Information on the teaching approach for the blinds

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. Characteristics- 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 Intellectual Psychosocial

7. Physical
- May have poor posture
- Delayed motor skills
development due to lack
of opportunities for
motor and mobility
exposure.
- May have abnormalities
in the area of the eyes .
- Restriction in mobility
and spatial orientation

8. Intellectual
-Intellectual development of VI without
mental handicap is the same as the
sighted.
- Lack of early interventions may
delay mental growth but may
remediated by an effective
education program.
- Language and speech may be
delayed because of inability to see
the oral movements involved in
speech.

9. Psychosocial
- May feel dependent, socially inferior,
insecure , distrustful, fearful, uncertain ,
self-conscious, easily embarrassed,
easily discouraged.
- May develop of emotional problem as a
response to the attitude of others
towards him/her.

10. Needs
. - Special Equipment

11. -Modifications in the
Curriculum to emphasize
listening skills,
communication, orientation
and mobility , vocation/ career
options , daily living skills,
adapted physical education.

12. Thank You!!!!
RETCHENLIA E. PERALTA
Presenter

13. VIOLLY CHYRIL S. BUGTONG

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

15. 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.

16. 1. Organize the child's desk area for maximum
independence.
2. 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.

17. 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.

18. Use tactile
3D models and
explain visuals:
When you are teaching a
visually impaired or
blind student, it is
important to clearly
explain all visual
materials.

19. 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.

20. 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 give the child
enough time to explore and
correct mistakes before you
give more prompts.

22. 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

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

24. 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 as I get
the snack ready."

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

26. 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.

27. LEARNING OUTCOMES
With the IEP and SPED Approach, the learner with
V.I. will be able to use sound, memory, mental mapp
ing, and various special tools and will learn to ask for
information when needed.