Unit No 4 Instructor MSTahseen Arshad BEd Hons Secondary Semester VIII ID: 935368
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Inclusive Education Course Code: Maj-I/Edu-402Unit. No 4
Instructor:
MS.Tahseen
Arshad
B.Ed
(Hons) Secondary
Semester VIII Session(2016-20)
Spring 2020
Department of Education
(Planning & Development
)
Slide2UNIT NO. 4
VISION IMPAIRMENT
Slide3Early Identification and Timely Interventions
It is indeed important to identify the children with vision impairment as early as possible.
Timely intervention has to be ensured as Psychologists will affirm that the first
4 to 5 years
of a child’s life are the most vital.Parents, paramedical professionals, and health workers have a major responsibility in identifying children with vision impairment.
Slide4Once the children with vision impairment are identified, they need to be examined and assessed by an Ophthalmologist
.
Normal vision impairment can be treated easily by:
Drops
Glasses Surgery
While totally blind children are introduced to Braille
, children with residual vision must be taught to read print.’
Slide5By the age of 5 and 6
the child has to be ready to go into school, The Child:
Should be trained in orientation and mobility.
Should be able to handle daily life skills independently.
Should have reasonable communication skills and interact socially with confidence.Should have a working knowledge of reading and writing Braille.Should have an understanding of the concept of numbers and the use of Taylor frame.Should be familiar with shapes, textures, and colors.
Once the child has above skills he or she is ready to take on the challenges of mainstream school life.
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Slide7The introduction of the visually impaired child to the mainstream school should begin with an orientation program.
The child must have an overall picture of the lay of the land.
The child must be orientated to the different levels, staircases, floor textures, etc.
The child must be introduced to the teachers and officials of the school.
The teacher must be asked to:
- assign a front seat to the child
- use more of verbal communication- encourage classmates to read out whatever is on the board.- ensure that the child has all the notes of the work done in class.
Slide8Students should be provided with Braille transcriptions, large print and audio tape, e-text and in the form of 3-D models presentations.
Children with low vision would have to use notebooks with bold and high contrast lines.
Slide9Aids and Appliances
Essential aids and appliances that a totally blind child needs:
Braille slates
Abacus
Geometry kitTape recorderTaylor frame, etc.Children with partial or low vision would need various low vision aids :
Telescopes
Magnifying glassesReading stands Table lampsSketch pens Bold line notebooks, etc.
Slide10Slide11Examinations and Tests Be very familiar with testing instruments. Practice with students with vision first if the measure is unfamiliar.
• Become familiar with low-vision devices or other equipment to be used in assessment. Arrange to have special equipment and materials available.
• Make sure vision and hearing reports are up-to-date.
• Schedule adequate time for testing.
• Make every attempt not to test students during preferred activities. • Double check with the teacher of the visually impaired and the orientation and mobility (O&M) specialist confirming accommodations that need to be made.
Slide12THANK YOU