 1,000 Icelanders aged 50+. Part III analyzes data on retinopathy from the Age Gene/Environment Susceptibility Study involving nearly 5,000 Icelanders aged 67+. The thesis finds the prevalence of visual impairment and blindness increases with age. Age-related macular degeneration is a major cause. It also finds
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Art criticism through multisensory instructionIla Angah
This document provides information for users about how manuscripts are reproduced from microfilm masters for distribution. It notes that the quality of reproductions depends on the quality of the original submitted copy. Issues like poor print, images, or formatting can negatively impact the reproduction. Missing or unauthorized removed pages will be noted. Oversize materials are reproduced through sectioning. Included photographs are reproduced using xerography. Higher quality prints of images are available for purchase.
This manuscript describes how it has been reproduced from a microfilm master and discusses factors that can affect the quality of the reproduction such as poor print quality, margins, or alignment. It also notes that if pages are missing from the original manuscript submitted to UMI, or if copyrighted material had to be removed, there will be a note indicating this.
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This document discusses a research study on providing art education to visually impaired and blind students through multisensory instruction. The study aims to examine how multisensory stimuli can aid interpretation and knowledge of art for impaired students, develop sensory instruction methods, and investigate the effectiveness of sensory instruction. It involves developing an artwork package that delivers art information through multiple sensory modes and evaluating its impact on students through a pre-test/post-test experimental research design with stratified random sampling of 30 blind students. The goal is to give impaired students equal access and appreciation of art through alternative sensory learning approaches.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
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9
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1. 68 ■ THE COUNCIL FOR EXCEPTIONAL CHILDREN
TEACHINGExceptionalChildren,Vol.33,No.6,pp.68-74.Copyright2001CEC.
Effective Classroom Adaptations for
Students with Visual Impairments
Penny R. Cox
Mary K. Dykes
• Basic traffic safety
• Playground boundaries
• Cafeteria use
• Computer use in library or media cen-
ter
• “Readable” maps and charts
• Verbal (auditory) alternatives
• Emergency procedures
How does your school or classroom
measure up in these categories when it
comes to making adaptations for young
people with visual impairments? You
need to answer many questions: Can
everybody exit the building quickly in
the event of an emergency? Can all stu-
dents locate and use water fountains?
How about items on bookshelves in the
classroom or library? Or special learning
centers in the classroom?
We can appropriately teach students
with visual impairments in general edu-
cation settings. But we must be sure
that we are informed about students’
visual abilities and their affect on learn-
ing and integration in the general class-
room environment.
This article discusses strategies for
including students with visual impair-
ments into general education settings.
The article provides a starting point
from which general educators can begin
to learn about visual impairments and
build skills that will benefit all their stu-
dents (see box, “Commonly Used
Terms”).
Categories of Visual
Impairments
Categories of visual impairments reflect
more than just visual acuity. Students’
ability to use vision, as well as how
much they use other senses for learn-
ing, are aspects of each category
(Bishop, 1996; Turnbull, Turnbull,
Shank, Smith, & Leal, 2002). The terms
low vision, functionally blind, and blind
are often used to describe and catego-
rize levels of vision. Each category is
considered in terms of the degree of
acuity and its implications for students’
learning.
• Low Vision. Generally, students with
low vision are able to learn using
their visual sense; however, they may
need to have print magnified, con-
trast enhanced, or type font or size
changed (Turnbull et al., 2002).
Students in this category characteris-
tically work more slowly and experi-
ence difficulty working with details
(Colenbrander in Barraga & Erin,
1992).
• Functional Blindness. People with
functional blindness typically use a
combination of modalities to function
within their surroundings (Turnbull
et al., 2002). Students in this category
generally read and write using Braille.
Some functionally blind individuals
have sufficient vision to allow them
to move around the classroom safely.
Others, however, may require consid-
erable accommodations to do so.
• Blindness. Near blindness and total
blindness are included in this catego-
ry. Near blindness occurs when visu-
al acuity is reduced so greatly that
learning takes place using data from
other senses most of the time
(Colenbrander in Barraga & Erin,
1992). Students with total blindness
receive no stimuli from their visual
channel. They depend entirely on
input from other senses.
Incidental Learning
Students with visual impairments lack
opportunities for incidental learning
that occur for their sighted peers almost
constantly (Hatlen & Curry, 1987).
Without such opportunities, associating
words with elements of the environ-
ment is difficult. Thus, it is important
that such associations be supplemented
with input from other senses and
through alternative activities.
