This document provides information on a vision impairment seminar that discusses adapting classroom lessons and materials for students with visual impairments. The seminar includes activities where participants discuss adapting a unit of work, identify types of visual impairments, experience being blindfolded to understand limited vision, and learn proper techniques for guiding and familiarizing a blind student with the classroom. Reference materials are provided to assist participants in learning how to create an accessible classroom environment and effectively communicate with visually impaired students.
ASSISTIVE TECHNOLOGY FOR STUDENTS WITH VISUAL IMPAIRMENT ANDAUTISTIC DISORDER
SUBMITTED.
Studentswithvisualimpairments&autisticdisorderfaceuniquechallengesintheeducational&socialenvironment.
•Assistivetechnologyisonewayofsupportingtheminthatprocess.
•Itreferstoarangeoftoolsanddevicesthatallowastudenttodowork.
•AnassistivetechnologymeansAnyitem,pieceofequipment,orproductsystemthatisusedtoincrease,maintain,orimprovethefunctionalcapabilitiesofindividualswithdisabilities.
This Module will help the learners to understand the best about Low vision in General.This will also help and guide Educators to make up more things regarding Low Vision and its introduction.
These are various structures in an eye , which are changing with age.
# ocular adnexa/ eyelids
# eyelashes / eyelid margin
# tear film
# cornea
# conjunctiva
# anterior chamber
# ciliary body
# pupil /iris
# crystalline lens
# vitreous
# choroid
# retina
A ppt which clears all your doubts related to blinds, their reading systems etc. A short introduction to Louis Braille and how to learn math to music to art to Capitalization and some fun exercises.
Non - surgical treatment of squint i.e. all types of squint have some modalities of treatment [ optical treatment, orthoptic treatment, Prismo-therapy, and pharmacological treatment] except surgical treatment.
1. OPTICAL TREATMENT -
in optical treatment, it should be include correction of refractive error and prismotherapy.
SPECTACLES should be prescribed in every cases.
It may correct to squint partially or completely.
IN PRISMOTHERAPY, for correction of squint, This is light weight, and easy to apply on the back surface of glass.
It is useful in heterophoria, nystagmus, convergence insufficiency, managing diplopia and maintain binocular single vision.
IN PHARMACOLOGICAL TREATMENT, miotics, atropine and botulinum toxin are prescribed in some types of cases of strabismus.
IN ORTHOPTIC TREATMENT, means straight eyes.
It is used as a diagnostic purpose and therapeutic purposes.
- to increase fusion amplitude.
- anti suppression exercises.
- treatment of amblyopia.
- treatment of abnormal retinal correspondance.
- to control deviations.
ORDER OF ORHOPTIC TREATMENT -
. amblyopia is treated firstly.
. anti- suppression therapy.
- diplopia training.
- amplitude improvement.
Magnification is a method of increasing the size of the image
so that enough of the retina is stimulated to send an impulse
through the optic nerve allowing an object to be perceived .
It talks about visual impairment, definition, types, CATEGORIES OF VISUAL IMPAIRMENT, Identification of Visually Impaired Children, Causes of Visual Impairment, TEACHER’S APPROACHES TO ELIMINATE THE VISUAL DEFECTS, INSTRUMENTS FOR VISUALLY IMPAIRED, Prevention of Visual Impairment, Plus Curriculum
ASSISTIVE TECHNOLOGY FOR STUDENTS WITH VISUAL IMPAIRMENT ANDAUTISTIC DISORDER
SUBMITTED.
Studentswithvisualimpairments&autisticdisorderfaceuniquechallengesintheeducational&socialenvironment.
•Assistivetechnologyisonewayofsupportingtheminthatprocess.
•Itreferstoarangeoftoolsanddevicesthatallowastudenttodowork.
•AnassistivetechnologymeansAnyitem,pieceofequipment,orproductsystemthatisusedtoincrease,maintain,orimprovethefunctionalcapabilitiesofindividualswithdisabilities.
This Module will help the learners to understand the best about Low vision in General.This will also help and guide Educators to make up more things regarding Low Vision and its introduction.
These are various structures in an eye , which are changing with age.
# ocular adnexa/ eyelids
# eyelashes / eyelid margin
# tear film
# cornea
# conjunctiva
# anterior chamber
# ciliary body
# pupil /iris
# crystalline lens
# vitreous
# choroid
# retina
A ppt which clears all your doubts related to blinds, their reading systems etc. A short introduction to Louis Braille and how to learn math to music to art to Capitalization and some fun exercises.
Non - surgical treatment of squint i.e. all types of squint have some modalities of treatment [ optical treatment, orthoptic treatment, Prismo-therapy, and pharmacological treatment] except surgical treatment.
