Vision
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Transcript of Vision
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?