Understanding Students with Visual Impairments Chapter 15 Understanding Students with Visual Impairments Each Power Point presentation can be viewed as transparencies or computer presentations. There are discussion questions and links to websites imbedded in each Power Point presentation to assist instructors and students. Please refer to the Instructors Manual for the complete list of ancillaries that support each chapter. The DVD and Companion Website all have video clips and other materials for an enriching multimedia instructional experience.

Chapter 15 Objectives At the end of this chapter you should be able to: Identify and define visual impairments and the degrees and limitations of visual impairments. Describe specially designed instruction and supplementary aids and services for students with visual impairments. Explain the teaching and planning of daily living skills, orientation training and mobility, and self-determination for students with visual impairments. Explain accommodations needed for students with visual impairments. These are the instructional goals presented in the Student Study Guide and the Instructor’s Manual.

Defining Visual Impairments Two different definitions Legal definition Based on acuity and field of vision IDEA definition Low vision Functionally blind Totally blind

Prevalence of Visual Impairments Various measures used, so it is difficult to get an accurate count In 2006, 25, 661 students (0.04%) of the special education population

Characteristics Incidental learning The way sighted children naturally learn about their environment Lack of incidental learning skills can impact the development of motor, language, cognitive, and social skills Limitations in range and variety of experiences Limitations in the ability to get around Limitations in interactions with the environment

Determining the Causes Congenital vision impairments Occur at birth or before vision memories have been established Adventitious vision impairments When a person has had normal vision but then acquires a vision loss

Anatomy of the Eye (Figure 15–2)

Determining the Presence Determining how a student uses vision Functional vision assessment (FVA) Provides more concrete information about a student’s vision that may help in making IEP decisions Determining the appropriate reading medium Finding the appropriate learning medium (learning media assessment) Braille, print, audiotapes, and access technology Allows the IEP team to know needed accommodations

Determining the Nature of Specially Designed Instruction and Services Expanded Core Curriculum Compensatory and Communication Skills Social and interaction skills Orientation and Mobility skills Informal assessments should include the student’s ability to function independently Assessments should include the age-appropriateness of tasks What are the student’s peers doing? Determine skills typically learned through incidental learning, analyze task involvement, and begin teaching these tasks earlier Avoid making assumptions about a student’s previously acquired learning

Partnering for Special Education and Related Services Over 71% spend most of their day in the general education classroom In planning an IEP, team members must consider: Provision of instruction to support the child’s success in the general education curriculum Non-academic priorities on which the special education will focus Location of special education and related services Ways in which they will communicate to meet the student’s needs

Partnering for Special Education and Related Services Providing Specialized Instruction Slate and stylus Abacus Reading instruction Braille Braille contractions Issues for second language learners Determination of non-academic priorities Determining the location of services Communicating to meet student’s needs

Determining Supplementary Aids and Services Providing adapted materials Print materials: American Printing House for the Blind Authentic materials Optical devices Assistive technology Planning for Universal Design for Learning Direct experience and increased experiential activities

Planning for Other Educational Needs Daily living skills Orientation and mobility Self-determination Partnering is key

Early Childhood Students Programming that Focuses on Real Experiences BEGIN Foundation, Center for the Visually Impaired in Atlanta Benefits and involvement of parents Skills and strategies that are developed Emphasis on activities that are hands-on, meaningful, and related to real life

Elementary and Middle School Students Accommodations to Develop Basic Skills Reinforce concepts presented in class Emphasize career-awareness skills, social skills, knowledge of human sexuality, self-help skills, knowledge of one’s impairment, and early advocacy skills

Secondary and Transition Students Preparing for Adult Life Secondary and transition programs focus on daily living skills Students work with O&M specialists Learn to navigate safely through new and unfamiliar environments Crucial to develop independent living skills

Measuring Students’ Progress Many students take the same math, social studies, language arts, and science tests as others Transcribe print materials into Braille Allow use of a magnifier when reading the test When students prepare Braille answers, the specialist interlines their work for the general educator (writes in print exactly what is written in Braille above the Braille) For Braille spelling tests, students spell the words both with and without the Braille contractions

Progress in Addressing Other Educational Needs Students’ skill levels are determined through informal measures such as teacher observation, evaluation of needed prompt levels, and curriculum-based tests Teachers must have knowledge of the kinds of skill development influenced by the visual impairment and the related limitations in incidental learning

Making Accommodations for Assessments Additional time is needed Braille and/or magnifiers Reader Scribe or computer Quiet testing area Frequent breaks