Registered Charity no: (England and Wales) Sc (Scotland) Liverpool University. Visual Impairment Training n Introductions and outline of the Training Session n Learning Objectives n Quiz (myths about blindness) n Common Eye Conditions n Simulation Exercises n Strategies and implications for Lecturing n Case Study n Questions and feedback n Finish

Registered Charity no: (England and Wales) Sc (Scotland) Introductions n Colin Elliott Regional Development Manager n Allan Mowl PCET Officer

Registered Charity no: (England and Wales) Sc (Scotland) n Identify myths about sight loss n Identify different sight loss conditions n Become more aware of the functional impact of sight loss n Identify the implications of learning with a Visual Impairment and the strategies for visually impaired to make learning more inclusive. n Greater awareness on how to make information accessible to blind and partially sighted people Learning Objectives 'Action Registered Charity no: (England and Wales) SC (Scotland)', 'RNIB Registered Charity Number '

Registered Charity no: (England and Wales) Sc (Scotland) Quiz n Blind people can hear better? n All blind people read Braille? n Being overweight increases your chances of developing sight loss? n Blind people can get their bank statements in braille or large print but they may have to pay the bank a small fee to provide this? n It is illegal to use a white stick if you are not blind? n What might registered blind people see? n Women are twice as likely to lose their sight as men? n What are the different uses of white canes? n When is a guide dog “guiding”? n What percentage of blind / partially sighted people of working age are in employment?

Registered Charity no: (England and Wales) Sc (Scotland) Definitions: Visual Impairment …..Sight loss that cannot be corrected

Registered Charity no: (England and Wales) Sc (Scotland) How we see and what we take for granted n Central Vision n Peripheral Vision n Detail, colour n Reading, faces, any close work n Mobility

Registered Charity no: (England and Wales) Sc (Scotland) Blind- severely sight impaired n Most people will have some vision n Low acuity n Narrow visual field n Perception of light only n No sight-about 4%

Registered Charity no: (England and Wales) Sc (Scotland) Common eye conditions n Macular degeneration n Diabetic Retinopathy n Glaucoma n Cataract n Retinitis Pigmentosa n Nystagmus

Registered Charity no: (England and Wales) Sc (Scotland) Macular degeneration can lead to a loss of central vision whilst side vision remains 'Action Registered Charity no: (England and Wales) SC (Scotland)', 'RNIB Registered Charity Number '

Registered Charity no: (England and Wales) Sc (Scotland) Diabetic Retinopathy can cause blurred and patchy vision 'Action Registered Charity no: (England and Wales) SC (Scotland)', 'RNIB Registered Charity Number '

Registered Charity no: (England and Wales) Sc (Scotland) Glaucoma can result in tunnel vision. Side vision is lost and only central vision remains 'Action Registered Charity no: (England and Wales) SC (Scotland)', 'RNIB Registered Charity Number '

Registered Charity no: (England and Wales) Sc (Scotland) Cataract can make vision cloudy and unclear 'Action Registered Charity no: (England and Wales) SC (Scotland)', 'RNIB Registered Charity Number '

Registered Charity no: (England and Wales) Sc (Scotland) Retinitis Pigmentosa - may affect both outer and central vision 'Action Registered Charity no: (England and Wales) SC (Scotland)', 'RNIB Registered Charity Number '

Registered Charity no: (England and Wales) Sc (Scotland) Nystagmus n Involuntary movement of eyes n Often an effect of another eye disorder or illness, drug/alcohol abuse, inner ear disorder, stroke, MS n Varies across day - stress, tiredness, nervousness, unfamiliar surroundings n Brain can accommodate increased eye movement 'Action Registered Charity no: (England and Wales) SC (Scotland)', 'RNIB Registered Charity Number '

Registered Charity no: (England and Wales) Sc (Scotland) n Retinal Detachment n Hemianopia (Right Side/Left Side) n Charles Bonnet Syndrome n Trauma 'Action Registered Charity no: (England and Wales) SC (Scotland)', 'RNIB Registered Charity Number ' Other Sight Loss Conditions

Registered Charity no: (England and Wales) Sc (Scotland) Functional impact of low vision 'Action Registered Charity no: (England and Wales) SC (Scotland)', 'RNIB Registered Charity Number '

Registered Charity no: (England and Wales) Sc (Scotland) Functional impact: n Feelings and emotions n Driving and independent travel n Reading print / accessing information n Every day tasks – cooking, cleaning n Social impact e.g. recognising people n = Rehabilitation 'Action Registered Charity no: (England and Wales) SC (Scotland)', 'RNIB Registered Charity Number '

Registered Charity no: (England and Wales) Sc (Scotland) Simulation Exercises 'Action Registered Charity no: (England and Wales) SC (Scotland)', 'RNIB Registered Charity Number '

Registered Charity no: (England and Wales) Sc (Scotland) Vision Impaired Students n The majority of students with a visual impairment have some useful vision. n Students described as having similar conditions will cope differently. n The best information as to a students condition and how it affects them is the student.

