The document discusses visual impairment, including definitions of types of vision loss like legally blind, totally blind, and low vision. It describes causes of visual impairment like prenatal issues, accidents, and heredity. Characteristics are discussed, noting potential delays in motor skills, language, and social development for visually impaired children. Teaching methods are outlined, such as explaining visuals, giving oral instructions, using audio cues, providing tactile learning experiences, and addressing students by name.

2. What is Visual Impairment?
•Visual impairment is a
term experts use to describe
any kind of vision loss,
whether it's someone who
cannot see at all or someone
who has partial vision loss.

3. Classification of Visual
Impairment
Legally Blind- indicates that a person has less
than 20/200 vision in the better eye or a very
limited field of vision degreed at its widest point
(with correcting glasses)​

4. Totally Blind- Learn Via Braille or other non-visual
media.
Partially Sighted- indicates some type of visual problem has
resulted in a need for special education.
Low- vision- refers to severe visual impairment ,
not necessarily limited to distance vision, unable to read the
newspaper at a normal viewing distance

5. Causes
- Prenatal
- Postnatal
- Accidents /Trauma
- Other Causes- heredity, malnutrition, RH factor, brain
damage due to illness , eye infections

6. Characteristic
s
The effect of visual problems on a child's development depends
on the severity , type of loss age at which the condition appears
and overall functioning level of the child
.Physical- delayed motor skills development due to lack of
opportunities for motor and mobility exposures / experiences/
training
. Intellectual – Language and speech maybe delayed because of
inability to see the oral movements involved in speech.
. Psychosocial- May develop of emotional problems as a
response to the attitude of others towards him/ her.

7. Needs
.Special Equipment
. Modifications in the curriculum to
emphasize listening skills ,
communications . orientation and
mobility, vocation / carrier options , daily
living skills, adapted physical education.

8. Macular Degeneration
Cataracts
Detached etina
Vision S run age

9. Facts about Blind Children
zo% of all 8lind children can read
Braille
z.ç Million Children in the world sufferer from
visual impairment.
Estimated that 5OO,ooo new cases
of child blindness occur every year.
That is a new case every ›•s
minutes.
ço% of blind children die with in z
years of loosing their sight.
•
. .

11. What is Braille?
• Braille is a primary medium of
reading and writing for people
who are blind or have low vision.
11
Blind children who are familiarized with
the Braille system at a young age will
often become proficient in this style of
reading.

12. Louis Braille
• Lost vision at age k (z813)
• Invented Braille at zg (z82k1
8orn
January 4, 1809(1809-01-04)
Coupvray, France
January 6, 1852 (aged 43)
Paris, France
Resting place Panthéon, Paris
Numbers:

14. What is Braille?
• Braille is a primary medium of
reading and writing for people
who are blind or have low vision.
Sample Footer Text 14
• Braille. Blind children who are fami
liarized with the Braille system at a
young age will often become profi
cient in this style of reading.

16. Student Produced
• Perkins Brailler
• Allows students to type their work in Braille
• Braille Slates
• **4-6.95

17. • Two types of Braille
17
Fully typed out / Grade 1
Abbreviated

18. • Screen Magnification
•MAGic 10.0 Professional
• Maxim EyesVideo Magnifier
• Uses aPenTracker which reads
words automatically

19. Braille Alphabet

20. Laz Light
Created by Ronald Lazarus
yoo Candle Power
Glare Free
zoft long Cord
s239 +S/h and Tax for Florida Residents
Replacement bulb szz

21. Software
Talking Typing Tutor
gioo
Firefox add-on called “LowBrowse”
Free
Allows people to view original web
pages as the author intended, but
tailored to the visually impaired needs.
Thunder
Screen reader talking software
Free
DttD://www.screenreader.net

22. Small Talk Ultra oz
Based on the worlds smallest
uPC (ultra personal computer)
Full featured talking Microsoft
Window Vistia
$*.S9S
All-in-One Board
Magnetic, Velcro, and dry erase
Can also be used for all ages
: $*€S