1. OPTICAL TREATMENT -
in optical treatment, it should be include correction of refractive error and prismotherapy.
SPECTACLES should be prescribed in every cases.
It may correct to squint partially or completely.
IN PRISMOTHERAPY, for correction of squint, This is light weight, and easy to apply on the back surface of glass.
It is useful in heterophoria, nystagmus, convergence insufficiency, managing diplopia and maintain binocular single vision.
IN PHARMACOLOGICAL TREATMENT, miotics, atropine and botulinum toxin are prescribed in some types of cases of strabismus.
IN ORTHOPTIC TREATMENT, means straight eyes.
It is used as a diagnostic purpose and therapeutic purposes.
- to increase fusion amplitude.
- anti suppression exercises.
- treatment of amblyopia.
- treatment of abnormal retinal correspondance.
- to control deviations.
ORDER OF ORHOPTIC TREATMENT -
. amblyopia is treated firstly.
. anti- suppression therapy.
- diplopia training.
- amplitude improvement.
Magnification is a method of increasing the size of the image
so that enough of the retina is stimulated to send an impulse
through the optic nerve allowing an object to be perceived .
It talks about visual impairment, definition, types, CATEGORIES OF VISUAL IMPAIRMENT, Identification of Visually Impaired Children, Causes of Visual Impairment, TEACHER’S APPROACHES TO ELIMINATE THE VISUAL DEFECTS, INSTRUMENTS FOR VISUALLY IMPAIRED, Prevention of Visual Impairment, Plus Curriculum
Aalto University School of Arts, Design and Architecture course Dynamic Visualization Design 1 group work presentation "Visual Impairments" 2012-11-08.
Beyond Teaching invites academicians and professionals to launch their own educational venture with a minimal investment and assured returns. This is a qualifying step for the larger BT Franchisee engagement.
Assistive technology in Teaching students with vision problemDr. Amjad Ali Arain
Students with visual learning disorder have to face the biggest challenge of “printed materials” inside and outside the school. The modern development in science has given birth to Assistive Technology that is helping in designing, developing and improving assistive, adaptive, and rehabilitative devices for people with disabilities and disorders. The use of Assistive Technology, in Learning-Related Vision Problems, can help such students to improve their performance and use their learning potential more efficiently.
BlackBerry Enterprise of Things presentation - Gartner IT ExpoBlackBerry
BlackBerry secures, connects, and mobilizes the enterprise by connecting people, devices, processes, and systems to fully realize a secure “Enterprise of Things.” BlackBerry is no longer about the smartphone, but the smart in the phone and in cars and containers, medical devices and wearables, consumer appliances and industrial machinery, and ultimately the entire enterprise. BlackBerry software secures the Enterprise of Things.
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. ...
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
2. Included in this seminar: Adapting and modifying a specific topic/ unit of work for a child with impaired vision. Including a student who is blind in the classroom.
3. Information to assist you participate in this seminar can be found: “Special Education in contemporary society Textbook” by Gargiulo. Pages 480-518 Vision Australia Contacts http://www.visionaustralia.org.au/info.aspx?page=534 Blind Citizens Australia Contacts http://www.bca.org.au/contacts.htm Association for the Blind http://www.asnblind.org.au/
4. 1. ADAPTING AND MODIFYING A SPECIFIC TOPIC/UNIT OF WORK FOR A CHILD WITH IMPAIRED VISION
5. ACTIVITY ONE Watch the following video clip: http://www.teachers.tv/videos/2862 What adaptations were made for Anna within the classroom in general? What adaptations were made for specific units of work? Make notes and discuss in the forum “Adaptations for Anna” Pause slideshow and go to SPE3003 STUDY DESK to discuss your answers in forum.
6. ACTIVITY TWO Look at the following pictures Using your textbook, make note on which visual impairments you think is being depicted In the forum labelled “Types of Visual Impairments”, please discuss your answers PLUS what you can do to adapt a unit of work to suit someone with that specific type of impairment.
7. PICTURE 1 Image accessed from : National Eye Institute (2010)
8. PICTURE 2 Image accessed from : National Eye Institute (2010)
9. PICTURE 3 Image accessed from : National Eye Institute (2001)
10. ACTIVITY TWO In the forum labelled “Types of Visual Impairments”, please discuss your answers PLUS what you can do to adapt a unit of work to suit someone with that specific type of impairment. Pause slideshow and go to SPE3003 STUDY DESK to discuss your answers in Forum
11. 2.INCLUDING A STUDENT WHO IS BLIND IN THE CLASSROOM :What does a teacher need to know and do?