The limited nature of visual associa-
tions for students with visual impair-
ments has classroom implications.
Absence of or reduced visual cues, such
as a schedule written on the chalkboard
or seeing the clock, can prevent these
students from following classroom pro-
cedures or anticipating coming events.
Students need opportunities to become
acquainted with their classmates.
Because students with visual impair-
ments may not readily associate names
and faces through incidental classroom
experiences, teachers need to design
appropriate experiences to help build
relationships among all students in a
class. Physical orientation of students to
classroom routines or other events that
take place during the day is important
and must occur as soon as possible
once the student is assigned to the
classroom.
Orientation and Movement
Students with visual impairments
should move around the classroom or
other areas of the school just as their
sighted peers do. Free movement
around school is an essential part of
successful school experiences. Orien-
tation and mobility training helps stu-
2. TEACHING EXCEPTIONAL CHILDREN ■ JULY/AUGUST 2001 ■ 69
dents accomplish this goal. Koenig
(1996) stated that such training “pro-
motes safe, efficient, graceful, and inde-
pendent movement through any envi-
ronment, indoor and outdoor, familiar
and unfamiliar” (p. 260). Orientation
and mobility skills help people know
where they are in relation to their sur-
roundings and how to safely navigate
within their environment (Turnbull et
al., 2002).
Relevant skills for the school setting
include knowing where landmarks are
throughout the school setting; being
familiar with the layout of classrooms
and common areas such as the library,
gym, and cafeteria; and knowing where
exits, restrooms, the main office, and
other relevant areas are. Students need
training in the school’s emergency pro-
cedures, such as fire, tornado, or earth-
quake drills. Orientation and mobility
skills are also important in outdoor
areas such as playgrounds and bus load-
ing zones (see Figure 1 on page 70 for a
checklist of skills for classroom teach-
ers).
Different types of mobility systems
are available, including sighted guides,
canes, guide dogs, and electronic
devices (Hill & Snook-Hill, 1996).
Orientation and mobility specialists can
help determine the best system to use
for individual students; as well, the spe-
cialists can provide information about
the preferred system and any training
general education teachers may need.
Designing Effective Learning
Environments Through
Collaboration with Vision
Specialists
Students with visual impairments
placed in general education classes usu-
ally get support services from a vision
specialist (Heward, 2000). Such topics
as learning through other senses,
instructional and curricular adaptations,
and appropriate resources and materials
are the domain of vision specialists.
General educators will find these col-
leagues a valuable source of informa-
tion and assistance that will help them
capitalize on students’ abilities (see
Figure 2 on page 71 for a checklist of
classroom materials and strategies for
teachers).
General education teachers serving
students with visual impairments must
work in collaboration with vision spe-
cialists. Vision specialists should be a
part of the team of professionals work-
Most students with visual impair-
ments have some usable vision.
TEACHERS NEED TO DESIGN
APPROPRIATE EXPERIENCES TO
HELP BUILD RELATIONSHIPS
AMONG ALL STUDENTS IN A CLASS.
Commonly Used Terms
The following terms are frequently used by professionals who work with stu-
dents who have visual impairments. Understanding these terms will allow gen-
eral education teachers to communicate with other support personnel more
effectively.
Visual Acuity. Visual acuity is a term used to refer to how well a person sees
from specified distances. For example, a measurement of 20/20 denotes normal
vision—objects seen from a distance of 20 feet can be seen with accuracy
expected for that distance. If visual acuity is measured at 20/100, objects seen
by the individual with typical vision at 100 feet must be viewed at 20 feet by
the person with impaired vision.
Visual Impairment. Conditions of the eye or visual system that result in less
than normal vision are visual impairments (Barraga & Erin, 1992). Such impair-
ments can include reduced visual acuity, obstructed or narrowed field of vision,
or failure of visual stimuli to be sent to or processed by the brain. The condi-
tion may or may not be correctable.
Visual Perception. Visual perception is the ability to gain meaning from stim-
uli received visually (Barraga & Erin, 1992). Students with visual impairments
can have visual perception even if their visual acuity is low. Visual perception
can be enhanced through training.
Visual Functioning. The extent to which vision is used is called visual func-
tioning. Visual functioning skills allow people with visual impairments to gath-
er information from their experiences, which they use to interpret their imme-
diate surroundings and to apply in other circumstances. According to Corn
(1989), visual functioning skills help students gain information from directed,
as well as incidental, experiences and aid them in planning and carrying out
tasks.