23. Commercial Produced
Books
Textbooks
Instructional Manuals
Test
Fiction and Non-fiction

24. Teacher Produced
Printer for Brailler
Can be connected to a computer
that has the software for printing
Braille
Small volume sz,8oo-s.ooo
High volume $zo,ooo-$8o,ooo

25. • Audio Books
• Reading forthe Blind and Dyslexic
• Website has access to download audio books.
• Membership Fees start at s oo
• National Library Service for Blind and Physically
handicapped
• Network of state libraries offering free audio materials (books
and magazines ) to eligible persons.
• Kidz Zone offers materials for pre-K thru 8th grade
• West Florida Public Library participates in the program.

26. • Braille Keytop Stick Ons
Doubles the size of keys
on keyboard

27. Reading Machines:
Cd/M 3 Players
Plays "Talking Books"
Plays music Cds
/OS t 8 2 0
Desktop
Scanner like document readers
82jOO-#3§OO
Portable
Reading Pen szyo
Mobile Phone reader sz6oo

29. Help the child learn the workings of the
classroom. Blind children in the early grades,
like all children, have much to learn about
classroom routine. You may need to teach the
child:
to focus on the teacher when and where to
move in the classroom how to determine what
others in the room are doing; and
to work at an appropriate pace (please see the
section on pace at the end of this list).

30. 1. Organize the
child's desk area and
area for maximum
independence.
2. Adapt materials or parts of
the lesson when necessary.
3. Provide hands-on
opportunities. These will make
experiences more meaningful
for the blind child.
4. Use tactile 3D models.

31. Understand and respect the skills of
blindness. Learn the general sequence of the
skills, provide opportunities in the class for the
child to practice, and offer appropriate support as
the child is working toward mastery.
 Braille reading and writing is the
equivalent of print reading and writing.
 Information can be reliably perceived through
the sense of touch. The blind child should be
moving about more and more independently as
time goes on using orientation and mobility
skills.
 The child will learn to use sound, memory,
mental mapping, and various special tools
and will learn to ask for information when
needed.

32. Teaching Methods
Offer information instead of
help. Instead of getting an
object for the child, for
example, give the child a
chance to find it by describing
its size, shape, and location.
Then pive the child enough
time to explore and correct
mistakes before you give
more prompts.

33. Teaching Methods
Model movements for songs, fingerplays, etc. that
you want the whole class to learn by moving the
blind child through the motions. Sighted
children get the benefit of watching and the
blind child can learn by experiencing his/her own
movement.
An example is Beep Baseball
http://www.wral.com/news/local/video/¿z8g6oR/

34. Be more verbal. Verbal description will help
the child interpret what is going on in the
classroom.
Use names when calling on children.
Explain your routine a bit to help the
blind child interpret situations which
he/she cannot see. "I'm so glad you're all
being quiet asI get the snack ready."
Explain your routine a bit to help the blind
child interpret situations which he/she
cannot see. "I'm so glad you're all being
quiet asI get the snack ready."

35. Teaching visually impaired or
blind students requires a
modified teaching strategy,
the use of visual aids and
assistive technology, and a
safe learning environment.

36. • Explain visuals:
When you are teaching
a visually impaired or
blind student, it is
important to clearly
explain all visual
materials.

37. Give oral
instructions:
Visually impaired
or blind students
may have difficulty
seeing the words
and learning what
is expected.

38. •Use audio
cues:
•Replace visual
cues with audio
cues. For example,
you could have
students clap
twice if they want
to ask a question.

39. Provide tactile learning experiences:
Incorporate tactile learning experiences
whenever possible. For example, instead of
talking about rocks and showing images of
different types of rocks, you should actually
have physical rocks available in the
classroom for the students to touch and
handle.

40. Address all students by name:
Students who are visually impaired or
blind may not always know who is
talking. As a result, you should always
address students by their name when
you call on them to answer or ask
questions.