12. Background on Blindness Blindness is the absence of sight. No “typical” visual impairment Many causes of blindness Can occur familial or congenital Some forms can be cured or improved Estimated 300,000 blind or visually impaired in Australia
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15. The Correct Way To Guide Completing Activity 3 did you experience any difficulty whilst being led by your guide? Below are the correct procedures in guiding a student who is blind. Always ask if assistance is needed. Never assume! Do not lead by: - holding hands - link arms - walk to fast Descriptively inform them of their surroundings When leading through doorways or narrow spaces make sure their hand is in the correct position. Vision Australia, 2007 http://www.youtube.com/watch?v=1XcaCxRWe2M&NR=1
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17. Room enough for safe manoeuvring around independently
18. No obstructions or obstacles they can hit their head or body with
19. Make sure that all electrical cords, frayed carpet or loose tiles are taped or covered to prevent tripping or falling.
20. If visual aids are being used in the classroom, supply verbal descriptions and tactile experiences
21. Don't leave doors ajar. Close or open them fully.
22. Make the student aware of any movement of an object or rearrangement of the classroom Palat, 2008
23. ACTIVITY FOUR You have been allocated your class for the new year. In your class of 27, one of these students is visually impaired. What procedures would you use to familiarise your student with their classroom. Write your ideas down, in point form, in the forum provided. Pause slideshow and go to SPE3003 STUDY DESK to discuss your answers in forum.
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26. Communication tips for teaching students who are blind or vision impaired Identify yourself Use the student's name When talking in a group/ classroom address people by name. Explain to the student about what is going to happen Explain sudden noises Don't shout. People who are blind or vision impaired are not deaf. Talk about what you are doing Tell the student where you are going, who is still with them and when you will be back Give clear directions, don't talk about "here" and "there" Speak directly to the student not through another person It's OK to use words like "look" and "see" and refer to colour when talking to the student. Let the student have hands-on experiences whenever possible. Don't force the student to touch new things if they are unsure about them. Don't leave the student unless they know where they are Vision Australia, 2007
27. References Australia Disability Clearinghouse on Education and Training. (2009). ADCET facts sheets: Teaching and Assessment Strategies for students with vision Impairments or blindness. Retrieved May 12, 2010 from http://www.adcet.edu.au/View.aspx?id=3919 Assess DNA .(2010). Do you know your genetics. Blindness. Retrieved May 6, 2010. http://www.accessdna.com/condition/Blindness/411 Anderson, K.N., Anderson, L.E., & Glanze, W.D., (Eds) (1996). Mosby’s Medical, Nursing & Allied Health Dictionary . (5thed). Missouri: Mosby Inc Cheadle, B. (2005). Twelve Tips for Classroom Teachers. The National Federation of the Blind Magazine for Parents and Teachers of Blind Children, 24, 3. Retrieved May 12, 2010 from http://www.nfb.org/Images/nfb/Publications/fr/fr19/fr05si10.htm Gargiulo, R.M. (2006). Special Education in Contemporary Society - Introduction to exceptionality (2nd ed.). Southbank, VIC: Thomson Wadsworth Malburg, S. Inclusion: Visually Impaired Students in the Regular Education System (2010, March 30). Retrieved May 11 from Bright Hub website: http://www.brighthub.com/education/special/articles/67660.aspx
28. References Mani, M.N.G. (1998). The Role of Integrated Education for Blind Children.[electronic version]. Communiity Eye Health Journal, 11,27,41-42. Retrieved May 11, 2010 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1706061/ National Eye Institute (2001) “Vision”. Retrieved from National Eye Institute 29 April, 2010 http://www.nei.nih.gov/education/visionschool/schintro/VISIONSchoolProgram.pdf National Eye Institute (2010) “NEI Photos, Images and Videos”. Retrieved from National Eye Institute 29 April, 2010 http://www.nei.nih.gov/photo/ Palat, C,. Educating Blind and Visually Impaired Students (18 March, 2008) Retrieved May 15 2010 from TutorFi.com website: http://www.tutorfi.com/wordpress/index.php/educating-the-blind-and-visually-impaired-student Teachers TV (2006) “Visual Impairment in Mainstream – Anna’s World” Retrieved from Teachers TV 16 May, 2010 http://www.teachers.tv/videos/2862 Templeton, S-K,.(Ed). Blind to be cured with stem cells. (2009, April 19). Retrieved May 11 from Times Online website: http://www.timesonline.co.uk/tol/news/uk/health/article6122757.ece
29. THE END Thank-you for your time. Please feel free to give your feedback on our seminar in the forum “SEMINAR FEEDBACK” Renee and Laura
Editor's Notes
