The document discusses visual impairment and how to assess individuals with visual impairments. It defines different types of visual impairments such as low vision and total blindness. It also lists common causes of blindness including diseases, infections, and hereditary factors. The document outlines how to determine if a child has eye problems through physical signs and difficulties with tasks. It provides details on conducting eye screenings and assessments to determine the type and severity of visual impairment. Assessment methods include checking visual acuity, functional vision, learning style, and communication skills. The document gives guidance on helping individuals who are blind with daily living activities and social interactions. It emphasizes the importance of repetition, routine, and relaxation in teaching students with disabilities.

2. What do we call to them?

3. Visual Impairment
 is vision loss (of a person) to such a degree as to
qualify as an additional support need through a
significant limitation of visual capability resulting
from either disease, trauma, or congenital or
degenerative conditions that cannot be corrected
by conventional means, such as refractive
correction or medication.[
 They are normal people, but their differences are
their sights.
 They have the same need and opportunity to
have the educational attainment.

4. 2 Nature of Visual Impairment
• a person who have some
remaining vision that can
be used to perform some
task.
Low
Vision
• Cannot see since
birth or totally
blocked out.
Totally
Blind

5. Characteristics of Visually Impaired
Physical Characteristic
Intellectual learning
Social and Emotional

6. Causes of Blindness
 Prenatal Cause - congenital blind
 Retinitis Pigmentosa - disfunction of retina
 Diabetic Retinopathy – growth of new blood vessels in
the retina and vitreous that can lead to vision loss.
 Infection Diseases – Urinary tract infection (UTI)
during pregnancy
 Post-natal – the baby had typhoid fever
 Glaucoma - intraocular pressure-associated optic
neuropathy
 Cataract – clouding of all or part of the lens

7.  Accidence – eye injury or over exposure of
electricity
 Heredity
 Pre-mature birth – retinopathy of pre-mature
baby
 Malnutrition – lack of vitamin A
 Rh factor(rhesus) – blood incompatibility
 Sickness – having German measles
 Eye infection – conjunctivitis and stye

8. How to Determine a Child with an
eye problem?
1. See the appearance of the eyes.
ex. Blinks excessively, eyes are in constant rapid
motion, crust present in eyelids
2. Complains when using eyes.
ex. Sensitivity to light, itching eyes or eyelids, nausea
after reading
3. They are different when it comes to writing.
ex. Tilts head to one side, has trouble staying within
lines, leaves out numbers, letters or words or phrases
4. They are different when it comes to reading.
ex. Head turns as student reads across page, rubs eyes
often, blinks often, covers eyes, re-reads or skip lines.

9. Functional Vision (Low Vision)
Tunnel
Vision
Peripheral
Vision
Irregular
Vision
Overall
Blurred

10. How to Asses a person with
Visual Impairment
Eye Screening
Informal
Assesment
Opthalmologist
• - use checklist or tool
for identification
•E-chart
•Finger counting

11. Materials Needed for Eye Screening
1. E- Chart
2. Cardboard
3. Pen Light
4. Colored Toys
5. Masking tape
6. Pre-measured ribbon (6 meters in length)
Instructions:
(Getting the distance visual acuity by the use of E- chart)
1.Hold the chart in front of you ,so the E-chart is pointing to your left.
2.Show the student how to point three fingers in the same direction
as E-chart
3.Turn the chart so the E is pointing down. Show the student again
how to point with his fingers in the same direction as E-chart.
4.Do the same in all directions (up ,down ,right ,left )until the
student understand how to correctly point the same as E- chart.

12. Procedure:
1.Measure and mark a line on the floor 6meters,3meters and
1 meter fom the chart.(the student can sit/stand at this line
facing the chart).Make sure the room is well lit,but that light
is not shining or glaring directly to the student’s eyes.
2.Show the student how to cover his left eye with a cardboard
or ask somebody to cover the students left eye,so that he cannot
see with his left eye.
3. Hold the E-chart and stand 6 meters away from the student
(chart is eye level with the client).Show the next letter E,6/18 if he
can see them , show again the next E, 6/9 if he can see them
then his vision is okay and his visual acuity is 6/9 but if he
cannot see them refer them to the optometrist for refraction.
4.If the student can’t see the 6/18 E letter then show him the
biggest letter E and his visual acuity is 6/60. If he can’t see
the biggest letter E,move three meters closer.When the student
can see the big letter E at that distance his visual acuity is 3/60.

13. Getting the near Visual Acuity
 1.Hold the near chart 40 cm away from the student. Show the 4E with
font size of 6m and ask him to point in the same direction of E. If he
gets all correctly , show him the 2.5m and do the same, if he gets all
correctly show him the 1.8m if he gets correctly proceed to 1m. If he can
still follow correctly the visual acuity is 1 mat a distance of 40 inches.
 If at 40 inches the student cannot recognize the E’s, let the student hold
the chart at a distance where he can see the largest E from the near
chart and try to apply the same procedure. (Just remember that the
visual acuity at near is the smallest font of E that can be recognized at a
certain distance from 40 inches or closer).
5. If at a distance of 3 meters, he can’t see the biggest letter E ,
move 1 meter closer to the student. If that distance he can see
The biggest letter E, his visual acuity is 1/60.
6. If at one meter the student can’t still see the big letter E, his
visual acuity is <1/60. refer to opthal. & low vision specialist.

14. KINDS OF ASSESSMENT
(Informal Assessment)
 Functional Vision Assessment
 Learning style Assessment
 Identification of Visual Impairment Tool
 Communication Assessment
 Social Skills Assessment
 Pre Braille Assessment
 Braille Reading Assessment

15. How can I Help My Friend who is blind
 1. Introduce your self
 2. Making Contact
 3.Grip
 4.Stance
 5.Changing Side
 6.Narrow Space
 7.Opening Doors
 8.Going up and downstairs
 9.Seating
 10.Sitting at the table
 11. Dining
 12. Conversing with a blind person
 13.General Orientation
 14.Finally

16. How are they going to
Write?

18. 3 R’s in teaching children with disability
 Repetition
 Routinary
 Relaxation

19. If a child can’t learn the way we
teach, maybe we should teach
them the way they learn...