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Chapter Eight

Copyright 2001 by Allyn and Bacon. 2. Chapter Eight Objectives. Explain the nature of low-incidence disabilities Define hearing impairment and vision impairment Describe educationally relevant characteristics of students with hearing impairments and vision impairmentsDescribe accommodations and modifications for students with hearing impairments and vision impairments .

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Chapter Eight

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    1. Copyright 2001 by Allyn and Bacon 1 Chapter Eight Teaching Students with Sensory Impairments Instructors Notes Review of Previous Learning: Have students share some of their responses to the reflective questions presented at the end of Chapter Seven. Chapter Ice Breaker/Refer to Text: Ask students to read the opening vignette provided on page 227. Ask them to respond to the questions at the bottom of this page. Discuss how mild hearing losses, such as the one demonstrated by Ana, are often overlooked. 198Instructors Notes Review of Previous Learning: Have students share some of their responses to the reflective questions presented at the end of Chapter Seven. Chapter Ice Breaker/Refer to Text: Ask students to read the opening vignette provided on page 227. Ask them to respond to the questions at the bottom of this page. Discuss how mild hearing losses, such as the one demonstrated by Ana, are often overlooked. 198

    2. Copyright 2001 by Allyn and Bacon 2 Chapter Eight Objectives Explain the nature of low-incidence disabilities Define hearing impairment and vision impairment Describe educationally relevant characteristics of students with hearing impairments and vision impairments Describe accommodations and modifications for students with hearing impairments and vision impairments Instructors Notes Discussion Topic: Ask students to describe anyone they know who has a rather severe hearing or vision loss. Have them discuss the communication and other difficulties these individuals encounter. Assignment: Ask students to watch a 30-minute television show (a sitcom works well) with the sound off. Ask them to: summarize the content of the show. react to the loss of hearing as a sensory mode. discuss the implications of this experience for children and youth with hearing impairments in the classroom. Note: This simulation is also required for vision impairments. If you require both, ask them to compare and contrast these experiences. 199Instructors Notes Discussion Topic: Ask students to describe anyone they know who has a rather severe hearing or vision loss. Have them discuss the communication and other difficulties these individuals encounter. Assignment: Ask students to watch a 30-minute television show (a sitcom works well) with the sound off. Ask them to: summarize the content of the show. react to the loss of hearing as a sensory mode. discuss the implications of this experience for children and youth with hearing impairments in the classroom. Note: This simulation is also required for vision impairments. If you require both, ask them to compare and contrast these experiences. 199

    3. Copyright 2001 by Allyn and Bacon 3 Introduction Students with sensory impairments include the disabilities of visual impairments and hearing impairments. Many students with sensory impairments are placed in general education settings. Most students with sensory impairments are able to handle the academic and social demands of general education settings Instructors Notes Discussion Topic: After showing bullet three, ask students why they think children and youth with sensory impairments might be able to handle the social and academic demands of general education settings. Assignment: Ask students to interview an audiologist, interpreter, or other professional who works in the field of hearing impairments (e.g., teacher of the hearing impaired) to determine their perspectives and roles regarding vision impairments among school-age children and youth. 200 Instructors Notes Discussion Topic: After showing bullet three, ask students why they think children and youth with sensory impairments might be able to handle the social and academic demands of general education settings. Assignment: Ask students to interview an audiologist, interpreter, or other professional who works in the field of hearing impairments (e.g., teacher of the hearing impaired) to determine their perspectives and roles regarding vision impairments among school-age children and youth. 200

    4. Copyright 2001 by Allyn and Bacon 4 Introduction For students with sensory impairments to receive an appropriate education, they may need a variety of accommodations, which include: seating arrangements sophisticated equipment for communicating, listening, or navigating support of additional personnel (e.g., interpreter, braille instructor) Instructors Notes Discussion Topic: Ask students if they, as educators, would be more willing to work with a student with sensory impairments, relative to some other disabilities (e.g., emotional and behavioral disorders, attention deficit hyperactivity disorder, etc.). Have them explain their responses. Assignment: Ask students to learn the alphabet and/or some common words in sign language. Ask them to demonstrate what they have learned to the class. 201Instructors Notes Discussion Topic: Ask students if they, as educators, would be more willing to work with a student with sensory impairments, relative to some other disabilities (e.g., emotional and behavioral disorders, attention deficit hyperactivity disorder, etc.). Have them explain their responses. Assignment: Ask students to learn the alphabet and/or some common words in sign language. Ask them to demonstrate what they have learned to the class. 201

    5. Copyright 2001 by Allyn and Bacon 5 Introduction (continued) Sensory impairments are considered low-incidence disabilities because few of these students are within the school population. Students with sensory impairments represent a small percentage of all students who are disabled. Instructors Notes Refer to Text/Discussion Topic: Refer students to Figure 8.1 (p. 228). Discuss the fact that, although students with sensory impairments comprise a very small portion of the total population, hearing impairments occur more frequently than do visual impairments. 202 Instructors Notes Refer to Text/Discussion Topic: Refer students to Figure 8.1 (p. 228). Discuss the fact that, although students with sensory impairments comprise a very small portion of the total population, hearing impairments occur more frequently than do visual impairments. 202

