Polytechnic University of the Philippines Graduate School

Recreation
Arvin lark P. Santiago

VISUALLY IMPAIRED

MPES Student

Visual Impairments

Contents

Eligibility Types of Visual Impairments Unique Educational Needs of Visually Impaired Students Orientation and Mobility

Blind/Visually Impaired

Visually impaired students have a loss of some or all of their ability to see This includes students who are blind or partially sighted

Are You Color Blind?

What number do you see? 8 or 3

Do you see a 5 or 2?

1. Read Numbers both sides?

2. Read Numbers both sides?

3. Read Numbers both sides?

Results of Three Slides

Norm Left 1 2 3 25 45 6 Norm Right 29 56 8

Types of Visual Impairments

1. "Partially sighted" indicates some type of visual problem has resulted in a need for special education

Types of Visual Impairments

2. "Low vision" generally refers to a severe visual impairment, not necessarily limited to distance vision Low vision applies to all individuals with sight who are unable to read the newspaper at a normal viewing distance, even with the aid of eyeglasses or contact lenses. They use a combination of vision and other senses to learn, although they may require adaptations in lighting or the size of print, and, sometimes, braille

Types of Visual Impairments

3. "Legally blind" indicates that a person has less than 20/200 vision in the better eye or a very limited field of vision (20 degrees at its widest point) 4. Totally blind students learn via braille or other non-visual media

Partially Sighted

The acuity, AFTER THE BEST POSSIBLE CORRECTION is 20/70 to 20/200

Legally Blind

The acuity, AFTER THE BEST POSSIBLE CORRECTION is 20/200 or worse.

Visual Field Loss

A visual field of 20 degrees or smaller is also considered to be legal blindness

A vision loss can occur at anytime in a anyone's life

Congenital visual impairments occur at birth from causes such as:

Premature birth Retinopathy of Prematurity Infections such as rubella, and toxoplasmosis Cataracts, Myopia Genetic/Hereditary Retinal Blastoma, Optic Albinism, Aniridia Unknown causes Optic nerve hypoplasia

Adventitious visual impairments occur after birth from causes such as

Accidents such as gunshot wounds, auto accidents, head injury total blindness, specific damage to occipital lobe Tumors/cancers total blindness to fluctuating visual impairment due to removal of parts of occipital lobe Illness/ allergic reactions to medications total blindness due to extreme light sensitivity, glaucoma, cataracts

Common visual impairments

Cataracts Opacity of the lens resulting in decreased acuity, blurred vision, photophobia, squint, nystagmus. The world looks like this:

Detached Retina Parts of the retina pull away from the ocular structure resulting in blind spots, field loss, central loss, blurred vision. The world can look like this:

Retinitis Pigmentosa Hereditary disorder causes degeneration of light sensitive cells in the retina resulting in night blindness, tunnel vision, total blindness. The world can look like this:

Diabetic Retinopathy Diabetes can cause changes in blood vessels of retina resulting in double vision, fluctuating acuity, detached retina. The world can look like this:

Ocular Albinism: Lack of pigment causes abnormal optic nerve development resulting in decreased acuity, photophobia, nystagmus. The world can look like this:

Students with visual impairments have unique

educational needs.

I am only one; but still I am one. I cannot do everything, but still I can do something; I will not refuse to do something I can do.

The Expanded Core Curriculum for Visually Impaired Students

Concept Development and Academic Needs Communication Social/Emotional Sensory/Motor Orientation and Mobility Career/Vocational Needs

Concept Development

Understanding concepts such as laterality, time, position in space, size, shapes, sequence, quantity, actions, emotions, classification of object Sense of their own body image

Specialized Academic Needs

Developing listening skills auditory reception, comprehension, analysis Knowing how to use specialized reference materials in primary reading medium Interpretation of maps, graphs, charts, etc. Develop note taking skills Ability to select and use a reader effectively

Specialized Communication Skills

Mastery of specialized reading modes Mastery of specialized writing modes Able to write own signature legibly Operate basic communication equipment Proficiency in using specialized devices for reading and writing Proficiency in using specialized devices for mathematics

Unique Social/Emotional Needs

Ability to discriminate between behaviors that are socially unacceptable in public, yet acceptable in private. Displaying acceptable social behavior in variety of group situations. Ability to control body posture, movement and physical mannerisms in acceptable manner. Awareness of appropriate social distance for various communication situations.

Ability to recognize teasing and develop appropriate ways to handle it Awareness of peer pressure and appropriate degree of conformity Ability to identify and share feelings about own visual impairment in relation to being accepted by peers Understanding of long range results of too much dependence on others Being comfortable asking for help when appropriate

Sensory/Motor Needs

Learn to identify, discriminate and use various textures and objects tactually and underfoot. Learn to identify, discriminate, track and use continuous and intermittent auditory sources and indoors and outdoors. Learn to identify, discriminate and use various kinesthetic and proprioceptive sources indoors and outdoors such as changes in temperature, movement of air currents or height and depth changes

Daily Living Skills

Perform basic personal hygiene tasks Perform dressing skills Prepare foods Choose and care for own clothing Acceptable and competent eating skills Manages money Skills in using telecommunications Understanding time and schedules

Career/Vocational Needs

Knowing and using personal information skills including legal signature Knowing how to make contact with the Department of Rehabilitation Ability to train and use readers Knowledge of sources for transcription of materials, and for access equipment Ability to serve as own advocate in obtaining services needed for job success

Orientation and Mobility

Orientation:
Knowing where you are, what is around you, where you want to go, and what steps you must take to reach your destination.

Mobility:
Purposeful, independent movement that gets you where you want to go safely and efficiently

Orientation and Mobility Needs Include:

Developing a conceptual understanding of: Body image Concrete environment Spatial concepts Compass directions and map reading Traffic and traffic patterns

Learning to become oriented and travel independently at home and at various school settings

Learning to use appropriate sighted guide skills Learning protective, trailing and long cane skills Learning to use remaining vision, and distance low vision aids Learning to use public transportation

The best and most beautiful things In the world Cannot be seen Or even touched. They must be felt in the heart.
Helen Keller

Resources
Braille Institute www.brailleinstitute.org California Optometric Association http://coavision.org California Transcribers and Educators of the Visually Handicapped www.ctevh.org American Foundation for the Blind www.afb.org

List serve for questions and information: braille-n-teach@mlist.cde.ca.gov Los Angeles Unified School District Division of Special Education website: http://dse-web.lausd.k12.ca.us