Low Vision and Blindness

Lois Gumataotao and Gladys UyED 443G: Assistive/ Adaptive Technology

November 5, 2008

Dr. Jacqui Cyrus

Objectives

1. Be able to divide visual disabilities into two functional subgroups

2. Discuss ways to accommodate the general education setting for students with visual disabilities

3. Describe types of assistive technology that benefit people with visual disabilities at school, in the workplace and in independent living.

IDEA Definition

...means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.

Types of Visual Loss

Activities:

Tunnel Vision

Peripheral Vision

Temporary Blindness

Prevalence/Incidence

Nationally: 1.3 million Americans are legally blind 10 million have low vision About 23,973 students between ages 6-17 receive

SPED because of low vision or blindness

Locally:GPSS is servicing 10 students that are legally blind or have

visual inpairments for SY 08-09

Signs of Visual Problems

Appearance of the eyes:Excessively watery

Are red or continually inflamed

Appear crusty

Are swollen• Problems with School Work:

The student has difficulty:

Reading small print

Identifying details in pictures

Difficulty distinguishing letters

Causes and Prevention

Causes:Prenatal factors…heredity

• Treatments:Laser treatment, surgery, corneal implants

• Prevention:Wear protective eye gearEat vegetables high in Vitamin A

Assessment

Two types of eye specialists provide diagnosis and treatment:

1. Ophthalmologists (medical

doctors who specialize

in eye disorders)

2. Optometrists (professionals

who measure vision and

prescribe corrective lenses

Early Intervention

OphthalmologistOccupational therapistPhysical therapistOrientation and mobility instructorSocial worker

Teaching Tips

Understand the child’s visual functioning capabilities

Learn the child’s nonverbal cues indicating interest

Identify visual features that enhance the child’s visual functions (color, contrast, size)

Accommodating for Inclusive

Environments

Making the Classroom safe:Open or close the doors fullyEliminate clutter from the room, especially from the

aisles and movement pathsDon’t leave the room without telling the student.

• Supplement Instruction:Prepare enlarge-print or braille handouts,

summarizing key pointsAudio record lectures

Assistive Technology Devices:

Walking CanesMagnifiersTalking watchesTalking calculatorsBraille Books

Transition

Postsecondary Options:Begin the search for the right college program

Register for classes as early as possible

Contact readers, locate assistive devices and arrange for accommodations

Stay in close communication with faculty

• Transition to work:Community employment during high school

Internships in real work settings during high school

Collaboration

Teachers should collaborate with the

same professionals as in early intervention

processes. They are experts in their fields and are able to assist for effective instruction.

Youtube

12 year old blind boy plays football

http://www.youtube.com/watch?v=7Ycdpxu51OA

References

Smith, Deborah (2007), Introduction to Special Education: Making a Difference 6th Edition. Pearson Education, Inc.

Youtube http://www.youtube.com/watch?v=7Ycdpxu51OA

http://www.elmhurst.edu/~chm/vchembook/532vitaminA.html

Mr.Jason Cruz

Thought Provoking Questions

If a blind student refuses an auditory/oral test and insists on a braille one, yet you have no materials, what would you do?

What kind of classroom rules would you implement if you had all visually impaired or blind students?

How would you teach a blind student if the parent refuses special education?