DEPARTMENT OF SPECIAL EDUCATION

Topic
VISUAL IMPAIRMENT
 Presented By Group 02
 Name of Students are:
 ZUNERA SHAHZAD
 RABIA TUFAIL
 Presented  FARAH WANII
 USAMA ALI
 AMNA ARSHAD
 Sir Usman Zia
CONTENTS

 DEFINATION
 PREVALANCE
 INDENTIFICATION AND ASSESSMENT
 TYPES OF VISUAL IMPAIRMENT
 DEGREE OF VISUAL IMPAIRMENT
 CAUSES OF VISUAL IMPAIRMENT
 SYMPTOMS OF VISIONS
 PSYCOLOGICAL EDUCATIONAL CHARCTERTICS
 INTERVENTION OF VISUAL IMPAIRMENT
 STATERGIES OF VISUAL IMPAIRMENT
 VISUAL
IMPAIRMENT
DEFINATION OF VISUAL
IMPAIRMENT

The term ‘visual impairment’ is used to indicate

 a continuum of loss of sight, which includes blindness unless it is
made clear that the expression is being used in a particular way.
 Where blindness is specifically referred to, it describes a level of
sight loss of children who depend mainly on tactile methods of
learning.
 The expression ‘low vision’ is used with reference to children whose
learning and teaching involves predominantly methods relying on
sight.
PREVALANCE
INDENTIFICATION AND
ASSESSMEMT
IDENTIFICATION
Most of the visual problems are identified
within the first few months of a baby’s
life, perhaps by the maternity hospital,
health visitor (or equivalent) or parents,
although some difficulties may not be
appreciated until the child starts school.
Assessment of vision

 A distance vision test.

 A near vision test.
 A field of vision test.
 A test of colour perception.
 A contrast sensitivity test.
 An assessment of visual functioning.
Educational assessments

The assessment of vision and educational assessment are

related. With regard to intelligence tests, certain sub-
tests are considered suitable for use with children who
are blind or have low vision. Tactile versions of some
sub-tests are also available. Reading tests have been
standardized for use with blind children. Such tests,
standardized in the country concerned, are available
from commercial test suppliers
TYPES OF VISUAL
IMPAIRMENT
 “Partially sighted” indicates some type of
visual problem has resulted in a need for
special education
 “Totally blind students” who learn via Braille
or other non-visual media.
 “Low vision” is a condition caused by eye
disease, in which visual acuity is 20/70 or
poorer in the better-seeing eye and cannot
be corrected or improved with regular
eyeglasses.
DEGREE OF VISUAL
IMPAIRMENT
 MILD VISUAL IMPAIRMENT : Acuities
ranging
from 20/70 to 20 /80 (both eyes )
 MODERATE VISUAL IMPAIRMENT: Acuities
ranging from 20 /100 to 20 /200 and
field loss of more than 40%
 SEVERE : Difficulty
in learning
environment ,even with visual aids, but
s/he can use vision to some degree in
the learning process.
 CAUSES OF VISUAL
IMPAIRMENT
 Genetic or metabolic diseases
 Defects or abnormalities in the eye itself(, (glaucoma,
cataracts)
 Infections, such as cytomegalovirus (CMV)
 Neurological Visual Impairment (NVI)
SYMPTOMS OF VISION
PROBLEMS
 Severe, sudden eye pain
 Hazy, blurred, or double vision
 Swollen, red eyes
 Changes in the color of the iris
 Itching, burning, or a heavy discharge in the eyes
 Unusual, even painful, sensitivity to light or glare
Social adjustment problems are due to sighted society’s reactions to blindness.
Social adjustment problems are due to sighted society’s reactions to blindness.

PSYCOLOGICAL EDUCATIONAL
CHARCTERTICS(cont)

 A child with a visual impairment may require

emotional support to help cope with his or her
disability. Because of stigmas and a lack of
awareness of the "outside world", a student may
feel:
 Separate from society
 Anxious
 Self-conscious
 Dependent
 Inexperienced
 Unmotivated
PSYCOLOGICAL EDUCATIONAL
CHARCTERTICS (cont)

 A child with visual impairment may have

difficulty forming meaningful relationships
due to the inability to observe non-verbal
cues.
Sometimes students with visual impairment
are thought to have a low level of academic
achievement because of:
 Low expectations
 Lack of exposure to Braille
STATERGIES OF VISUAL IMPAIRMENT

 It’s okay to say "look" and "see." Even fully sighted

people use their other senses in the context of looking
at something.
 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
STATERGIES OF VISUAL
IMPAIRMENT (cont)
 Saying over there is not useful for a blind
student. Instead, spatial directions must
be given from the STUDENT'S
perspective.
 Seat or encourage the visually impaired
student to come to the front of the
classroom or presentation area in order
to be certain that he hears all instruction
and explanation correctly.
 STATERGIES OF VISUAL
IMPAIRMENT (cont)
 Expect a. 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.
 Encourage the student's use of proper
posture, eye contact as much as possible and
proper social etiquette.
 Treat the visually impaired student equally
with other students.
 STATERGIES OF VISUAL
IMPAIMENT (cont)
 Give the visually impaired student as many
opportunities to help others as to be helped
by others.
 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.
INTERVENTION OF VISUAL
IMPAIRMENT
 Early intervention.
 Special education and related services
 To identify the EI program in your neighborhood.
 Accessing special education and related services
 Developing a written plan of services
REFRENCES

 http://www.mychildwithoutlimits.org/understand/visio
n-loss/what-are-the-causes-of-vision-loss/
 www.visionaware.org/info/symptoms-of-vision-
problems/5
 https://www.news-medical.net/health/Types-of-visual-
impairment.aspx
 www.parentcenterhub.org/visualimpairment
 https://www.researchgate.net/publication/41194486
 Ms%20special%20education/BOOK%20OF%20HE/BOO
K%20OF%20HUMAN%20EXPECTIONATIES.pdf