Sensory Impairments This document defines and discusses visual and hearing impairments. It outlines the prevalence, causes, and characteristics of these impairments. It provides guidance for teachers on classroom adaptations, inclusion practices, and specific supports for students with visual or hearing impairments, such as seating arrangements, use of technology, clear speech, and visual aids. The goal is for teachers to understand these impairments and meet students' needs through appropriate accommodations and techniques that promote independence.

1. Sensory ImpairmentsJeneane Dubois and Teagan Hunter

2. Visual ImpairmentsTeachers need basic information on visual impairments in four general areas.Fundamental concepts of vision and visual impairmentsSigns of possible visual problemsTypical characteristics of students with visual impairmentsSpecific adaptive and or accommodative techniques to meet students needsDefinitionVisual Impairments is a very generic term and is divided into categoriesLegal blindness, which means the student has visual acuity of 20/200 with means they see at 20 ft what a average student would see at 200ft. Legally blind students will need major adaptations in their everyday learning.Low Vision- Indicates some functional vision exists. Students may need minor adaptation and may use optical, or electronic devices to assist them in their learning.

3. Types of Visual ImpairmentRetinalOptic Nerve ProblemsDisorders of the CorneaIris and Lens ProblemsStrabismus- improper alignment of the eyesNystagmus- rapid involuntary movements of eyesGlaucoma- Fluid pressure build upCataract- Cloudy film over eye lensDiabetic retinopathy- Changes in blood vessels caused by diabetesMacular degeneration-damage to central portion of the retinaRetinitis Pigmentusa- genetic eye disease leading to blindness

4. Prevalence and CausesVision problems are very common in our society however corrective lenses are often enough to correct vision and individuals can see efficiently.If students have visual impairments they tend to get worse with age.Approximately 0.06 percent of students in school are visually impaired (varying with region).First Nations people are 3-4 times more likely to lose their vision due to more premature births, trauma, and diabetes.

5. Characteristics of Students with Visual Impairments

6. Classroom Adaptations for Visually ImpairedSocially for a StudentPhysical ConsiderationsEncourage students to become independent learnersCreate opportunities for students to manipulate their own environmentReinforce their effortsHelp develop a healthy self conceptTeach students how to communicate nonverballyIdentify what special equipment will be needed in the classroomLearn how to use special equipmentGuarantee classroom is free of hazardsUse the ``clock`` approachPlace students desk where the student can learn to their highest potential

7. Ways to promote InclusionInclusion PracticesTeacher SupportsRemember that students with visual impairments is but one of many student in the classroom.Introduce them the same way you would any other student.Use same disciplinary practices for all students.Encourage visually impaired to seek leadership and high-profile roles.Expect the same level of work from all students.Get help from others. Teach them how to assist the visually impaired students.Learn how to adapt and modify instruction ahead of time.Learn as much as you can. Find out any training that might be needed.

8. Hearing ImpairmentDefinitionPrevalenceHearing impairment – generic term that has frequently been used to cover the entire range of hearing lossDeafness – hearing loss that is so sever that speech cannot be through the ear alone, with or without aidsHard of hearing – individuals who have a hearing loss that makes it difficult, but not impossible to understand speech through the ear alone, with or without hearing aidsOnly 0.14 percent of the school aged children have a hearing impairmentGets worse as you get older2-5% of the total population has some degree of hearing lossConsidered a low-incidence disability

9. ClassificationsConductive Hearing LossSensorineural Hearing LossWhen sound is not conducted efficiently through the outer or middle ears.Reduction in sound level Can often be corrected through medicine or surgeryCausesImpacted ear wax, fluid in the middle ear, ear infectionsWhen there is damage to the inner earReduction in sound level, affects speech understanding or ability to hear clearlyCannot be corrected medically, it is a permanent lossCausesBirthing injuries, genetics, viruses, head trauma, aging, exposure to noise, tumors

10. Student BehavioursTurns head to position the ear to the speakerAsks for information to be repeated frequentlyUses a loud voiceDoes not respond when someone is speaking to themHas frequent colds, earaches, or infectionsMisarticulates certain speech sounds or omits certain consonant soundsHas a restricted vocabulary and/or problems with spellingWithdraws from classroom activities that involve listeningLess socially matureDifficulty making friendsAcademic achievement levels are lower than those of hearing peersFidgets and moves about in seat

11. What you can do as a teacherIf you see any of those student behaviours, refer them to an audiologist for formal assessmentUse of technologies like amplification assistanceSeat students in a semi-circular arrangement to increase sight linesMake sure they are subject to the same requirements as other studentsHave a classroom buddy who can help the studentReduce distracting noisesUse visual aidesSpeak clearly and normallyAvoid frequent movement around the classroom and turning your back from studentUse gestures and facial expressionsKeep beard/moustaches trimmedEncourage students to ask questions for clarificationRepeat comments of students who speak in discussions

12. What you can do as a teacherWhen using an interpreter...Socially for studentPosition the student so that they can see the teacher and interpreter clearlyBe sure to include the interpreter as an IEP memberDiscuss lessons with the interpreter prior to teachingAllow adequate lag time for the interpreterRemember that sign language does not follow the grammatical convention of EnglishHelp develop a realistic sense of their abilitiesHelp them become more responsible and independentHelp them interact appropriately with their peersHelp enhance their sense of belonging

13. BibliographySmith, T, Polloway, E, Patton, J, Dowdy, C, McIntyre, L, & Francis, G. (2010). Teaching students with special needs in inclusive settings. Toronto: Pearson Education Canada.