TAYABAS WESTERN ACADEMY

Founded 1928
Candelaria, Quezon

Self-Learning Module

Name of Instructor Jessie V. Vasquez

Student:
Department College of Education Course/Year
Module No. 9 Units
Duration Week 9 Days(Time)
Date Submitted Subject Code
Description Foundation of Education and Inclusive Special Education
Topic Students Who are Blind or Have Low Vision

Guidelines/Directions:
1. This self- learning module will be uploaded on the created Facebook group every
Monday of the week until 8:30 in the evening. This can also be distributed through
your thumb drive. Printed learning materials will also be given to the students who
would like to have.
2. Links/videos mentioned in this module are all downloaded and can be found on your
thumb drive.
3. For those who have their Facebook account and reliable internet connection,
send/upload your accomplished activities on the Facebook group created by your
instructor.
4. For those who can’t submit their work on the Facebook group, do all the written
activities in 1 whole sheet of yellow paper while the video presentations will be
submitted using your thumb drive.
5. Submission will be every Saturday of the week or as agreed in our GC.
6. For inquiries or clarifications, message me at 09178553051.

Introduction
This chapter takes the student to the world of persons who cannot see or who can see
only a part of the real world. Blindness changes a person’s perspectives and concepts about the
seeing world where he lives. The chapter covers the definition and concepts on blindness and
low vision, the learning and behavior characteristics of persons with blindness and low vision,
causes of visual impairment, the special education provisions for these types of students and the
special adaptations that enable them to learn side by side with their seeing classmates.

Learning Targets
At the end of this week, the students are expected to:
1. Describe the anatomy and physiology of the human eye and how the process of vision
takes place;
2. Define legal and educational blindness;
3. Differentiate low vision from blindness;
4. Enumerate and describe the types and causes of the problems of vision;
5. Enumerate and describe the advances in technology for blind persons;
6. Describe the educational provisions for students with visual disabilities; and
7. Gain inspiration from the abilities of persons who are blind or have low vision.

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Engage
Activity 1: (What do you think?)

HOW WILL YOU DESCRIBE STUDENTS WHO ARE BLIND OR HAVE LOW VISION IN
A CLASS?
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Explore
Activity 2:
Discuss the definitions of Blindness and Low vision using 5 or more sentences.
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Explain
Read the discussion on book on pages (177-201).

Activity 3:
For further information watch and understand the video about Students Who are
Blind or Have Low Vision. You can watch it using this link:
https://www.youtube.com/watch?v=1pwmKxoRLG4

Extend/Elaborate
Activity 4:
How much have you learned about students who are blind or have low vision? Answer the
following questions to find out.

1. Describe how the process of vision takes place. Name and tell the functions of the parts of the
visual mechanism that enable man to see.
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2. What can go wrong with the process of vision? What are the types and causes of visual
problems?
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3. What are the differences between blindness and low vision?

Low vision refers to a severe visual impairment in which visual acuity is 20/70 or poorer
in the better-seeing eye and cannot improve with glasses or contacts. Legally blind
means a person has a corrected vision of 20/200 in their best-seeing eye.

4. How do students with visual disabilities manage to get an education in regular schools side by
side with their seeing classmates? What special adaptations are introduced to make
mainstreaming possible?
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Evaluate
Activity 5:
Reflection and Application of Learning
1. Close your eyes tightly for a few hours. Better still, cover them with an eye shade or a piece of
dark cloth so that you cannot see anything at all. Then walk around the house and look for
familiar things that you use everyday in the bedroom , the bathroom, the sala and the kitchen.

Next, do the usual activities you engage in, such as cleaning the house, cooking, changing
your clothes, etc.

Write a report on your experiences as a person without sight. How well did you do the
usual activities? What problems did you meet? How did you solve them? How did you feel about
the whole experience?

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2. From triads. Discuss the vignettes about blind persons and how they triumphed over their
disability.

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