Transcript Students with Blindness or Low Vision

Students with Blindness
or Low Vision
Chapter 9
© 2009 The McGraw-Hill Companies, Inc.
What is the History of Blindness
and Low Vision?
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Examples that illustrate accomplishments from early times:
Homer’s The Iliad and The Odyssey
1800’s – Louis Braille developed a system for reading, writing, and
music using raised dots which could be “read” with one’s fingers
Formal education for this population began in the U.S.; and the
American Printing House for the Blind was established.
Early 1900’s saw emergence of public school programs.
Advocacy movements stressed integration into all facets of society.
1990’s – Professionals developed a common core curriculum and a
national agenda for students with blindness and low vision.
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What is the Legal Definition of
Blindness and Low Vision?
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Legal Blindness – vision of 20/200 or worse in the best
eye, with the best possible correction OR field of vision
limited to no more than 20 degrees (does not equate to
total blindness)
Low vision – vision of 20/70 to 20/200 (also called partial
sight)
Visual acuity – how sharp visual images are perceived
Visual field – the scope of what one can see without
turning the head or moving one’s eyes
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What is the IDEA 04 Definition?
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Visual impairments including blindness are
defined as “vision that, even with correction,
adversely affects a child’s educational
performance. The term includes both partial
sight and blindness.”
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What Else Should I Know About the
Definitions of Blindness and Low Vision?
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Legal definitions emphasize visual acuity and residual vision.
Teachers should be concerned with how well a student can use
residual vision and the impact on educational performance.
Students with low vision may be able to use printed materials
(for example, large print books).
Students with blindness may need to learn through means
other than printed materials.
Individuals with the same visual acuity can function
differently in the same classroom.
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What is the Prevalence of
Blindness and Low Vision?
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Only about .04% of the school age population
have been identified with visual impairments.
90% of all individuals with visual impairments
have some functional vision.
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What are Some Causes of
Blindness and Low Vision?
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Optical defects
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Refraction – focusing light as it passes through different
components of the eye
Refractive errors are more common and include:
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Astigmatism – focusing problems whether stimuli are near or far;
usually present at birth; may cause headaches, nausea or tired eyes
Hyperopia – can see better at far distances than close up
Myopia – can see better at close range than at distances
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
The Eye (Figure 9.1)
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What are Some Causes of
Blindness and Low Vision?
(continued on the next slide)
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Ocular Motility Defects
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Nystagmus – eyes move abruptly in continual jerky types
of involuntary motion; may cause the student to tilt or turn
his/her head to try to see better
Strabismus – any deviation in the alignment of the eyes as
a result of muscle imbalance or neurological condition
Amblyopia – suppression of images which causes a
blurred image in either or both eyes (“lazy eye”); can lead
to permanent vision loss if untreated
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What are Some Causes of
Blindness and Low Vision? (continued)
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External eye problems can affect the orbit, eyelids
and cornea
Growths, thinning, or inflammation of the cornea can
lead to problems with vision, pain, and tearing of the
cornea
Internal eye problems can include Retinopathy of
Prematurity (a possible complication of premature
birth
Cortical visual impairment – vision loss associated
with brain damage
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What are some Possible Characteristics of
Students with of Blindness or Low Vision?
(continued on the next slide)
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Intellectual Characteristics: The ability to see may
have little or no effect on one’s general intelligence.
Play and Social Interaction Skills: These may be
delayed.
Language and Concept Development: Language
does not appear to be significantly affected for many
students. Association of words with concepts and
understanding concepts may be difficult without
hands-on experiences.
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What are some Possible Characteristics of
Students with of Blindness or Low Vision?
(continued)
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Academic Achievement: When considering achievement,
assessment methods should be considered. Students with
blindness or low vision can succeed in academics at the
same rate as their peers.
Perceptual Abilities: Visual perception may be
significantly affected and include orientation, mobility,
and wayfinding
Psychological and Social Adjustment: These areas may
be affected including social isolation and negative
reactions from peers
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
How is Blindness and Low Vision
Identified in Infants and Toddlers?
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Medical professionals may diagnose based on
a child’s lack of visual fixation on parents’
faces or interesting objects, abnormal eye
movement, family history, and visual acuity.
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
How is Blindness and Low Vision
Identified in School-Aged Students?
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Snellen charts are used for screening.
Teacher reports of frequent behaviors (rubbing eyes, squinting,
tilting head to look at books, holding objects close to eyes,
etc.) that indicate problems seeing.
Comprehensive assessment – follows confirmation of a vision
loss adversely affecting educational performance
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Functional vision, learning media, cognitive ability, academic
achievement, orientation and mobility skills, social skills and
independent living skills
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What Should I Teach Students with
Blindness or Low Vision?
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Regular curriculum + expanded core
curriculum to address their needs specific to
their vision loss
Expanded core curriculum may include skills
needed in the core curriculum at a greater
depth than sighted peers or skills sighted peers
would not need
Self-advocacy and self-determination skills
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What is the Expanded
Core Curriculum?
 Skills students with blindness or low vision
may need
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Compensatory skills
Visual efficiency skills
Literacy and Braille skills
Listening skills
Orientation and mobility skills
Social interaction skills
Independent living skills
Recreation and leisure skills
Career and transition skills
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
How Should I Teach Students with
Blindness and Low Vision?
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In general, students with blindness and low vision should learn
the same information as general education students although
more time and accommodations might be needed.
Counseling to deal with reactions from others
Possible teaching of care for prosthetic eye
Adaptations for color or visual discrimination problems
Responding to traffic signals, etc.
Provide a copy of teacher’s notes
Read aloud
Supply audio tapes/CDs of print materials
Use hands-on models and manipulatives
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What are Considerations for the
Instructional Environment?
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Assist through touch and sound, more than sight, for those
with little or no functional vision.
Use specialized equipment.
Provide equal access to the core curriculum.
Do not re-arrange the furniture or leave items in the path.
Determine the LRE based on student needs and strengths,
preferences, and related services needs.
In general, provide appropriate lighting, tactile materials,
necessary print size, and decrease visual clutter.
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What Types of Instructional
Technology Can be Used?
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Use programs to magnify computer screens.
Scan materials for access.
Provide Braille if the student uses it.
Always use captioned videos.
Use of a guide dog may be needed.
May scan in materials and use a synthesizer
that reads the text to the student
Voice recognition software applications
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What are Some Considerations for the
General Education Teacher?
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Request large print materials in advance.
Get training on the use of optical devices and software.
Encourage student relationships and interaction.
Support emotional and learning needs.
Provide daily cues.
Consult with vision specialist regularly.
Use tactile materials.
Reduce glare on materials.
Speak in normal tones.
Tell the student when you are leaving the room.
Maintain high expectations and give regular feedback.
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.