© 2009 The McGraw-Hill Companies, Inc. Students with Blindness or Low Vision Chapter 9

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What is the History of Blindness and Low Vision? Examples that illustrate accomplishments from early times: 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 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. 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. Early 1900’s saw emergence of public school programs. Advocacy movements stressed integration into all facets of society. 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. 1990’s – Professionals developed a common core curriculum and a national agenda for students with blindness and low vision.

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What is the Legal Definition of Blindness and Low Vision? 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) 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) Low vision – vision of 20/70 to 20/200 (also called partial sight) Visual acuity – how sharp visual images are perceived 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 Visual field – the scope of what one can see without turning the head or moving one’s eyes

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What is the IDEA 04 Definition? 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.” 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.”

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What Else Should I Know About the Definitions of Blindness and Low Vision? Legal definitions emphasize visual acuity and residual vision. 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. 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 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. 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. Individuals with the same visual acuity can function differently in the same classroom.

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What is the Prevalence of Blindness and Low Vision? Only about.04% of the school age population have been identified with visual impairments. 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. 90% of all individuals with visual impairments have some functional vision.

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What are Some Causes of Blindness and Low Vision? Optical defects Optical defects Refraction – focusing light as it passes through different components of the eye Refraction – focusing light as it passes through different components of the eye Refractive errors are more common and include: Refractive errors are more common and include: Astigmatism – focusing problems whether stimuli are near or far; usually present at birth; may cause headaches, nausea or tired eyes 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 Hyperopia – can see better at far distances than close up Myopia – can see better at close range than at distances Myopia – can see better at close range than at distances

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students The Eye (Figure 9.1)

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What are Some Causes of Blindness and Low Vision? (continued on the next slide) Ocular Motility Defects Ocular Motility Defects 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 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 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 Amblyopia – suppression of images which causes a blurred image in either or both eyes (“lazy eye”); can lead to permanent vision loss if untreated

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What are Some Causes of Blindness and Low Vision? (continued) External eye problems can affect the orbit, eyelids and cornea 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 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 Internal eye problems can include Retinopathy of Prematurity (a possible complication of premature birth Cortical visual impairment – vision loss associated with brain damage Cortical visual impairment – vision loss associated with brain damage

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What are some Possible Characteristics of Students with of Blindness or Low Vision? (continued on the next slide) Intellectual Characteristics: The ability to see may have little or no effect on one’s general intelligence. 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. 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. 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.

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What are some Possible Characteristics of Students with of Blindness or Low Vision? (continued) 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. 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 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 Psychological and Social Adjustment: These areas may be affected including social isolation and negative reactions from peers

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students How is Blindness and Low Vision Identified in Infants and Toddlers? 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. 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.

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students How is Blindness and Low Vision Identified in School-Aged Students? Snellen charts are used for screening. 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. 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 Comprehensive assessment – follows confirmation of a vision loss adversely affecting educational performance Functional vision, learning media, cognitive ability, academic achievement, orientation and mobility skills, social skills and independent living skills Functional vision, learning media, cognitive ability, academic achievement, orientation and mobility skills, social skills and independent living skills

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What Should I Teach Students with Blindness or Low Vision? Regular curriculum + expanded core curriculum to address their needs specific to their vision loss 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 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 Self-advocacy and self-determination skills

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What is the Expanded Core Curriculum?  Skills students with blindness or low vision may need Compensatory skills Compensatory skills Visual efficiency skills Visual efficiency skills Literacy and Braille skills Literacy and Braille skills Listening skills Listening skills Orientation and mobility skills Orientation and mobility skills Social interaction skills Social interaction skills Independent living skills Independent living skills Recreation and leisure skills Recreation and leisure skills Career and transition skills Career and transition skills

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students How Should I Teach Students with Blindness and Low Vision? 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. 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 Counseling to deal with reactions from others Possible teaching of care for prosthetic eye Possible teaching of care for prosthetic eye Adaptations for color or visual discrimination problems Adaptations for color or visual discrimination problems Responding to traffic signals, etc. Responding to traffic signals, etc. Provide a copy of teacher’s notes Provide a copy of teacher’s notes Read aloud Read aloud Supply audio tapes/CDs of print materials Supply audio tapes/CDs of print materials Use hands-on models and manipulatives Use hands-on models and manipulatives

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What are Considerations for the Instructional Environment? Assist through touch and sound, more than sight, for those with little or no functional vision. Assist through touch and sound, more than sight, for those with little or no functional vision. Use specialized equipment. Use specialized equipment. Provide equal access to the core curriculum. Provide equal access to the core curriculum. Do not re-arrange the furniture or leave items in the path. 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. 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. In general, provide appropriate lighting, tactile materials, necessary print size, and decrease visual clutter.

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What Types of Instructional Technology Can be Used? Use programs to magnify computer screens. Use programs to magnify computer screens. Scan materials for access. Scan materials for access. Provide Braille if the student uses it. Provide Braille if the student uses it. Always use captioned videos. Always use captioned videos. Use of a guide dog may be needed. Use of a guide dog may be needed. May scan in materials and use a synthesizer that reads the text to the student May scan in materials and use a synthesizer that reads the text to the student Voice recognition software applications Voice recognition software applications

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What are Some Considerations for the General Education Teacher? Request large print materials in advance. Request large print materials in advance. Get training on the use of optical devices and software. Get training on the use of optical devices and software. Encourage student relationships and interaction. Encourage student relationships and interaction. Support emotional and learning needs. Support emotional and learning needs. Provide daily cues. Provide daily cues. Consult with vision specialist regularly. Consult with vision specialist regularly. Use tactile materials. Use tactile materials. Reduce glare on materials. Reduce glare on materials. Speak in normal tones. Speak in normal tones. Tell the student when you are leaving the room. Tell the student when you are leaving the room. Maintain high expectations and give regular feedback. Maintain high expectations and give regular feedback.