Students whose visual acuity is poor can learn to use their vision efficient-
ly to meaningfully interpret visual images (Heward, 2000). Many students with
impaired acuity can still use their vision for learning. In fact, people with lower
acuity who have learned to use their vision may actually function better than
people with higher acuity who have not developed skills for using their vision.
Visual functioning can depend on students’ experiences using their vision,
training to use their vision, and their motivation to function visually.
3. 70 ■ THE COUNCIL FOR EXCEPTIONAL CHILDREN
Figure 1. Checklist for Outdoor and Indoor Orientation and Mobility Adaptations
Outdoor Orientation and Mobility Yes N/A More Information
At bus loading zones: Student knows
Basic traffic safety
Location of zone in relation to building entrance
Procedure for getting on and off the bus
On the playground: Student knows
Configuration of playground
Location of boundaries of the playground in relation to the classroom,
building, streets, etc.
Location and nature of playground equipment
Safety rules of using playground equipment
Location and use of adapted equipment
In the community: Student knows
Procedures for riding the bus to and from school
Indoor Orientation and Mobility Yes N/A More Information
In the building: Student knows locations of
Main office
Restrooms
Clinic
Exits and entrances (in relation to where the student is at different
times—including emergency procedures)
Classrooms
Media Center
Cafeteria
Potential hazards
In the classroom: Arrangement is easy to navigate
Pathways are unobstructed
Books, bookbags, and other personal items are properly stored
Areas often used by students (i.e., centers, places to turn in work, exits) are
readily accessible
Familiarize students with configuration of desks; repeat or inform each time
configuration changes
Student knows location of
Storage areas
Sink and water fountain
Centers or other work stations
In the Media Center: Student knows location of
Circulation desk
Bookshelves
Tables or reading areas
Adapted computers and printers
Student knows procedures for
Obtaining assistance
Checking out and returning materials
In the cafeteria: Student knows location of
Serving line
Cashier
Tables
Disposal areas
Student knows procedures for
Going through the serving line, requesting, and obtaining food
Disposing of garbage
Leaving the cafeteria
4. TEACHING EXCEPTIONAL CHILDREN ■ JULY/AUGUST 2001 ■ 71
Figure 2. Checklist for Classroom Strategies and Adaptations
Classroom Supplies and Equipment Yes N/A More Information
Raised-line or bold-line paper, templates, and/or writing guides
Soft lead pencils
Felt-tip pens (various widths; high-contrast colors)
Supplementary light source (e.g., desk lamp)
Braille writer; slate and stylus
Magnification device
Book stand
Cassette tape recorder/player
Sun visor or light shield to reduce glare
Large print reading materials (preprinted or produced using computer technology)
Physical education equipment with auditory signals (e.g., beep balls)
Safety Considerations Yes N/A More Information
Evaluate environment for potential hazard areas (e.g., stairs, playground structures, dimly lit areas)
Ensure that doors and storage areas are completely open or completely closed at all times
Ensure that student knows routines for fire drills and other emergency procedures
Instructional Strategies Yes N/A More Information
Have student sit closer to see board, videos, demonstrations, etc.
Give student copies of teacher notes
Read notes aloud while writing them on board
Provide audio tapes of reading material
Allow student to turn in taped rather than written responses
Enlarge books, worksheets, etc.
Provide opportunities for hands-on learning
Additional Curriculum Areas Yes N/A More Information
Daily living
Listening skills
Keyboarding and computer skills
Orientation and mobility
Social skills
Human growth and development
Braille literacy
Use of vision
Collaborating with Other Professionals Yes N/A More Information
Meet and know schedules of specialists who might work with student (e.g., orientation and
mobility, itinerant vision educator, occupational therapist, etc.)
Learn how and when student uses sighted guide, long cane, etc. for travel
Learn about magnification devices, braillers, and other equipment available to and used by student
Learn about student’s strengths/weaknesses and academic needs and develop appropriate strategies
Become familiar with individualized education programs (IEP) goals and objectives and
other services specified to be provided
5. ing to ensure that students are receiving
appropriate services and accommoda-
tions. Vision specialists can help deter-
mine what goals and related services
should be included on the individual-
ized education program (IEP) of the stu-
dents, as well as what types of accom-
modations are needed in the classroom.
General educators who consult regular-
ly with vision specialists are better able
to fashion learning experiences appro-
priate for their students.
