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Vision Impairment Seminar

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SPE 3003 Vision Impairment Seminar

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Vision Impairment Seminar

  1. 1. VISION IMPAIRMENT SEMINAR<br />By Laura Bucciarelli and Renee Irving<br />
  2. 2. Included in this seminar:<br />Adapting and modifying a specific topic/ unit of work for a child with impaired vision.<br />Including a student who is blind in the classroom. <br />
  3. 3. Information to assist you participate in this seminar can be found:<br />“Special Education in contemporary society Textbook” by Gargiulo. Pages 480-518<br /> Vision Australia Contacts http://www.visionaustralia.org.au/info.aspx?page=534<br /> Blind Citizens Australia Contacts http://www.bca.org.au/contacts.htm<br />Association for the Blind http://www.asnblind.org.au/<br />
  4. 4. 1. ADAPTING AND MODIFYING A SPECIFIC TOPIC/UNIT OF WORK FOR A CHILD WITH IMPAIRED VISION<br />
  5. 5. ACTIVITY ONE<br />Watch the following video clip: http://www.teachers.tv/videos/2862<br />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”<br /> Pause slideshow and go to SPE3003 STUDY DESK to discuss your answers in forum.<br />
  6. 6. ACTIVITY TWO<br />Look at the following pictures<br />Using your textbook, make note on which visual impairments you think is being depicted<br />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.<br />
  7. 7. PICTURE 1<br />Image accessed from : National Eye Institute (2010)<br />
  8. 8. PICTURE 2<br />Image accessed from : National Eye Institute (2010)<br />
  9. 9. PICTURE 3<br />Image accessed from : National Eye Institute (2001)<br />
  10. 10. ACTIVITY TWO<br />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.<br /> Pause slideshow and go to SPE3003 STUDY DESK to discuss your answers in Forum<br />
  11. 11. 2.INCLUDING A STUDENT WHO IS BLIND IN THE CLASSROOM :What does a teacher need to know and do?<br />
  12. 12. Background on Blindness<br />Blindness is the absence of sight.<br />No “typical” visual impairment<br />Many causes of blindness<br />Can occur familial or congenital<br /> Some forms can be cured or improved<br />Estimated 300,000 blind or visually impaired in Australia<br />
  13. 13. Brief Outline <br />There are many aspects to consider when incorporating a student who is blind into your classroom.<br />The degree of blindness of the student<br />The background of the blindness<br /> Adjustments and modification to lessons and curriculum <br /> Preparation for lessons<br /> Extra equipment and resources needed<br /> Teaching style <br /> Educating staff members and students peers<br /> Support staff<br />We will be focusing on how you would: <br />Correct procedure in guiding the blind<br /><ul><li>Create a safe and convenient classroom layout.
  14. 14. Introduce your student to the classroom </li></li></ul><li>ACTIVITY THREE <br />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. <br /><ul><li>You will need:</li></ul> - group in pairs. <br /> - a blindfold.<br />One person in your pair will be blindfolded. The other person will lead blindfolded person around the room safely.<br />Write down <br />Blindfolded person<br /> - How you felt being blindfolded <br /> - How safe you felt being lead around the room<br />Leading <br /> - How confident were you at leading<br /> - How safely did you lead .<br />Reverse roles and carry out activity again and compare experiences<br />Pause slideshow and go to SPE3003 STUDY DESK to discuss your answers in forum.<br />
  15. 15. The Correct Way To Guide<br />Completing Activity 3 did you experience any difficulty whilst being led by your guide? <br />Below are the correct procedures in guiding a student who is blind.<br />Always ask if assistance is needed. Never assume!<br />Do not lead by:<br /> - holding hands <br /> - link arms<br /> - walk to fast<br />Descriptively inform them of their surroundings<br />When leading through doorways or narrow spaces make sure their hand is in the correct position. <br />Vision Australia, 2007 <br />http://www.youtube.com/watch?v=1XcaCxRWe2M&NR=1<br />
  16. 16. Safe and Practical Working Environment<br />How to make your classroom a safe and practical working environment for you and your student who is blind or visually impaired. Make sure:<br /><ul><li> Room is free from excess clutter; make it difficult to locate necessary items which can cause frustration.
  17. 17. Room enough for safe manoeuvring around independently