Blindness is the absence of sight. The term may indicate a total loss of vision or may be applied in a modified manner to describe certain visual limitations, as in yellow colour blindness (tritanopia), word blindness (dyslexia) or focusing on objects (fixation) (Mosby, 1996 ; Gargiulo, 2006). Legal blindness is a visual acuity of 20/200 or less in the better eye with correction or a visual field that is no greater than 20 degrees (Gargiulo,2006)Vision impairment may result from a range of conditionsand hence, there is no "typical" vision impaired student. The impact of a vision impairment depends on the type, extent and timing of vision loss.There are many causes of blindness. Some forms of blindness can be cured or vision improved with medicines, surgery, and special equipment (Templeton, 2009). Blindness can either be familial (genetic) or congenital (acquired).There are numerous genetic conditionsthat are either associated with congenital blindness, eye abnormalities and/or progressive blindness. Many of these conditions are also associated with deafness (Assess DNA, 2010). The most common visual impairments affecting the school aged child include cataracts, macular degeneration, optic nerve atrophy, diabetic retinopathy, retinopathy of prematurityand glaucoma are come examples of genetic blindness, most of these are progressive (Mosby; Gargiulo, 2006). Acquired forms of blindness occur from injury to the eye(s) or head trauma which could be accidental i.e. sport, chemicals or work related. These acquired forms of blindness can also occur through automobile accidents, violence, illness or disease. (Assess DNA, 2010; ADCET, 2009).It is estimated that there are about 300,000 people who are blind or vision impaired in Australia (Vision Australia, 2007).
A point form outline of what a teacher has to consider when incorporating student who is blind into the classroom Knowing the degree of blindness of your student and causality of the blindness. This will allow you to make the appropriate and suitable adjustments to the curriculum for future lessons. A curriculum for blind children is no different than acurriculum for sighted children though more comprehensive. For every skill expectation of the sighted child, blind children must do more (Mani, 1998). An Individualised Education Plan (IEP) should be put in place before the start of school. The IEP determines the students current level of performance and development and assists in selecting and using appropriate instruments that address issues or concerns relevant to the needs of the student (Garliulo, 2006). Parents, student and teacher aid and/or extra support are informed and involved in all areas of the planning process. This is applicable to Special School and mainstream schools (Garliulo, 2006; Cheadle, 2005 & ADCET, 2009). Prepare as much information as possible and provide materials in accessible formats allowing the students to adapt the information to a format which is suitable for them. Place required book lists and course material orders early so there is sufficient time for them to be reproduced in audio or Braille, if required. Indicate compulsory texts in your reading list, noting important chapters if possible. Specifying the order of reading within a text is helpful as it can take many weeks to have a book reproduced into audio or Braille (ADCET, 2009). (Specifying the order of reading within a text is helpful as it can take many weeks to have a book reproduced into audio or Braille).Your teaching style will need to be ‘verbal’. You will have to be continually mindful of how to communicate information to students who cannot see what you are doing. All of your students will benefit if you read everything as you, or others, write it on the whiteboard or review it from a PowerPoint presentation or overhead projector [this will depend on the severity of blindness] (Cheadle, 2005). Even when you call on students for answers, say their names aloud. You can even occasionally rattle off several names, “Oh, I see that Jason, Sarah, Rachel, and Ryan have their hands up. Ryan, what is the answer?” Learning media needed for the student. Your students preferred method of reading or writing – print, Braille or both and tactual or auditory learning media (Garliulo, 2006 & Vision Australia, 2007) . An orientation with the student to classroom equipment such as seating placement, book shelves, resources or computers in order to minimise the anxiety likely to occur in an unfamiliar environment. This ensuresthe student will settle in and become well adjusted to their new environment. For extra support such as teacher aid or Braille teacher, the school will either have affiliations with a network of organisation or community organisations are available for the independent schools that are not government funded. Most current teachers have no idea how to deal with a student who uses Braille. Therefore, a teacher skilled in teaching Braille should be available to directly teach the visually impaired student, as well as assist the classteacher (Malburg, 2010). This means both teachers must work closely together in order to make this situation work well. This can happen, but it requires a lot of hard work. Most school systems do not allow for a Vision Impaired (VI) teacher to be available all day, so the schedule should be worked out in a way that meets the student's needs within the limits of the VI teacher (Malburg, 2010).
This activity will give you an insight to what it is like to have no vision, and a deeper understanding about the world of your student who is blind.
For correct methods of leading a blind person, please watch the following link.
Visual Impairments such as blindness, affects the type of experiences the child has, ability to travel within the environment, and actual involvement in the immediate and secondary communities (Gargiulo, 2006).