VISUAL IMPAIRMENT
Definition:
Characteristics: Retrieved from Texas Council for Developmental Disabilities (2013): "Visual impairment is essentially an umbrella term used to describe the loss of sight that can be a consequence of a number of different medical conditions. Some common causes of visual impairment are glaucoma, retinopathy of prematurity, cataracts, retinal detachment, macular degeneration, diabetic retinopathy, cortical visual impairment, infection and trauma. These are just a handful of dozens of conditions impacting sight, and each condition has its own unique characteristics and clinical features. In addition, the impact of the visual impairment on individual learning is also tied to the onset, the severity, and the type of visual loss, as well as to any coexisting disabilities that may be present in the child. For this reason, all classroom accommodations, modifications, and strategies must be designed with the individual needs of each student with a visual impairment in mind. There is no one-size-fits-all model. In addition to decreased visual acuity and visual field, a number of other vision problems may also impact the visual functioning of the student with visual impairment. There may be issues with sensitivity to light or glare, blind spots in their visual fields, or problems with contrast or certain colors. Factors such as lighting, the environment, fatigue, and emotional status can also impact visual functioning in many of these students throughout the day. Students who have the same visual condition may use their sight quite differently. To ensure accessibility to classroom instruction, it is essential that you know how your student is using his/her vision. A specially trained teacher of students who have visual impairments, working with the IEP team members, can help determine the best adaptations and learning media to use with each student" (Texas Council for Developmental Disabilities, 2013, p. 1). Texas Council for Developmental Disabilities, 2013, p. 1 Assessments to determine disability: Information from the American Foundation for the Blind (2015): "The functional vision assessment includes a variety of evaluations that test the child's use of vision and visual efficiency in daily activities. The assessment, administered over several sessions, determines how the child accesses his/her visual environment, such as how far s/he can sit from the chalkboard or what print size s/he is able to see. A certified teacher of students with visual impairments completes the assessment; contributions from the child's Orientation and Mobility instructor are helpful as well. Parents, caregivers, and the child's teacher(s) are asked to give input about how the child performs in the community and the school setting. From this assessment, a report is generated that addresses multiple issues:
Clinical Low Vision EvaluationsA clinical low vision evaluation assesses whether or not a child will benefit from optical devices such as monocular telescopes and/or magnifiers. An optometrist or ophthalmologist who specializes in low vision and the prescription of optical devices performs the clinical low vision evaluation. The evaluation centers on how the child uses his/her vision on a daily basis in both the school setting and at home. Measures for visual acuity, visual fields, and color vision are taken. In addition, the clinical low vision specialist will check for refractive errors and the potential for the student to benefit from optical devices. Often devices are prescribed to meet a specific request of the patient. For example, a patient may want to access prices on items in the grocery store; the doctor may then prescribe a pocket magnifier that can be conveniently placed in a purse or pocket. One of the most beneficial results of the low vision evaluation is the link made between medical and functional aspects of vision loss. Ophthalmologic and Optometric EvaluationsOnly doctors can perform ophthalmologic and optometric evaluations. A medical doctor (ophthalmologist) completes the ophthalmologic evaluation and a doctor of optometry (optometrist) completes the optometric evaluation. The main purposes of the ophthalmology exam are to diagnose eye conditions and examine the health of the eye, as well as to give a prognosis of the visual impairment. A typical ophthalmologic exam involves dilating the patient's eyes in order to view the interior of the eye. Acuity and visual field measurements are taken as well as a check for glaucoma. Use of functional vision is not emphasized. The majority of special education programs across the United States require an eye report from an ophthalmologist in order to initiate special education services for a child with a visual impairment. During optometric evaluations, the doctor verifies the need for refractive lenses and prescribes glasses to improve acuity loss to the greatest extent possible. An optometrist is unable to medically diagnose a visual impairment. Academic (Standard) TestingAcademic testing is primarily the responsibility of the child's classroom teacher. Children with low vision, however, often require modifications or adaptations in order to complete standard testing in their schools. A teacher for students with visual impairments and a general education teacher should collaborate before administering any tests. Needed modifications may include extended time, enlarged copies, and use of manipulatives" (American Foundation for the Blind, 2015, p. 1). American Foundation for the Blind, 2015, p. 1 Teaching Strategies: These strategies are all found on Disabilities Services (n.d.): Lectures and Other Teaching Sessions:
Scenario: Teaching students with visual impairments requires teachers and students to discuss accommodations that work best for the student. While I have not worked with students who have major visual impairments, I envision students needing preferential seating. Preferential seating works for students who have trouble seeing the board from further distances. If students were to remain in their seats, away from the place where teachers are instructing, they may lose key concepts due to vision deficits, not necessarily learning difficulties. Students have the most access to visuals and other teacher materials when they sit close to the teacher. When teachers write on the whiteboard or blackboard, students have an easier time to see when sitting nearby. Websites:
Professional Organization
|
Photos courtesy of Google Images
|