copyright © 2007 allyn & bacon chapter 11 visual disabilities this multimedia product and its...

Copyright © 2007 Allyn & Bacon

Chapter 11

Visual Disabilities

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Introduction to Special Education: Making a Difference

6th Edition


Focus Questions How can the category of visual disabilities be divided into

two functional subgroups? What are the major causes of visual disabilities? What are some ways learning environment can be

modified to accommodate students with visual disabilities? Why must orientation and mobility be long-term

curriculum targets for many low vision and most blind students, and what specific skills must be included?

What technological advances can assist people with visual disabilities at school, in the workplace, and in independent living?


Challenge Question

Why has Braille literacy become such an emotionally charged debate, and how do you think it should be resolved?


Opportunities for a Better Future Vision

Is a distance sense Is a channel used for learning Alerts people to danger

People with visual disabilities Use residual vision Often find mobility a challenge Frequently face considerable stereotypes and bias Make up about 0.05% of all schoolchildren


Thinking About Dilemmas to Solve

How school districts will meet the IDEA mandate to offer braille instruction to those who need it when there are insufficient members of teachers available who know how to teach this skill to students

How the general literacy levels of blind and low vision students who read print can be increased

Ways to eliminate bias and discrimination experienced by people with visual disabilities

How instruction in life skills can be included when students are fully participating in the general education curriculum

Methods of improving the employment rates for this group of people


History of the Field Blind people were

accepted in early societies; possibly the first group of individuals with disabilities who did not face inhumane treatment

Students with visual disabilities were one of the first groups integrated into general education classes in the U.S.

Brief History 1829: Louise Braille adapts

French military code 1829: The New England

Asylum for the Blind opens (Perkins Institute and Massachusetts School for the Blind)

1862: Snellen test is developed

1900: First public class begins in Chicago

1921: American Foundation for the Blind is founded

1947: Hoover cane is developed

1975: Kurzweil Reader is invented

1997: IDEA requires Braille be considered as a reading option


Low Vision and Blindness Defined

In the normal visual process: Light rays enter the cornea The iris responds to the intensity of light Light passes through the pupil to the lens The lens focuses light rays onto the retina The retina sends messages along the optic

nerve to the brain


Low Vision and Blindness Defined

Types of vision loss include: Visual Acuity Peripheral Vision

Tunnel Vision Restricted Central Vision


Low Vision and Blindness Defined Visual efficiency:

Is how well people use their sight

Is influenced by visual acuity and peripheral vision

Varies greatly among individuals

Can be divided into: Low vision Blindness

Can be classified by: Severity Age of onset

Students with low vision may use sight for reading

Students who are blind cannot use vision and are educated through other sensory channels

Acuity Normal vision is said to be

20/20 20/70 means this person

can see at 20 feet what people with normal vision see at 70 feet


Characteristics Visual information contributes to the acquisition

of social skills People with visual impairments have decreased

opportunities for social interaction Characteristics attributed to people who are blind

include: Low self-esteem Socially immature Isolated Passive Withdrawn Dependent


Prevalence Children with visual disabilities comprise 0.05%

of the school-age population The number of students remains stable Prevalence figures vary by state because:

Many are unidentified Definitions vary by state Many are counted in the multiple disabilities category Of access to medical technology


Causes and Prevention Substantial number of

children have a genetic cause for their visual disability

Medical technology can now correct or lessen the impact of a visual disability

Medical technology contributes to the number of visual disabilities by increasing the survival rates of premature babies and those with multiple disabilities

Many visual disabilities can be prevented or lessened through:

Medical technology Visual screenings Safety measures Access to health care


Assessment and Intervention

Assessment is used to determine students’ educational placement, curricular needs and related services.


Technology Computers provide access to printed information through:

Electronic books Closed circuit television (CCTV) Talking books Braille versions of texts Kurzweil 1000 readers

New technology includes: Visual aids: enlarged print displays, large-print books Audio aids: Braille n’ Speak, talking books, watches and clocks,

audio descriptions Tactile aids: labels, maps, books

Barriers to assistive technology Cost Information


Early Childhood Education

Effective preschool programs should promote: Basic

communication and interaction patterns

Play Students who are

blind or have low vision are two years behind sighted peers in play skills

Exemplar preschool programs:

Are structured Have secure atmospheres Include many play

opportunities Are informal and homelike Have broad instructional

opportunities Include interaction with

peers without disabilities Support the family Support literacy skills


Elementary Through High School The majority of students spend the majority of their time

in general education classrooms Curriculum targets should include:

Life skills Skills for independence Literacy Orientation and mobility Sports and recreation

Methods of reading and writing include: Braille (less than 10%) Enlarged print Print to voice translations


Elementary Through High School Braille-to-print and print-to-braille is readily

available through computer technology and makes access to the general education curriculum easy

Braille is less popular today because: Unavailability of teachers who know how to use or

teach braille Increasing availability of audiotapes Immediate computerized print-to-voice translations Difficulty in both cost and time of getting braille

versions of books


Elementary Through High School

Accommodations and modifications are determined for each student and may include: Changing a teaching style Allowing students to position themselves where

they can benefit most from instruction Elimination of obstacles and hazards Providing consistent organization, expectations,

and consequences


Collaboration for Inclusion Over 85% of youngsters attend public school Only 8% attend residential center schools Collaborative services from visual disabilities experts

should be available to all students Itinerant vision teachers can help general educators to

structure the learning and physical environment All teachers should be aware of their language

Avoid vague language and be careful to use terms that concretely name their referents.

Extended time is an important accommodation in inclusive settings


Transition Through Adulthood Bias and discrimination remain barriers to employment

commensurate with abilities Blind and low vision students have one of the highest high

school graduation rates of all students with disabilities As a group, they tend to be under-employed due to

discrimination and sometimes a lack of: High level of literacy Social interaction Self-advocacy

Many adults feel that their access to recreational, leisure, and cultural activities is limited

More events are becoming accessible because of changes in attitudes and the ADA law


Families Parents must help their children develop skills such

as: Communication Independent living Mobility Sensory development Fine and gross motor skills Cognition Social skills

Parents and educators need to develop strong partnerships

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