Registered Charity no: (England and Wales) Sc (Scotland) Strategies and implications for Lecturing n Reading. A visually impaired student will take longer to read materials and possible comprehend/digest. Skim reading can almost be impossible. Materials should be presented or forwarded in the required font and format. If ed the materials can be enlarged. n Required text books /core reading should be identified ahead of the student starting.It is helpful to identify key chapters so that appropriate parts can be copied. n Written work. Due to problems with extra time being required for reading and proof reading extensions to completion may be required. n Lecturers may want to agree with the student what is an acceptable level of error.

Registered Charity no: (England and Wales) Sc (Scotland) Strategies and implications for Lecturing n Lectures/Group Work n Speak to the class upon entering and leaving the room or site. n A student may require guiding in and out of a room. n Visually impaired students may not be able to pick up on body language or facial expressions; there may be a need to also express feelings. n Avoid addressing their needs in front of other students. n Use descriptive words such as straight, forward, left, etc. in relation to mobility /orientation. Be specific in directions and avoid the use of vague terms with unusable information, such as "over there", "here", "this", etc. n Address them by name if wanting their response to a question/observations.

Registered Charity no: (England and Wales) Sc (Scotland) RNIB’s Clear Print Checklist n Does the text contrast clearly with the background? n Is the typeface at least 12 points or above? n Are whole sentences written in capital letters? (This should be avoided). n Are any words split between two lines? (There shouldn’t be). n Have you set text around illustrations? (This can be confusing). n Are images clearly separated from the text? n Is the paper matt? (Avoid very glossy paper) n Can the document be flattened, so it can be placed under a scanner or screen magnifier? 'Action Registered Charity no: (England and Wales) SC (Scotland)', 'RNIB Registered Charity Number '

Registered Charity no: (England and Wales) Sc (Scotland) Case Study Student Anthea, Recently diagnosed as having a degenerative eye condition ;Macular Dystrophy (nothing detected prior to the diagnosis) ;is likely to be totally blind in a matter of a few years. Macular Dystrophy genetic disorder that causes clouding of the cornea that causes loss of visual acuity. Symptoms can include loss of central vision,blurry vision,loss of night light, difficulty reading, distorted vision, loss of contrast sensitivity, trouble discerning vision, and photophobia or dislike of lights. Anthea currently has limited /distorted central vision and limited peripheral vision. Her condition causes eye strain and requires taking continual breaks to rest. Second year of a degree. Before diagnosis was a well organised,and competent student.

Registered Charity no: (England and Wales) Sc (Scotland) Case Study At DSA Assessment presented the following needs. n Lack of ability to come to terms with disability; presented as being under considerable emotional stress n Unable to read print information in books, journals, power point,white board etc n Unable to access PDF files,not accessible to screen readers. n Struggling to now compose/structure essays largely due to “pressure” to meet deadlines, apply technology to check spelling and grammar. Inability to see text on screens. n Poor proofreading strategies. It is taking longer to under take any proofreading of work.

Registered Charity no: (England and Wales) Sc (Scotland) Case Study At DSA Assessment presented the following needs. n Unable to take notes and listen to lectures. Disability affecting her ability to concentrate and summarise information. Unable to take notes from whiteboards n Onset of disability has caused Anthea to not cope with meeting deadlines for course work. In general now has poor coping strategies with meeting deadlines and organising work. n Has poor technology skills,can access some magnification on laptop and uses hand help magnifier n Reliant on family support to get to University

Registered Charity no: (England and Wales) Sc (Scotland) Case Study Outcomes recommended: n Key worker to support research, composition, proofreading and note taking strategies. Study Coach to support access to required materials and support time management/organisation strategies. n Allowance for books to give longer access to materials and overcome damage to library stock. n Technology recommendations included use of and training in Supa Nova Access Suite (sound and magnification),Desk Top PC, scanner and printer.Monitor arm for desk top to aid with reading. Also portable desk top magnifier and digital recorder.

Registered Charity no: (England and Wales) Sc (Scotland) Case Study Outcomes recommended: n Lecture notes /OHPs to be forwarded in good time. Anthea required printed materials in Arial font 32.Yellow overlays n Iphone which has suitable text to speech software and magnification. n Consumables allowance for photocopying,cartridges etc n Additional time for examinations and assignments n Support with getting to and from the University n Other recommendations included ---referral for mobility training and counselling.

Registered Charity no: (England and Wales) Sc (Scotland) Keypoints……. n Action is here to support the University in meeting the needs of the students n Eye conditions – How each student copes with their condition and study will vary n The best resource is the student

Registered Charity no: (England and Wales) Sc (Scotland) n Identify myths about sight loss n Identify different sight loss conditions n Become more aware of the functional impact of sight loss n Identify the implications of learning with a Visual Impairment and the strategies for visually impaired to make learning more inclusive. n Greater awareness on how to make information accessible to blind and partially sighted people Learning Objectives 'Action Registered Charity no: (England and Wales) SC (Scotland)', 'RNIB Registered Charity Number '

Registered Charity no: (England and Wales) Sc (Scotland) n Questions and Feedback

Registered Charity no: (England and Wales) Sc (Scotland) Contact Details Colin Elliott/Allan Mowl Action for Blind People North West Team The Gateway Centre, 71 London Road Liverpool L3 8HY Tel: Fax: Website: 'Action Registered Charity no: (England and Wales) SC (Scotland)', 'RNIB Registered Charity Number '