Teaching Students with Visual Impairments

1 Teaching StudentswithVisual ImpairmentsWeb site: Carney, Saskatoon Public School DivisionConnie Engbretson, Rosetown School DivisionKaren Scammell, Tisdale School DivisionValarie Sheppard, Outlook School DivisionAdvisory and EditorialGarnett Francis, Saskatchewan LearningGail Clark, Saskatchewan LearningFor further information contact:Saskatchewan LearningSpecial Education Unit2220 College AvenueRegina, SaskatchewanS4P 3V7 Telephone: (306) 787-1183 Facsimile: (306) 787-0277 Copyright 2003 Permission is given by the copyright owner to reproduce this document foreducational purposes and on a non-profit of ContentsIntroduction.

2 1 Notes for Administrators .. 2 Section INature of Visual impairment .. 3 Needs and Expectations of Students with Visual Impairments .. 6 Educational Implications of Visual impairment .. 6 Section IIAssessment .. 9 Section IIIThe Support Team .. 11 Section IVThe Student with Low Vision .. 17 Section VThe Student with Blindness .. 31 Section VIThe Student with Visual impairment and Other Disabilities .. 43 Section VIIS pecialized Materials, Equipment and Technology .. 47 Section VIIIO rientation and Mobility.

3 55 Section IXTransition Planning .. 59 Section XAppendices .. 63 Section XIGlossary .. 105 Section XIIT eaching Resources .. 113 Resources for Teaching Braille .. 115 Section XIIIC ontact InformationPublishers .. 117 Specialized Materials, Equipment & Technology .. 120 Section XIVC ommunity Resources in Saskatchewan .. 121 Section XVInternet Resources .. 123 Section XVIR eferences .. 1251 IntroductionThis resource offers basic information to help provide successful schoolexperiences for Students who are blind or visually guidebook will include information regarding: the nature of the student s Visual impairment ; the specific needs of Students with Visual Impairments ; the specific needs of Students with Visual Impairments and other disabilities; assessment; instructional strategies; the use of technology; the importance of orientation and mobility instruction.

4 Transition planning; terminology used in referring to Visual Impairments (see Glossary); and recommended for AdministratorsThe attitude of the in-school administrator toward the inclusion of a student with avisual impairment is one of the main factors affecting the success or failure ofattempts to provide inclusive education. The administrator s attitude influences theattitudes of others, therefore creating a climate of acceptance or of administrator who believes in the inclusion of a student with a Visual impairmentwill: make a commitment to the student that is reflected in the actions of theadministrator; work to educate others to assist them in overcoming fear and prejudices.

5 This willinvolve the provision of resources, both print and human, to teach about visualimpairment and to encourage inservice for staff and Students . Opportunities foropen communication and networking with others who have experienced teachingstudents with Visual Impairments is important; involve teachers in the planning. Teachers need to be informed and to feel thatthey have opportunities to prepare and learn about the student s needs; address concerns and needs of teachers. Provide opportunities for teachers tocommunicate with each other.

6 Provide resource materials, problem solvingsessions and networking time; work to find the time and the resources necessary to support teachers in theclassroom; establish a school-based support team and encourage collaboration, consultationand cooperation. Be an active member of this team. Provide the necessaryrelease time so that collaboration may occur; encourage staff members to attend inservice sessions and to network with otherteachers ( , ACCESS Workshops, Insight Conference); establish partnerships with parents and increase opportunities for parentinvolvement; assign a teacher assistant based upon student need.

7 A student with a visualimpairment does not always require this support. The role of the teacher assistantmust be defined; facilitate the consultation with the ACCESS (Assistance, Collaboration,Consultation, Evaluation Support Services Saskatchewan Learning) consultation will provide recommendations and feedback that is importantinformation for an administrator; support other consultations which may be required for the student ( ,Orientation and Mobility Instruction, Technology Assessment); and understand the needs of the student to provide support for the program.

8 Theunique curriculum needs will require considerations such as the student travelingto a larger community for travel skills, cooking and other life I Nature of Visual ImpairmentVisual impairment refers to a significant loss of vision, even though the person maywear corrective lenses. The nature and degree of Visual impairment may varysignificantly, so each student may require individual adaptations to instructionalpractices and materials in order to learn impairment includes two main categories: blindness and low Blindness ranges from a Visual acuity of 20/200 in the better eye aftercorrection, to having no usable vision or a field of vision reduced to an angle of 20degrees.

9 Visual acuity of 20/200 means that the individual sees at 20 feet what isnormally seen at 200 feet. A reduced field of vision means that the individual hastunnel vision with limited peripheral ranges from being totally without sight to unreliable vision and primaryreliance on other senses. A person with blindness usually uses braille as a readingand writing Vision is reduced central acuity of 20/70 or less in the better eye Students with Visual Impairments have low vision. These Students should beencouraged to use their residual (remaining) vision, when appropriate, using thenecessary optical aids and adaptations.

10 Students who are described as blind mayhave some usable Impairments are further classified as congenital or refers to loss of vision present at birth. Some of the more commoncauses of congenital Visual impairment are: prematurity; genetic diseases; prenatal and perinatal infections; and maternal substance refers to loss of vision acquired after birth as a result of illness age and level of development of the student before the onset of the visualimpairment influences the student s ability to acquire skills and concepts.