  18. 18. No obstructions or obstacles they can hit their head or body with
  19. 19. Make sure that all electrical cords, frayed carpet or loose tiles are taped or covered to prevent tripping or falling.
  20. 20. If visual aids are being used in the classroom, supply verbal descriptions and tactile experiences
  21. 21. Don't leave doors ajar. Close or open them fully.
  22. 22. Make the student aware of any movement of an object or rearrangement of the classroom </li></ul>Palat, 2008<br />
  23. 23. ACTIVITY FOUR<br />You have been allocated your class for the new year. In your class of 27, one of these students is visually impaired. <br />What procedures would you use to familiarise your student with their classroom.<br />Write your ideas down, in point form, in the forum provided.<br />Pause slideshow and go to SPE3003 STUDY DESK to discuss your answers in forum.<br />
  24. 24. Classroom Familiarisation<br />For a blind student, becoming familiar with the classroom is an important process. There are several techniques one can use to navigate a student around the classroom. The two video links below show how to explore the perimeter and inner area of a classroom.<br />Compare your answers from Activity 4 with the video links. <br /><ul><li>Part 1 – Exploring the Perimeter of the Classroom http://www.youtube.com/watch?v=OiPXNpjGIqE
  25. 25. Part 2 – Exploring the Inner Classroom http://www.youtube.com/watch?v=8o_EhEaL31A&feature=related</li></li></ul><li>Classroom Familiarisation<br />Having a point of origin is a helpful way for the student to navigate their way around the room i.e. To the cupboard at the back of the room, to their seat. <br />It is also vital that the student is as familiar with the outer classroom environment as they are with the inner dimensions of the classroom.<br />The two short video links show how this can be achieved <br /> Part 3 – Seating placement http://www.youtube.com/watch?v=OO5UAbzY3_4<br /> Part 4 – Exploring outside the classroom http://www.youtube.com/watch?v=oq6n3Oa3Tnw<br />
  26. 26. Communication tips for teaching students who are blind or vision impaired<br />Identify yourself <br />Use the student's name <br />When talking in a group/ classroom address people by name. <br />Explain to the student about what is going to happen <br />Explain sudden noises <br />Don't shout. People who are blind or vision impaired are not deaf. <br />Talk about what you are doing <br />Tell the student where you are going, who is still with them and when you will be back <br />Give clear directions, don't talk about "here" and "there" <br />Speak directly to the student not through another person <br />It's OK to use words like "look" and "see" and refer to colour when talking to the student. <br />Let the student have hands-on experiences whenever possible. Don't force the student to touch new things if they are unsure about them. <br />Don't leave the student unless they know where they are <br /> Vision Australia, 2007 <br />
  27. 27. References<br />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<br />Assess DNA .(2010). Do you know your genetics. Blindness. Retrieved May 6, 2010. http://www.accessdna.com/condition/Blindness/411<br />Anderson, K.N., Anderson, L.E., & Glanze, W.D., (Eds) (1996). Mosby’s Medical, Nursing & Allied Health Dictionary . (5thed). Missouri: Mosby Inc<br />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<br />Gargiulo, R.M. (2006). Special Education in Contemporary Society - Introduction to exceptionality (2nd ed.). Southbank, VIC: Thomson Wadsworth <br />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<br />
  28. 28. References<br />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/<br />National Eye Institute (2001) “Vision”. Retrieved from National Eye Institute 29 April, 2010 http://www.nei.nih.gov/education/visionschool/schintro/VISIONSchoolProgram.pdf<br />National Eye Institute (2010) “NEI Photos, Images and Videos”. Retrieved from National Eye Institute 29 April, 2010 http://www.nei.nih.gov/photo/<br />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<br />Teachers TV (2006) “Visual Impairment in Mainstream – Anna’s World” Retrieved from Teachers TV 16 May, 2010 http://www.teachers.tv/videos/2862<br /> 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<br />
  29. 29. THE END<br />Thank-you for your time.<br />Please feel free to give your feedback on our seminar in the forum “SEMINAR FEEDBACK”<br />Renee and Laura<br />

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