Tactile and Kinesthetic Learning
Students with visual impairments use
tactile and kinesthetic input to learn
about their environments. Such input
should not be thought of as “lesser
senses” to use in the absence of vision,
but as another system through which
learning takes place (Klatzy &
Lederman, 1988). Tactile and kinesthet-
ic input can provide students with infor-
mation about objects they come in con-
tact with and use.
Any visual materials used in class-
rooms need to be adapted for use by
students who do not have the visual
skills required for the task. Charts, mod-
els, maps, and graphs will have greater
educational value for students with
visual impairments if they can be “read”
using the sense of touch. For example,
outlining map boundaries with string
enables students with visual impair-
ments to use their sense of touch to read
maps.
Whenever teachers use manipula-
tives, models, or other equipment, stu-
dents with visual impairments need the
opportunity to use their tactile and
kinesthetic senses to become familiar
with the objects to benefit from their
use in lessons. Teachers should intro-
duce students with visual impairments
to materials and equipment used in
activities such as science experiments
before the activity. If students have the
opportunity to learn about the materials
or equipment before the activity begins,
they will be more able to concentrate on
the concept being taught rather than on
what equipment they are using. Toward
this end, a specialist will assist students
and general classroom teachers with
adaptations as needed.
Auditory Learning and
Accommodations
Auditory input provides another way
students can gain information. Teachers
should not assume, however, that stu-
dents will understand verbal input in
the same way and at the same depth as
other students understand visual input.
Auditory language triggers the creation
of mental images that correspond with
words. Images are recalled to assist stu-
dents in comprehending verbal lan-
guage (Barraga & Erin, 1992). A student
with visual impairments is likely to
have fewer and less detailed mental
images to correspond with verbal lan-
guage. Such images may differ accord-
ing to a student’s individual experiences
and verbal input he or she has received
from others (Whitmore & Maker, 1985)
General education teachers should
observe and interact with students with
visual impairments in an effort to deter-
mine whether individual students
understand verbal input. The teacher
must check for comprehension during
class discussions and when giving
directions. If students are having diffi-
culty understanding what the teacher
says, the teacher may need to clarify or
expand on their background knowledge
or vocabulary.
Organizations providing services for
people with visual impairments offer
audiotaped textbooks. Classmates can
be designated as notetakers for students
with visual impairments. Class notes
can then be audiotaped or transcribed
using an enlarged font or Braille.
General education teachers may also
develop verbal or other auditory cues as
signals for attending to important infor-
mation or particular events. Teaching
listening skills is also important.
Efficient listening is crucial to classroom
success for students with visual impair-
ments. Improved listening skills help
students with visual impairments
increase their spoken and written com-
munication and reading skills (Heward,
2000). Teachers can consult vision spe-
cialists to determine appropriate audito-
ry accommodations for each student.
Visual Learning and
Accommodations
Most students with visual impairments
have some usable vision. Their visual
learning can become more efficient if
they can enhance their skill to use their
vision through training or the use of
assistive devices. Observe students to
determine that they have visual skills
sufficient for locating and tracking visu-
al materials. Vision specialists can offer
assistance in developing students’ visu-
al skills and in making accommodations
necessary for helping students use their
vision in productive ways. Such servic-
es include making maps, adapting read-
ing materials, and assisting in general
accommodations.
Many options are available for teach-
ers selecting reading and writing materi-
72 ■ THE COUNCIL FOR EXCEPTIONAL CHILDREN
ORIENTATION AND MOBILITY
TRAINING CAN HELP STUDENTS
MOVE AROUND THE CLASSROOM
AND SCHOOL FREELY AND SAFELY.
MANY STUDENTS NEED TO LEARN
CONVERSATIONAL SKILLS, SUCH AS
MAKING (OR SIMULATING) EYE
CONTACT OR ORIENTING
THEMSELVES TO OTHERS
SPATIALLY.
TEACHERS OFTEN NEED TO
PROVIDE DIRECT INSTRUCTION IN
SKILLS SUCH AS HOUSECLEANING,
SAFETY, HOME MAINTENANCE, AND
MONEY MANAGEMENT.
