Visual Impairment

Outline of Presentation

Group 7
Anyayahan,Lyka
Bermundo, Jakeson
Nedic, Rowly Pearl
BME II-20

Outline of Presentation
Visual Impairment
 “Visually- Impaired”
 Definition
Visually impaired children may be defined as those children who suffer from the
impaired conditions, difficulties and deficiencies present in their visual organs
which make them different from children with normal vision to extent of
requiring special education provision.
Types of Visual Impairments
 Amblyopia
Sometimes called “Lazy eye.” It is a functional defect characterized by decreased
vision in one or both eyes without detectable anatomic damage to the retina or
visual pathways.
 Aniridia
It is characterized by the incomplete formation of the iris. Associated with
glaucoma, nystagmus, sensitivity to light, and poor vision. Normal reactions
(adaptations and responses) are impossible.
 Anophthalmos
Anophthalmos or Anophthalmia is the absence of a true eyeball. The student may
have a prosthetic eye.
 Achromatopsia
Achromatopsia is a congenital defect. It is characterized by the rare inability to
distinguish colors due to cone malformation and partial or total absence of cones).
It is a hereditary condition that is non-progressive.
 Astigmatism
Astigmatism is a refractive error characterized by the inability of an eye to focus
sharply (at any distance), usually resulting from a spoon-like (toric) shape of the
normally spherical corneal surface. Instead of being uniformly refracted by all
corneal meridians, light rays entering the eye are bent unequally, which prevents
formation of a sharp focus on the retina.
  Cataract
Cataracts are a pathologic condition. It is characterized by opacity or cloudiness
of the crystalline lens, which may prevent a clear image from forming on the
retina.
 Color Blindness
If the student is color blind, they may encounter difficulty with tasks involving
color discrimination.
 Glaucoma
Glaucoma is a pathologic condition characterized by increased intraocular
pressure resulting in damage to the optic nerve and retinal nerve fibers.
Characterized by typical visual field defects and increased size of optic cup.
 Myopia
(Nearsightedness) is a refractive error sometimes called nearsightedness. It is a
focusing defect created by an overpowered eye, one that has too much optical
power for its length.
 Nystagmus
Nystagmus is a functional defect characterized by involuntary, rhythmic side-to-
side or up and down (oscillating) eye movements that are faster in one direction
than the other. The inability to maintain a steady visual fixation causes low visual
acuity.
 Hyperopia
(Farsightedness) refractive error sometimes called farsightedness. It is a focusing
defect created by an underpowered eye, one that is too short for its optical power.
 Macular Degeneration
is a pathologic condition. It is characterized by deterioration of the macula,
resulting in loss of sharp central vision. Loss of central vision affects acuity, color
vision, and may also cause light sensitivity.
 Retinopathy of Prematurity
is a pathologic condition. It is characterized by a series of destructive retinal
changes that may develop after prolonged life-sustaining oxygen therapy is given
to premature infants.
Identification of Visual Impairments
o Complaints of headache
o Blinks eye frequently
o Holds objects close to eyes
o Rub eyes excessively
o The pupils of the eyes are of different sizes
o Seem very sensitive to light
o Becomes inattentive during reading sessions
o Watering of eyes
 o Takes false steps while walking

Challenges of Visual Impairment in the Classroom

 Fewer opportunities to acquire information visually
 Learning Difficulties
 Social Difficulties
Classroom Strategies that teacher can use for “visually-impaired” students
1. It's okay to say "look" and "see." Even fully sighted people use their other senses in the
context of looking at something. Visually impaired people might look at things in a
different way, but "seeing" is in the perception (rather than the eye) of the beholder.
2. Audiovisual presentations and demonstrations are made accessible to severely visually
impaired students by providing verbal explanations. Read what is being written on the
board and/or describe what is pictured in the presentation. Allow the student time to
handle tactually adapted materials.
Saying "over there" and pointing to something the student can't see are not useful with
a blind student. Instead, spatial directions must be given from the STUDENT'S
perspective. Remember that the student's left and right are opposite yours when you are
facing the student.
3. Seat or encourage the visually impaired student to come to the front of the classroom or
presentation area in order to be certain that s/he hears all instruction/explanation
correctly.
4. Braille materials take an exceptionally long time to order and/or prepare. Textbook
committee members should be aware of this and be certain that braille textbooks can be
ordered in January for the following fall so that they can be transcribed in time. Extra
time may be required for math and technical books, as Braille mathematical notation
requires a unique certification that many literary braille transcribers do not possess.
5. Classroom handouts, especially those with pictures or diagrams, also require a great deal
of time to transcribe into braille and tactile formats or verbal descriptions. Classroom
teachers are wise to provide materials to be transcribed at least two weeks ahead of time,
preferably on disk, as some text can be transcribed using computer translation software.
6. Expect the visually impaired student to complete the same assignments as the rest of the
class. Due to alternative media, assignments may take a visually impaired student longer
to complete. An average of double time for Braille or tape is a good rule of thumb. Due to
time constraints it may occasionally be necessary to reduce the number of examples to be
completed for classwork or homework (such as in math problems), as long as the student
is able to demonstrate that s/he understands the concepts and/or skills exhibited within
each example.
7. Independence is of primary importance! Be patient. Observe the student, silently
encouraging independent problem-solving skills. Wait until the student asks for help and
provide minimal assistance only as needed to build self-confidence and independence.
8. Avoid leaving doors and drawers ajar or chairs out from under tables and desks. Either
keep furniture consistent or inform and/or involve the student in rearranging.
 9. Address all students by name so that the visually impaired student can learn to associate
names with voices of classmates. Address the visually impaired student by name as well,
so he or she knows when he or she is being spoken to.
10. Encourage the student's use of proper posture, eye contact as much as possible and proper
social etiquette. Discourage any inappropriate mannerisms to maximize the student's
physical and emotional health, as well s the student's social, educational and career
potential.
11. Always treat the visually impaired student equally with other students. This includes
discipline and special privileges as well as involvement in extracurricular and leadership
opportunities.
12. Give the visually impaired student as many opportunities to help others as to be helped
by others.
13. Please don't presume that just because the student can't see and is using other learning
mediums that the student is incapable. Try to allow the student to use their strengths in
the areas they have to learn.
14. All students, including those with visual impairments, learn at individual rates.
Tools and Technology for Visual Impairment
 Special software programs and closed-circuit televisions. Enlarge the text on a screen
until it is large enough to read.
 Computerized speech systems read text directly from the screen to the user. The text
can be converted into Braille that is displayed directly on a specially modified
keyboard and read by touch.
 Audio description which help people with sight problems enjoy television, dvd’s or
theatre.
References:
https://www.tsbvi.edu/instructional-resources-items/1911-classroom-strategies-for-
regular-education-teachers-who-have-students-with-visual-impairments-1?
fbclid=IwAR0f8YId43yjsqIGoC07RKOvVyHaNsC7r4j70UIEfFhYyBsY4T2ZMbL6r70
https://www.slideshare.net/ashhishnocturne/blindness-and-assistive-systems-for-blind-
navigation?next_slideshow=1
https://www.teachingvisuallyimpaired.com/common-visual-impairments.html?
fbclid=IwAR3HGOzzy85dA5tuJJ7HWjBG3Aj_ZP-EB5x8s7zjpddSoBbi9rL09K_df3k