Activity-Module-8

Name (Last Name, First Name, M.I) CARDONA, CAMELLE D.

Module No: 8 Module title: Learners with Difficulty Seeing
Course and Section: BTLED HE 3A Major: HOME ECONOMICS

ACTIVATE PRIOR KNOWLEDGE

Close your eyes tightly for a few hours. Better still, cover them with an eye shade or a piece of black
cloth so that you cannot see anything. Then walk around the house and look for familiar things that you
use every day in the bedroom, bathroom and in the kitchen.
Next, do the usual activities you engage in, such as cleaning the house, changing your clothes or taking a
bath and preparing your meals.
Write a short report on your experiences as a person without sight.

Analysis
After the activity, try to answer some guide questions for your report.
- How well did you do your usual activities?
- What problem did you meet? How did you solve them?
- How did you feel about the whole experience?
Answer:
It isn’t easy to do my usual activity without vision. I encounter a lot of struggles washing dishes
blindfolded because It is dark and I didn’t know what I will get. However, I realized that having no vision
isn’t a bad thing if you have determination and eagerness you can do whatever you wish to do and make
things possible even if you can’t see anything.

APPLICATION Self Progress Check Test. Be fair with yourself. Make this test a real
gauge of what you have known from course.

Answer the following questions.

a. Discuss what is legal and educational blind?

Answer:

Blindness is the condition of lacking visual perception due to physiological and/or neurological
factors. Complete blindness is the total lack of form and light perception and is clinically recorded as
“No Light Perception” or “NPL”. Legal Blindness is a definition used by US government to determine
eligibility for vocational training, rehabilitation, schooling, disability benefits, low vision devices and tax
exemption programs. Educational blind can be defined physiologically as the condition of lacking visual
perception. The definition as it applies to people thus legally classified is, however, more complex. The
impact of the impairment on learning will vary significantly according to the nature and extent of vision
loss: some students will have been born without vision, others will have lost it gradually; some will have
no vision at all, others will have some vision, be light-sensitive, or have limited peripheral vision. It is
also possible that vision and light-sensitivity will fluctuate day-to-day.

b. What are the different types of problems of vision and describe and causes of the problems of the
vision?
Answer:

If you have glaucoma, macular degeneration, diabetic retinopathy, or a family history of eye
diseases or disorders, regular monitoring and more frequent visits may be required. Some eye
conditions and diseases are hereditary and family members may need to be monitored regularly by a
general physician and an ophthalmologist or optometrist.

Signs and Symptoms of Possible Vision Problems

 If you experience any of the following eye changes, schedule an appointment with your
ophthalmologist or optometrist immediately, even if you’ve been to your eye doctor recently:
 Severe, sudden eye pain
 Recurrent pain in or around the eye
 Hazy, blurred, or double vision
 Seeing flashes of light or sudden bright floating spots
 Seeing rainbows or halos around lights
 Seeing floating “spider webs”
 Seeing a “curtain coming down” over one eye
 Sensing a “cup filling up with ink” in one eye
 Unusual, even painful, sensitivity to light or glare
 Swollen, red eyes
 Changes in the color of the iris
 White areas in the pupil of the eye
 Sudden development of persistent floaters
 Itching, burning, or a heavy discharge in the eyes
 Any sudden change in vision

c. What are the educational programs and instructional strategies for students with vision problems?

Answer:

Students with vision impairment may feel isolated in the learning environment, which can
have an impact on learning. There is a range of inclusive teaching and assessment strategies that can
assist all students to learn but there are some specific strategies that are useful in teaching a group
which includes students with vision impairment. Make required book lists and course materials
available early so there is sufficient time for them to be reproduced in audio. For students with vision
impairment your teaching style will need to be ‘verbal’. Think about how to communicate
information to students who cannot see what you are doing. Verbalize what is written on the
blackboard and on PowerPoints. Talk through any calculations as they are made or procedures as they
are carried out. Read any printed information and describe any charts or graphs being used. Provide
an individual orientation to laboratory equipment or computers in order to minimize the anxiety likely
in an unfamiliar environment.
d. (Option B) Search for some person from the internet who become successful despite their
vision problem. Discuss how they triumphed over their disability. Write an article about
them.
Louis Braille (January 4, 1809 – January 6, 1852): Louis
Braille became blind after he accidentally stabbed himself
in the eye with his father’s awl. He later became an
inventor and the designer of braille writing, which enables
people who are blind to read by feeling a series of
organized bumps representing letters. This concept was
beneficial to all blind people from around the world and is
still commonly used today. If it were not for Louis
Braille’s blindness he may not have invented this method of
reading and no other blind person could have enjoyed a
story or been able to comprehend important written materials.

Helen Adams Keller (June 27, 1880 – June 1, 1968): Helen

Adams Keller was an American author, activist and lecturer.
She was the first deaf/blind person to graduate from college.
She was not born blind and deaf; it was not until nineteen
months of age that she came down with an illness described
by doctors as “an acute congestion of the stomach and the
brain”, which could have possibly been scarlet fever or
meningitis. The illness did not last for a particularly long
time, but it left her deaf and blind. Keller went on to become
a world-famous speaker and author. She is remembered as an
advocate for people with disabilities amid numerous other causes.

Harriet Tubman (c. “in approximately” 1820 – March 10,

1913): Harriet Tubman was a slave throughout her youth,
being treated as an animal until she eventually escaped
captivity. She was an abolitionist, humanitarian, and Union
spy during the American Civil War. When she had reached
Canada she did not stay to enjoy her freedom. She returned
to the lands and brought hundreds of black slaves back to
safety, saving them from slavery by escaping in what was
then called The Underground Railroad. After a severe wound
to the head, which was inflicted by a slave owner before her
escape, she became a victim to vision impairment and seizures. That did not keep her from
tossing her fears aside and to keep fighting for the freedom of her people