1. The Visually Impaired Their Special Needs

2. What does Visually Impaired mean? Two main functional categories of visual impairments: Low Vision Blind Two main functional categories of visual impairments: Low Vision Blind

3. Low Vision Low vision students usually are print users May require special equipment and materials Low vision students usually are print users May require special equipment and materials

4. Legally Blind In New Zealand, legal blindness means a person has less than 3/60 sight in the best eye, with corrective aids.blindness This means you would only be able to see an object at 3 metres compared to the expected 60 metres. In New Zealand, legal blindness means a person has less than 3/60 sight in the best eye, with corrective aids.blindness This means you would only be able to see an object at 3 metres compared to the expected 60 metres.

5. Causes of Visual Impairment Congenital Vision loss, through accidents Most common conditions are age-related macular degeneration, diabetic retinopathy, glaucoma cataracts Congenital Vision loss, through accidents Most common conditions are age-related macular degeneration, diabetic retinopathy, glaucoma cataracts

6. Issues for Students Left out of some secondary school classroom activities Subjects like geography, science and physical education appeared less accessible than other subjects No mobility and independence education to help them get around Left out of some secondary school classroom activities Subjects like geography, science and physical education appeared less accessible than other subjects No mobility and independence education to help them get around

7. Students found getting out and about difficult Felt that most people would be helpful if they understood Students had been bullied a lot Students found getting out and about difficult Felt that most people would be helpful if they understood Students had been bullied a lot

8. Profile of a Visually Impaired Student Jack suffers from ocular albinism with nystagmus. This results in reduced vision for both near and distanced activities and it can flucutate This becomes more pronounced when he is tired, unwell or under pressure Glare also affects fluctuation of his use of vision Jack suffers from ocular albinism with nystagmus. This results in reduced vision for both near and distanced activities and it can flucutate This becomes more pronounced when he is tired, unwell or under pressure Glare also affects fluctuation of his use of vision

9. His visual needs Jack functions best when print materials are well defined, well spaced and produced on a plain background He needs to sit approx 3-6 metres from the whiteboard Seating will be affected by glare or shadowing Jack functions best when print materials are well defined, well spaced and produced on a plain background He needs to sit approx 3-6 metres from the whiteboard Seating will be affected by glare or shadowing

10. What will help him Provide a desk copy of the information e.g. let him copy directly from the notes, or give him a photocopy or a cd of the information. He also needs close access to any physical demonstrations He may require extra time to complete certain visual tasks because of visual fatigue. Provide a desk copy of the information e.g. let him copy directly from the notes, or give him a photocopy or a cd of the information. He also needs close access to any physical demonstrations He may require extra time to complete certain visual tasks because of visual fatigue.

11. What are the general strategies that YOU could do for any visually impaired student?

12. Strategies for Teachers Speak to the class upon entering and leaving the room or site. Call the student with a vision impairment by name if you want his/her attention. Seat the student away from glaring lights (e.g. by the window) and preferably in front of the class. Speak to the class upon entering and leaving the room or site. Call the student with a vision impairment by name if you want his/her attention. Seat the student away from glaring lights (e.g. by the window) and preferably in front of the class.

13. More strategies… Use descriptive words such as straight, forward, left, etc. in relation to the student's body orientation Familiarize the student to the classroom, laboratory, equipment, supplies, etc. Give verbal notice of room changes, special meetings, or assignments. Use descriptive words such as straight, forward, left, etc. in relation to the student's body orientation Familiarize the student to the classroom, laboratory, equipment, supplies, etc. Give verbal notice of room changes, special meetings, or assignments.

14. And more still… Offer to read written information Identify yourself by name Do not pet or touch a guide dog. Also use an auditory or tactile signal where a visual signal is normally used. Offer to read written information Identify yourself by name Do not pet or touch a guide dog. Also use an auditory or tactile signal where a visual signal is normally used.

15. Technology for the classroom Braille writer/keyboard Computer monitor for large type font and notes Magnifying sheet Braille writer/keyboard Computer monitor for large type font and notes Magnifying sheet

16. Teaching and Learning A need to produce resources in larger than normal type face Ability for the student to sit close to the board Allow discussion as a normal part of activities A need to produce resources in larger than normal type face Ability for the student to sit close to the board Allow discussion as a normal part of activities

17. Support An IEP for the student which may provide : Reader/Writer support person (suitable for exams and assessments) Teacher Aide support Technology aides An IEP for the student which may provide : Reader/Writer support person (suitable for exams and assessments) Teacher Aide support Technology aides

18. Want to know more? Then check out these sites. http://www.sortit.org.uk/survey.htm http://www.as.wvu.edu/~scidis/vision.html http://www.sortit.org.uk/survey.htm http://www.as.wvu.edu/~scidis/vision.html