Visual Impairment
Description:
There are many types of visual impairments. Students with non-correctable vision problems have visual impairments. According to Cheryl Gabbert's article "Common Types of Visual Impairments," there are specific criteria that needs to be met in order to determine if a student is visually impaired. Gabbert writes that in order for teachers to affectively plan for teaching students with vision problems, one would need to understand the four main types, "Partially Sighted, Low Vision, Legally Blind, [and] Totally Blind."
According to Gabbert, these are the descriptions of each type.
Partially Sighted: "A visual impairment that adversely affects a student's educational performance even when corrected to the extent possible."
Low Vision: "If someone's vision is between 20/70 - 201/160 and cannot be corrected, the student has moderate to low vision."
Legally Blind: "From 20-200 - 20/400 is legally blind with severe low vision. From 20/400 - 20/1000 is profound visual impairment, and is very close to total blindness."
Totally Blind: "The lack of light perception is know as total blindness or total visual impairment."
Indicators:
Losing your eyesight can be very scary, and people often try to cover up the fact that they are losing the ability to see well. However, FamilyCare America, Inc. has demonstrated some signs of visual impairment that teachers need to be aware of and to acknowledge. If a student or loved one is experiencing difficulty during daily activities such as:
- Making changes in how they perform normal activities such as watching T.V. or driving
- Squinting to get an object in focus
- Trouble locating familiar objects in a familiar environment
- Wearing mismatched clothing.
- Leaning against the wall when walking (in the absence of other physical ailments)
- Running into objects
- Difficulty walking on uneven surfaces
Or even simple tasks while eating, drinking, reading, and writing can be signs that a student has a visual impairment. Teachers should watch for students:
- Having difficulty getting food onto a utensil
- Having difficulty serving from a platter
- Frequently spilling food
- Frequently knocking over items while reaching for something else
- Inability to read while holding an object very near to the face or at an odd angle
- Having difficulty writing on the lines of a piece of paper
- Creating handwriting that is becoming less clear
- Frequently complaining that the lighting is inadequate for reading or writing
If any of these symptoms or irregularities occur, encourage your student or loved one to go see an eye doctor.
Accommodations:
Students with visual impairments can have very different needs and abilities. Unfortunately. the typical learning environment is extremely visual and does not meet the needs of every individual with visual impairments. First and foremost, the teacher needs to sit down with other teachers, the student, parent, even administration (the student's IEP team) to figure out the specific needs of that particular student. Some students may be able to see Power Points, information on chalkboards, and demonstrations, while others may not.
Once the teacher understands the specific needs of the student, then the teacher can utilize assistive technology to accommodate for the student's learning. Assistive technology consists of:
- Screen magnification or reading software
- Text to speech software
- Type & Speak or Braille & Speak devices
- Voice recognition software
- A computer with optical character reader and voice output, or Braille display and printer output
These are just a few forms of assistive technology that can be utilized in the classroom for visually impaired students.
Furthermore, teachers need to be aware of the classroom environment in general. The teacher needs to routinely check for any changes in the room and tell the student if changes occur. The teacher needs to encourage the student to sit in the front of the room, and call the student by name to get his/her attention. Another important thing for visually impaired students is to make sure you identify yourself anytime you speak to them. Finally, the teacher needs to be specific in their directions and try to avoid saying things like "over here," and "there," which are vague terms.
http://www.caregiverslibrary.org/caregivers-resources/grp-disabilities/hsgrp-sight-impairment/signs-of-visual-impairment-article.aspx
Students that are visually impaired may have different needs that have to be met by the teacher. Teachers need to be able to:
- Provide notes, handouts, assignments, and other printed materials by audiotape, in Braille, or with magnifications, and images
- Carefully describe important visual occurrences of learning activities
- verbally spell any new or technical words. This will help both the visually impaired students and others.
- Use real objects for three-dimensional representations when possible
- Adapt instructions for auditory or tactile presentation
- Allow the student to use a tape recorder for recording lectures, class discussions, and presentations.
- Clearly present assignments and their goals to students during review time
- Review assignment instructions orally.
With preparation and planning, teachers can ready their classrooms, and themselves, for students with visual impairments. Some of these modifications for visually impaired students may help other learners as ell. Regardless, everyone in the classroom will benefit from learning together with a student with different abilities and needs - even the teacher.
Below is a quick video to demonstrate what it is like to be visually impaired in everyday life.
References:
http://www.brighthubeducation.com/special-ed-visual-impairments/35103-common-types-of-visual-impairment-in-students/
http://www.caregiverslibrary.org/caregivers-resources/grp-disabilities/hsgrp-sight-impairment/signs-of-visual-impairment-article.aspx
The Ohio Learning Network and Inclusion in Science Education for Students with Disabilities
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