VISUAL IMPAIRMENTS

Visual ImpairmentLearning DisabilityAttention Deficit Hyperactivity DisorderMeeting the Needs of our Students with DisabilitiesDefinition and Classifications of Visual ImpairmentAn impairment in vision that, even when corrected, adversely affects an individuals educational performancePartially sightedLow visionLegally blindTotally blindCongenital or acquired

Vision Loss CategoriesPARTIALLY SIGHTEDPoor visual acuity (20/70); very limited field of vision (20 degrees)Can read enlarged, magnified printLOW VISION/BLINDUnable to read a newspaper at a normal viewing distance even with correctionLEGALLY BLINDVisual acuity of 20/200; very limited field of vision (less than 20 degrees)TOTALLY BLINDInability to recognize a strong light directly in eyesMust use Braille or other non-visual media to learn

CharacteristicsMotor development delays due to restricted motor activitySocial and emotional delays much is learned through observation and imitationIntellectual delays so much of the learning process is visualSelf stimulatory behaviors (blindisms)

Specific Learning DisabilityA disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, which may manifest itself in the imperfect ability to listen, think, speak, write, spell or perform mathematical calculations (Individuals with Disabilities Education Act)Deficit lies within the central nervous systemAffects how an individual learns, not how well they learnMany possess normal intelligence, but academic performance lags behind peersHidden disability

Types of Learning DisordersProblems with:Arithmetic (discalculia)Reading (dyslexia)Handwriting (disgraphia)SpellingUnderstanding and/or using verbal and nonverbal abilities (developmental aphasia, expressive language)

Incidence & Cause3 to 15 % of the population depending on number of characteristics in definitionVast majority (70-90%) are maleIncidence in schools has tripled since 1970sCAUSENeurologically based, but of an unknown originCharacteristicsNeurophysiological deficitsSensory input processing deficitsProblems processing informationLanguage deficitsMemory deficits short and long termShort attention spanDifficulty staying organizedAvoid reading and writing tasks

Attention Deficit Hyperactivity DisorderADD and ADHD fall within same category and are defined as a neurodevelopmental disorder characterized by inattentiveness, impulsiveness, and hyperactivity3 typesMales are diagnosed 4 times more frequently than femalesCauses are unknown believed to be geneticInvolves prefrontal cortex, basal ganglia, and cerebellumADHD CharacteristicsAvoids activities requiring sustained application, mental effort, concentrationMessy and/or partially completed workMay appear to be daydreaming, inattentiveTrouble reading social situations, thus causing out of turn comments, conversations at inappropriate timesCharacteristics ADHD and ADDADHD - InattentiveADHD Hyperactive-ImpulsiveInattentiveMakes careless mistakes rush through things without thinkingPoor listeningNo follow through on instructionDifficulty organizing tasksLoses things necessary for tasksEasily distractedForgetful

Hyperactive-ImpulsiveFidgets in seatLeaves seat oftenLoudOn the goTalks excessivelyBlurts out answers before question is completeInterrupts othersTeaching Tips for Students with DisabilitiesHigher EducationIn college:Instruction is fasterStudy skills are neededCritical thinking is requiredThere are more and larger comprehensive assignmentsIndependent thought requiredAbility to multitask neededStudents with DisabilitiesMany SWD entering college are not prepared to cope with the rigors of higher educationFor some, it could be due to a poor transition plan in high schoolRequired by age 16 by IDEA, but states slow and inconsistent in implementation; may not involve studentMany SWD lack one or more of the following skills:Time managementEmpowermentSelf-advocacy do not take initiativeConfidenceSecurity

Hong, Ivy, Gonzalez, & Ehrensberger, 2007; National Council on Disability, 2003; Oesterreich & Knight, 2008Lack of SkillsPoor problem solving, evaluation, monitoring, and communication skillsCommunication of their needsRecognition of strengths and weaknessesDifficulties with multitaskingStruggle distinguishing between pertinent and irrelevant infoSome students enter college with reading skills at least 3 years below their last grade level

Hong, Ivy, Gonzalez, & Ehrensberger, 2007; Tincani, 2004Higher Ed FacultyMany educators may not have prior experience working with individuals with disabilities, thus unaware of how to meet their needsSWD thus feel isolated, misunderstoodThere is a lack of collaboration between faculty and campus support services for SWDWe need to understand the challenges these students face and their possible inability to cope with demandsWe provide accommodations, not treatmentBarrett, 1997; Hong, Ivy, Gonzalez, & Ehrensberger, 2007; Prentice, 2002; Tincani, 2004

Questions to AskWe must provide reasonable accommodationsWe each decide how to carry these outA few questions for educators to ask:To what extent can this student meet the specific task(s)?What is this students current level of learning ability?Does s/he understand what is being taught?Does s/he know how to study?Hong, Ivy, Gonzalez, & Ehrensberger, 2007Keeping it Fair and RealisticMeet with the SWD and work out a planAsk them:What it is you need to be successful in this class?What can I do to help?In what subjects do you experience success?Why were you successful?What do you consider your strengths? Your weaknesses?What do you specifically do to prepare for class or a test?Offer multiple learning tools to all studentsUltimately, we are preparing these students for the work worldGradually withdraw supportsThey have to take responsibilityHodge & Preston-Sabin, 1997

Teaching Strategies for VIUtilize perceptual motor componentsExplain (auditory) and demonstrateAvoid terms look and seeBe very descriptiveProvide kinesthetic and tactile stimulation - manually guide student through activity Address the student by namePosition students in the frontSelect activities for both sighted and non-sighted students Utilize peersAuxter, Pyfer, & Huettig, 2005Teaching TipsAcademic adjustmentsDont change curriculum, just modify it to create an even playing fieldProvide optimal support and opportunity for ALL learnersClarify directions and expectationsBe flexibleRespect student confidentialityEncourage students to participateHelp students understand their responsibilitiesHelp students to acknowledge their efforts ownershipPositive reinforcement and feedbackProvide different and more assessmentsOften 2 tests and a paper a nightmare for these studentsOral examsAllow student to put answers next to questionsHong, Ivy, Gonzalez, & Ehrensberger, 2007; Prentice, 2002

Teaching TipsMeet environmental needs (seating, comfort, can they hear/see, etc.)Allow more time to complete work; start tests earlyBe consistentChange activities oftenLecture can be difficult for these studentsUtilize a multiple sensory approachVisual, tactile, kinesthetic, auditoryBreak tasks down into smaller componentsAllow students to take breaks during examsIntegrate study skills into courseworkTeach them how to outline chapters and write study questionsHong, Ivy, Gonzalez, & Ehrensberger, 2007; Lavay, 2005; Prentice, 2002Teaching TipsSyllabusAccommodation statement; keep communication link openActive student responding (observable behavior)Peer tutoringResponse cardsRemedial activities for low test scoresFluency building (SAFMEDS)Say all facts a minute each day shuffledBy meeting their needs, you are meeting ALL students needs

Prentice, 2002; Tincani, 2004