6. als for students with visual impair-
ments. According to their needs and
preferences, students may use printed
or Braille materials. Printed materials
should be clear and be printed using an
easily readable font. Providing an easel
to hold reading materials can help stu-
dents with visual impairments do close
work more easily (Barraga & Erin,
1992). Black felt-tip pens and soft lead
pencils are useful writing utensils for
students with visual impairments
because of the increased amount of con-
trast they create against white writing
paper (Koenig, 1996). An extra light
source at the student’s work area can be
helpful for some students (Heward,
2000). If a student can benefit from an
additional light, the light’s placement
should be determined in collaboration
with the vision specialist.
Some simple strategies for using
printed materials can help students with
visual impairments learn visually with-
out requiring huge adjustments to the
classroom environment. Simply holding
books or other materials closer is
enough to help some students with
visual impairments (Heward, 2000).
Using magnification devices or large-
print materials are two accommodations
that are often implemented in the class-
room (Barraga & Erin, 1992). Such
equipment and materials are available
for students who need them.
Here are other considerations for
general education teachers to remember
during lessons and when preparing
materials for use in the classroom (see
Figure 2).
• The student’s position in the class-
room in relation to visual presenta-
tions should allow for an unobstruct-
ed view. If necessary, allow the stu-
dent to move to a position with a bet-
ter vantage point when visual materi-
als are being used.
• Information written on the chalk-
board should be large. Dry erase
boards are good alternatives to regu-
lar chalkboards. The bright back-
ground strongly contrasts with the
colors (especially black) used on
them.
• All visual aids should have clear,
sharp images. Materials with high
contrast are easier for students with
visual impairments. For example,
handouts should have very dark
black or navy blue print on bright,
white paper.
Technological Adaptations
Technological advances have created
many products that are advantageous
for students with visual impairments,
both for input and output of informa-
tion. Equipment is available that helps
students with visual impairments by
“reading” printed material, providing
braille printouts of what is seen on the
computer monitor, and converting
braille to print. Some word processors
print in traditional text or Braille.
Choosing appropriate technological
adaptations for students with visual
impairments entails numerous and
complex considerations that are beyond
the scope of this article. Teachers and
school teams should make such deci-
sions in consultation with the vision
specialist, according to each students’
needs.
Curricular Considerations
The academic curriculum appropriate
for students with visual impairments is
determined by their cognitive abilities.
The goals and objectives set for stu-
dents without visual impairments do
not need to be changed for a student
due solely to a vision problem, though
the methods for accomplishing the
goals may be different.
Many students with visual impair-
ments, however, require instruction in
additional curricular areas. Teachers
and schools frequently need to empha-
size orientation and mobility training,
daily living skills, and social skills for
students with visual impairments.
Again, the vision specialist should be
actively involved in curricular deci-
sions.
Orientation and Mobility. As men-
tioned earlier, students with visual
impairments need to learn skills that
will enable them to travel from place to
place safely. An orientation and mobili-
ty specialist should provide instruction
for students in this area and can provide
information for classroom teachers
about the skills being taught.
TEACHING EXCEPTIONAL CHILDREN ■ JULY/AUGUST 2001 ■ 73
Students may need to have print magnified, contrast enhanced, or type
font or size changed.
CHARTS, MODELS, MAPS, AND
GRAPHS WILL HAVE GREATER
EDUCATIONAL VALUE FOR
STUDENTS WITH VISUAL
IMPAIRMENTS IF THEY CAN BE
“READ” USING THE SENSE OF
TOUCH.
7. Daily Living. Lack of opportunities for
incidental learning may make it neces-
sary for students with visual impair-
ments to receive specific instruction in
daily living skills. Barraga and Erin
(1992) mentioned some daily living
skills that are important to consider. Self-
care skills that need to be assessed to
determine the need for instruction
include dressing, taking care of clothing,
eating, and preparing food. Teachers
often need to provide direct instruction
in skills such as housecleaning, safety,
home maintenance, and money manage-
ment. Depending on the nature of the
skills, they may be taught by a teacher
certified in vision, an occupational ther-
apist, or an orientation-and-mobility
specialist. Vocational rehabilitation
counselors may be involved in planning
and providing transition services for stu-
dents seeking postsecondary education
or training or preparing to enter the
work force (Torres & Corn, 1990).
Social Skills. Research has indicated
that students with visual impairments
are behind their peers without impair-
ments in social skills development
(Erin, Dignan, & Brown, 1991). Without
the benefit of certain visual cues, some
students may not have learned behavior
appropriate in social situations.
