5. Classifications Of Visual
Impairment
1. For educational purposes
1.1 Totally blind
1.2 Low vision
2. Kinds and types of blindness
2.1 According to age onset
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6. 1. For Educational Purposes
1.1 Totally blind
- very little or no
vision perception
at all
- Visual acuity of
20/200 or less in
the better eye
- braille
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7. 1. For Educational Purposes
1.2 Low vision
- better visual
perception
- can read large
print or regular
print under special
conditions
- remaining visual
acuity of 20/70 in
the better eye
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8. 2. Kinds and Types of
Blindness2.1 According to
age onset
2.1.1 Congenitally
Blind
- born blind
- impairment is
present at birth
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9. 2. Kinds and Types of
Blindness
2.1 According to age onset
2.1.2 Consequently Blind
- Acquired blindness
before age 5
- may have no
experience on visual
imagery
- may have retained
very little including color9
10. 2. Kinds and Types of
Blindness
2.1 According to
age onset
2.1.3 Adventitiously
Blind
those who lost
vision from 6
years or above
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18. * Directive Part
1. Strabismus
(cross eyes)
• Failure of both eyes to
direct gaze simultaneously
at the same object
• Faulty muscle coordination
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19. *Directive Part
2. Nystagmus • Rapid and voluntary
movement of the eyeball
• Can occur as a secondary
characteristic of a variety of
visual disorders and brain
injury
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20. *Directive Part
3. Amblopia ex Anopsia • Dimness of vision
due to disuse of the
weak eye from
improper muscle
balance
20
25. Physical Social & Emotional Intellectual/Learning
• Absence of eyeball • Tends to be
extremely
dependent
• Lack of normal visual
stimulation may retard
growth
• Discolored eyes • Inferior • Some visually impaired
children may begin to
talk later than the
sighted
• Severe cross eyes • Fearful • Those who have talent
and interest in music
may show exceptional
ability in this area.
• Excessive involuntary
movement
• Unduly sensitive
• Poor posture and
unnatural gait
• Easily discouraged
/Frustrated
• Restriction in
mobility and spatial
orientation
• Self conscious
• Easily Embarassed
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26. Characteristics of Visually
Impaired Children
Other distinctive Characteristics:
1. Groping
2. Wearing dark glasses
3. No eye to eye contact
4. Slow in moving
5. Use of cane
6. Sensitive to sound and smell
7. Cannot read printed materials
8. Color and light blindness
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28. Visual Acuity Test
• A visual acuity test is an exam that
determines how well a person can
see the details of a word or symbol
from a specific distance away.
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29. Visual Acuity Test
• Different types are:
Snellen Test
Random E’s/Tumbling E Chart
Broken Ring Chart
Allen Chart
Teller Acuity Cards
Optokinetic Drum
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34. Program Models
A. The Residential School Model
B. The Self-contained Classroom Model
C. The Resource Room Model
D. The Itinerant Or Teacher Consultant
Model
E. Early Childhood Model
F. Special Education Center
G. Homebound Instruction
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48. 1. Individualization
• Special Classes should be kept
small
6 to 8 pupils (elementary)
up to about 12 (later on)
• Only one blind child in an
integrated class
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49. 2. Use of Concrete Objects
and Experiences
• By touch, blind children gain actual
knowledge of the objects
Shape
Size
Weight
Hardness
Surface qualities
Pliability
Texture
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50. 2. Use of Concrete Objects
and Experiences
• Listening/hearing is a medium of
social contact
–A source of descriptive information
–Provides a sense-giving clue to the
Presence
Location
Condition of objects
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51. 2. Use of Concrete Objects
and Experiences
• Concreteness in teaching helps
the child to avoid falling into a
pattern of unreality and
verbalism which may prevent his
realistic awareness of the world
and its social and economic
demands upon him.
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52. 3. Unified Multisensory
Instruction Approach
• A blind child gains many impressions
by:
Hearing
Smelling
Feeling air currents
Temperature changes
Touching objects or parts of them
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53. 3. Unified Multisensory
Instruction Approach
• A blind child is presented
with “units of experience”
such as that of a grocery
store, post office or farm.
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54. 4. Additional Stimulation
• The teacher of a blind child
must provide him with
opportunities for experiences
which he cannot gain on his
own.
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55. 5. Self – Activity (Learning
by Doing)
• They need hands-on
experiences. We know that
everyone learns best by active
involvement with ideas, and
the same is true for students
with visual impairments.
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