STUDENTS WITH VISUAL IMPAIRMENTS

A LEARNING RESOURCE for TEACHERS

The Nature and Degree of Visual Impairment

Visual impairment refers to a significant loss of vision in both eyes that cannot be corrected with glasses, including both low vision and blindness. Students with low vision or blindness require individual adjustments to learn most effectively. 

Visual impairments are also classified as congenital (vision loss which is present at birth) or adventitious (vision loss later in life as a result of illness or accident).It is important to recognize that although two children with visual impairment may be assessed as having the same visual acuity, they may each learn and function in very different ways.

Educational Implications of Vision Loss

Having a loss of vision often requires students to do things in different ways and sometimes learning opportunities are fewer. Development of concepts and skills may take more time. Those areas which are particularly affected in the life of a student with loss of

vision are:

• Concept development;

• Interpersonal communication skills;

• Life skills;

• Orientation and mobility skills; and,

• Academic development.

Development of concepts is the basis for all learning. Promoting development of a positive self-image, appropriate dress, well-developed self-care skills, good interpersonal communication, knowledge of family life and appropriate behaviours, increased independence, and productive community living can all be tremendously beneficial in the healthy growth of students with visual impairments.

 As with all students, relationships are very important for students with vision loss and your classroom can be a wonderful place for all levels of development and responsible maturity to flourish. 

Needs of Students With Visual Impairments

• To be challenged to take risks and grow.

• To become aware of personal strengths, talents, learning styles, and interests.

• To have opportunities for experiential and incidental learning such as first hand experience in labs, music, drama, field trips, group and paired projects, team projects, and sports.

• To be included in discussions and asked questions: to be full participants in the classroom.

• To have opportunities to develop goals, dreams and aspirations.

• To feel safe and comfortable throughout the school. To have appropriate orientation to the school, to be able to move independently and be assisted when needed.

• To have optimum lighting situations, which will reduce visual fatigue when reading and writing and facilitate safe travel within the school.

• To work with people who understand the educational implications of vision loss.

• To have appropriate learning resources and technology made available.

Students With Visual Impairments - Expectations

• To assume the same rights and responsibilities as other students.

• To observe the same rules of behaviour and discipline as other students.

• To communicate effectively with others, using good interpersonal skills. Develop listening, speaking, reading and writing skills for all occasions.

• To become independent, resourceful, and adaptable.

• To take reasonable risks.

• To show positive self-image by good posture, smiling, and caring for self (hygiene, appearance, clothing).

• To use and develop any residual vision.

• To learn the specialized skills and uses of technology that will allow for success at school and in adult life.

• To plan early for a meaningful career: Explore the range and possibility of occupations, make focused, and realistic educational plans and decisions to achieve those goals, and engage in work experience.

• To develop self-advocacy skills.

Orientation and Mobility

"Orientation and mobility" (O & M) has frequently been described as "knowing

where you are, knowing where you want to go, and knowing how to get there."

Teaching orientation and mobility requires specially trained people who are aware of the dangers, responsibilities, and techniques involved. This is not your responsibility, although you will probably want to meet occasionally with the O & M specialist to reinforce these skills within your classroom. Teachers may worry that they cannot move desks or change the classroom around, but one of the benefits of O & M is that students with a vision loss learn to manage routine changes, to adapt to the school's natural ebb and flow, and to be more attentive to their environment wherever they are.

The more severe the visual impairment, the more O & M instruction will be needed.The range of techniques vary greatly and the orientation and mobility specialist will determine how best to teach the student.

Safety and Environment

It is important to include students who are blind or have low vision in all aspects of school life, such as assemblies, field trips, work experiences, and special events.

Students with visual impairments face additional challenges when adjusting to the school’s physical environment. Everyday activities, from attending gym class to using the washroom, may present difficulties.

Safety and Environment 

• Emergency procedures, fire drills

• Class changes

• Library

• Bathrooms and change rooms

• "Comfort" places in the school

• Office, phone

• Specialty areas:

• Gym

• Science labs

• Industrial labs, shops

• Art and home economic rooms

• Cafeteria and lunch room

• Playground, outdoor areas

• Bus stops

----Teaching Tips----

Planning

• An individual education plan (IEP) is normally developed on an annual basis bythe student's educational team and is reviewed regularly.
• Handouts and reading assignments: For students who need their material Brailled, enlarged or taped, it may be important to furnish the vision resource teacher or Braillist with a copy several days in advance.
• Texts and novels: Students may need books enlarged, taped or Brailled. They are available with ordering approximately one month in advance.
• Buddy system: Copying from the board, reading small print and collaborating in labs are examples of ways buddies can be very useful. 

Instruction

• Talk while you teach: Students with visual impairments miss most visual cues and many written instructions. Consider talking through classroom activities, for example, describing non-verbal messages and responses, introducing beginnings, transitions, closures to all activities, announcing assignments, and naming speakers.

• Real-life examples and concrete material can assist in establishing relationships between abstract learning and the child's experience. Consider the use of "hands- on" material where possible, to provide opportunities for kinesthetic and tactile learning.

• Individual explanation: You may find the student with a visual impairment needs a little additional explanation. When the class begins a task it may be useful to check with the student to ensure comprehension.

• "Tell me what you see." To check whether or not the student can see specific visual material it is advisable not to say "Can you see...?" The student may pretend to see or assume that they do.

• "How does this relate to what you know?" You may need to assist the student to organize thoughts and make connections between learning experiences.

Visual Impairment Strategies: Moving From Object Activities to Contracted Braille

Assessment

More Time? Fewer Questions? 

A vision loss results in students taking longer to complete assignments than their classmates. To demonstrate their grasp of the topic they may need longer working time or less written work on tests. You may wish to consider verbal tests or the use of a reader or a scribe in some circumstances.

The Print User

• More time is needed for assigned reading. A tape of the material, particularly for long passages in literature, can be helpful.
• Study Skills: Thorough outlines, point form and identification of key concepts can help avoid fatigue and frustration.
• Skip the non-essentials to free up more time for assignments, writing and projects.
• Tell your student if some of highly detailed portions of the text can be skipped while retaining the essential details taught elsewhere.
• Correct spelling, grammar and vocabulary development can be expected and should be checked regularly, as with all students.
• While legible handwriting is an important skill to be encouraged, computers are recommended for most students.

The Braille User

• Teaching basic literacy is the work of the specialist teacher. Classroom teachers are not expected to know Braille.

• Rate and order of literacy development: Skills are developed in a different order and at a different rate for Braille users.

• Taped books and readers are an alternate form of reading which may be appropriate in some situations.

• Quality over quantity for written work as Braille users will complete their writing assignments in class using a Braillewriter.

Aids Your Student May Need

There are many aids available which greatly assist students with visual impairment to access the curriculum and to pursue personal and career goals:

• Paper: Bold-lined paper with darkened lines and enlarged spaces for students who have difficulty with regular paper.

• Books: Large print or Brailled texts may be available; the vision resource teacher can provide a current list. "Talking book" versions of many texts and novels have been professionally taped and should be provided whenever possible.

• Equipment: Tilt-top desks and book stands bring work closer to the eyes for optimum reading angles and lighting. Optical enhancers are materials that enhance print size, contrast, and spacing of text. Braillers (Braillewriters) are machines for writing Braille and may be used by the student or the assistant for reading and writing activities.

• Technology:  Braille 'n' Speak is an electronic note taker which allows the student to enter material and receive auditory feedback/playback. Can be interfaced with a Braille printer.

• Computers: Software is available for those students who require enlarged print, speech output or Braille.