Students with visual impairments may
need to be taught how to extend their
hand to shake hands or how to use their
hands to gesture appropriately when
talking. Conversational skills, such as
making (or simulating) eye contact or
how to orient themselves to others spa-
tially (Barraga & Erin, 1992), are impor-
tant for successfully integrating students
with visual impairments into general
education settings.
Final Thoughts
As inclusive programs for students with
disabilities increase in number, general
education teachers will need to under-
stand the effect that disabilities have on
students. Such understanding will allow
them to make appropriate accommoda-
tions and adaptations to design inclusive
educations for students with disabilities.
Visual impairments affect students in
a variety of ways. General education
teachers who are aware of the implica-
tions of visual impairments on students’
learning will be able to provide their
students with educational opportunities
that will lead to successful academic
and social experiences.
References
Barraga, N. C., & Erin, J. N. (1992). Visual
handicaps and learning. Austin, TX: PRO-
ED.*
Bishop, V. E. (1996). Teaching visually
impaired children (2nd ed.). Springfield,
IL: Charles C Thomas.*
Corn, A. L. (1989). Instruction in the use of
vision for children and adults with low
vision. RE:view, 21, 26-38.
Erin, J. N., Dignan, K., & Brown, P. A.
(1991). Are social skills teachable? A
review of the literature. Journal of Visual
Impairment and Blindness, 85, 58-61.
Hatlen, P. H., & Curry, S. A. (1987). In sup-
port of specialized programs for blind and
visually impaired children: The impact of
vision loss on learning. Journal of Visual
Impairment and Blindness, 81(1), 7-13.
Heward, W. L. (2000). Exceptional children:
An introduction to special education.
Upper Saddle River, NJ: Prentice Hall.*
Hill, E. W., & Snook-Hill, M. (1996).
Orientation and mobility. In M. C.
Holbrook (Ed.), Children with visual
impairments: A parents’ guide (pp. 260-
286). Bethesda, MD: Woodbine House.*
Klatzky, R. L., & Lederman, S. J. (1988). The
intelligent hand. In G. H. Bower (Ed.), The
psychology of learning and motivation
(pp. 121-151). New York: Academic
Press.*
Koenig, A. J. (1996). Growing into literacy. In
M. C. Holbrook (Ed.), Children with visu-
al impairments: A parents’ guide (pp. 227-
257). Bethesda, MD: Woodbine House.*
Torres, I., & Corn A. L. (1990). When you
have a visually handicapped child in your
classroom: Suggestions for teachers (2nd
ed.). New York: American Foundation for
the Blind.*
Turnbull, A., Turnbull, R., Shank, M., Smith,
S., & Leal, D. (2002). Exceptional lives:
Special education in today’s schools (3rd
ed.). Upper Saddle River, NJ: Merrill.*
Whitmore, J. R., & Maker, C. J. (1985).
Intellectual giftedness in disabled persons.
Rockville, MD: Aspen Systems.*
*To order the book marked by an asterisk (*),
please call 24 hrs/365 days: 1-800-BOOKS-
NOW (266-5766) or (732) 728-1040; or visit
them on the Web at http://www.BooksNow
.com/TeachingExceptional.htm. Use VISA,
M/C, AMEX, or Discover or send check or
money order + $4.95 S&H ($2.50 each add’l
item) to: Clicksmart, 400 Morris Avenue,
Long Branch, NJ 07740; (732) 728-1040 or
FAX (732) 728-7080.
Penny R. Cox, Doctoral Candidate; and
Mary K. Dykes (CEC Chapter #1024),
Professor, Department of Special Education,
University of Florida, Gainesville.
Address correspondence to Mary K. Dykes,
Department of Special Education, University
of Florida, P.O. Box 117050, Gainesville, FL
32611 (e-mail: mkdykes@coe.ufl.edu).
TEACHING Exceptional Children, Vol. 33,
No. 6, pp. 68-74.
Copyright 2001 CEC.
74 ■ THE COUNCIL FOR EXCEPTIONAL CHILDREN
ALL VISUAL AIDS SHOULD HAVE
CLEAR, SHARP IMAGES.
MATERIALS WITH HIGH CONTRAST
ARE EASIER FOR STUDENTS WITH
VISUAL IMPAIRMENTS.
18th International Seating Symposium
March 7-9, 2001
Held in Vancouver, British Columbia, Canada
Call for Abstracts and Advance Notice
Website: http//www.geocities.com/UBC interproff
Contact: Interprofessional Continuing Education
Telephone: 604/822-0054; e-mail: interprof@cehs.ubc.ca