Visual Impairments https wwwyoutubecomwatchvF9hzyMASOU httpswwwyoutubecomwatchvaod0KE0GMfE https wwwyoutubecomwatchvDn4AlevfbiQ httpwwwjuniorblindorgwebindexphpprogramssouthchildrensservicesinfantearlychildhoodprogramdayatthemovi ID: 930284
Download Presentation The PPT/PDF document "Chapter Thirteen Individuals With" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Slide2Chapter Thirteen
Individuals With
Visual Impairments
Slide3https://
www.youtube.com/watch?v=F9_hzyMASOU
https://www.youtube.com/watch?v=aod0KE0GMfE
https://
www.youtube.com/watch?v=Dn4AlevfbiQ
http://www.juniorblind.org/web/index.php/programs/south/children-s-services/infant-early-childhood-program/day-at-the-movi
Slide4Defining Visual Impairments
IDEA definition: Visual impairment that, even with correction, adversely affects an individual’s educational performance
Legally blind
Corrected vision has acuity of 20/200 or less
Functionally blind
Very limited visionLow vision Minimal vision
4
Slide5The Eye and How it Works
Light enters the eye through the cornea and then moves through the iris into the pupil. The light is converged by the lens and moves through the vitreous humor to focus on the retina where the light is changed into electrical signals that are sent along the optic nerve to the occipital lobe of the brain for interpretation as visual images.
5
Slide66
Slide7The Eye and How it Works
Myopia (near sightedness)
Light focuses before it reaches the back of the eye
Hyperopia (far sightedness)
Light has not focused when it reaches the back of the eye
Astigmatism One or more surfaces of the cornea or lens are not spherical but cylindrical
7
Slide88
Slide9Brief History of the Field
1700s
First school for blind youth (in Paris)
1800s
Louis Braille created a system of Braille dots for communication
Schools for the blind opened in the U.S.1950s and 1960s Public school classes for child with visual impairments1970s
Vision training to maximize residual sight
IDEA requires specialized services and access to public school classrooms
9
Slide10The Vision Process and Etiology of Visual Impairments
Cornea: Damage/infection limits acuity and visual field
Aqueous fluid: Glaucoma limits acuity and visual field
Iris: Malformation causes light sensitivity
Lens: Cataracts affect vision, color, light sensitivity
Vitreous body: Infection/disease blurs and distorts visionRetina: Light disruption results in blurred visionRod cells in retina: Shape, motion, photosensitivityCone cells in retina: Color
Slide11Prevention of Visual Impairments
Most visual impairments are genetic in nature but others can be prevented or controlled.
Prenatal care
Early detection through vision screening routinely occurs in schools and during health examinations and physicals
Eye injuries can often be avoided with care and the use of eye protection.
Slide12Prevalence of Visual Impairments
2.4% of American school-aged children experience a vision loss significant enough to require special education
The U.S. Department of Education reports approximately 26,000 children ages 6-21 received special education services during the 2011-2012 school year
Low-incidence disability
12
Slide13Slide14Prevention of Visual Impairments
Most visual impairments are genetic
Prenatal care
Early detection through vision screening
Eye safety
14
Slide15Characteristics of Individuals with Visual Impairments
Vision Function Problems
Academic Performance
Social and emotional development: Children learn social interactions through nonverbal language that is often perceived through visual means
Educational implications: Children with visual impairments may rely on tactile and auditory stimuli to maximize their learning
Independent living skills: Skills for independent living are taught from an early ageTravel skillsVocational skills: Vocational skills are taught from an early age
Slide1616
Slide17Assessment of Individuals
with Visual Impairments
Snellen chart
Functional vision evaluation
Literacy media
Large printGrade 1 BrailleGrade 2 Braille
Learning media
Visual
Tactual
Auditory
17
Slide1818
Slide1919
Slide20Educational Considerations
Instructional considerations
Communication skills
Social competency
Employability
IndependenceAcademic progressOrientation and mobility
20
Slide2121
Slide2222
Slide2323
Slide24Young Children
with Visual Impairments
Early intervention
Individualized Family Service Plan (IFSP)
Early childhood programs
Programs for young children with visual impairments teach:Visual and auditory skills, sensory development, fine and gross motor development, social development, receptive and expressive language development, self-help development, daily living skills
24
Slide25Transition into Adulthood
Transition planning includes:
Vocational training
Postsecondary educational opportunities
Travel skills (orientation and mobility)
TechnologyReading optionsUse of community resourcesSocial adjustment
Independence at home and at work
25
Slide26Adults with Visual Impairments
Employment possibilities and acquiring job skills
Leisure time activities and community participation
Orientation and mobility training
Using technology
26
Slide27Family Issues
Family Issues
Families may need support as they learn to accept and support their child who has a visual impairment.
Families need assistance in finding support programs and programs that will help them to advocate for their children with visual impairments.
Families may also need support during the school years as they learn about educational options and they may wish to learn Braille.
27
Slide28Issues of Diversity
Issues of Diversity
Cultural susceptibility to eye diseases: Diet leading to vitamin deficiency, susceptibility to glaucoma or diabetes
Socioeconomic status influences availability of eye care: Families who live in poverty may not have access to health and eye care
Cultural implications: Cultural customs may create barriers, for example, in some cultures, communication is face to face and it would be considered rude to walk while conversing which can interfere with mobility and orientation training.
28
Slide29Technology and Individuals
with Visual Impairments
Assistive technology
Technology and content areas
PL 108-446 requires the IEP team to consider the provision of assistive technology devices and services in the development of the student’s IEP. Under IDEA, Braille instruction is required unless the IEP team determines that it is not appropriate after evaluation of the student’s reading and writing skills, needs, and appropriate reading and writing media.
29
Slide3030
Slide3131
Slide32Trends, Issues, and Controversies
Teacher shortages
Orientation and mobility specialist shortages
Teachers’ student caseloads
Reading and literacy media assessments
Vocational training
32