    6. Copyright 2001 by Allyn and Bacon 6 Basic Concepts about Hearing Impairments Hearing impairment is a hidden disability. Relatively few students with profound hearing loss (deafness) are educated in general education settings. When these students are placed in general education classes, they require major accommodations (e.g., interpreter). The greatest effect of a hearing impairment is on a students ability to hear someone speak, Hearing impairments impact communication development and dramatically alter social and academic skill acquisition. Instructors Notes Refer to Handout 8.1: Refer students to Handout 8.1. This handout provides many terms and definitions in the field of hearing impairments. Explain to them that they are to refer to this handout throughout the presentation of hearing impairments. You may want to highlight some of these definitions/terms. 203 Instructors Notes Refer to Handout 8.1: Refer students to Handout 8.1. This handout provides many terms and definitions in the field of hearing impairments. Explain to them that they are to refer to this handout throughout the presentation of hearing impairments. You may want to highlight some of these definitions/terms. 203

    7. Copyright 2001 by Allyn and Bacon 7 Hearing Impairments Defined Hearing impairment is the generic term used to describe any level of hearing loss, ranging from mild to profound. Deafness describes a hearing loss that is so profound, the auditory channel (the ear) cannot function as the primary mode for perceiving and monitoring speech or acquiring language. Hard of hearing describes individuals who have a hearing loss, but are able to use the auditory channel as their primary mode for perceiving and monitoring speech or acquiring language. Instructors Notes Discussion Topic: Compare and contrast the terms above, making sure students understand the continuum of severity implied by these definitions. 204 Instructors Notes Discussion Topic: Compare and contrast the terms above, making sure students understand the continuum of severity implied by these definitions. 204

    8. Copyright 2001 by Allyn and Bacon 8 Measuring Hearing Loss Hearing loss is often measured in decibel (dB) loss. Individuals with losses from 25 to 90 dB are considered hard of hearing. Individuals with losses greater than 90 dB are classified as deaf. Instructors Notes Refer to Handouts 8.2 & 8.3/Discussion Topic: Ask students to refer to Handouts 8.2 and 8.3. The first handout describes common measurement terms. The second handout provides a visual depiction of the degrees of hearing loss. Explain to them the distinction among each of the various levels (i.e., slight, mild, moderate, severe, profound) of hearing loss. 205 Instructors Notes Refer to Handouts 8.2 & 8.3/Discussion Topic: Ask students to refer to Handouts 8.2 and 8.3. The first handout describes common measurement terms. The second handout provides a visual depiction of the degrees of hearing loss. Explain to them the distinction among each of the various levels (i.e., slight, mild, moderate, severe, profound) of hearing loss. 205

    9. Copyright 2001 by Allyn and Bacon 9 Classifications of Hearing Impairments Hearing loss can be categorized in several different ways. Diefendorf (1996) organized hearing loss into four different groups: conductive hearing loss (mild loss in both ears) unilateral hearing loss (loss only in one ear) mild bilateral sensorineural hearing loss (caused by sound not being transmitted to the brain) moderate-to-severe bilateral sensorineural hearing loss (more severe loss in both ears) Instructors Notes Refer to Text/Discussion Topics: After showing the second bullet, refer students to Table 8.1 (p. 230) in the text. This table provides more in-depth information regarding each of the four groups of hearing loss identified above. Discuss the educational implications of each type of hearing loss. 206 Instructors Notes Refer to Text/Discussion Topics: After showing the second bullet, refer students to Table 8.1 (p. 230) in the text. This table provides more in-depth information regarding each of the four groups of hearing loss identified above. Discuss the educational implications of each type of hearing loss. 206

    10. Copyright 2001 by Allyn and Bacon 10 Prevalence of Hearing Impairments More than 68,000 students are served in special education programs for hearing impairments. This number represents about 0.11% of the total school population. The Centers for Disease Control and Prevention have estimated that as many as 15% of all children experience some degree of hearing loss. Instructors Notes Discussion Topic: After showing the second bullet, ask students to explain why they think this prevalence rate is so high (i.e., mild hearing loss goes undetected). This issue will be discussed in more detail on slide 13. 207 Instructors Notes Discussion Topic: After showing the second bullet, ask students to explain why they think this prevalence rate is so high (i.e., mild hearing loss goes undetected). This issue will be discussed in more detail on slide 13. 207

    11. Copyright 2001 by Allyn and Bacon 11 Causes of Hearing Impairments Many different factors can lead to hearing impairments. These include: genetic causes developmental anomalies toxic reaction to drugs, infection, trauma, premature birth, anoxia, birth trauma, and allergies Instructors Notes Refer to Handout 8.4/Discussion Topic: Refer students to Handout 8.4. This handout provides more in-depth information regarding the causes of hearing loss. You might also want to discuss otitis media as a common illness in young children. As educators, when they teach a young child with otitis media, they need to be especially aware of the possibility of hearing loss, particularly fluctuating hearing loss. 208 Instructors Notes Refer to Handout 8.4/Discussion Topic: Refer students to Handout 8.4. This handout provides more in-depth information regarding the causes of hearing loss. You might also want to discuss otitis media as a common illness in young children. As educators, when they teach a young child with otitis media, they need to be especially aware of the possibility of hearing loss, particularly fluctuating hearing loss. 208

    12. Copyright 2001 by Allyn and Bacon 12 Characteristics of Students with Hearing Impairments Four categories of characteristics that are meaningful to the classroom setting are: psychological communicational academic social-emotional Instructors Notes Refer to Text/Discussion Topic: Refer students to Table 8.2 (p. 232). This table provides more in-depth information regarding the four characteristics described in this slide. 209 Instructors Notes Refer to Text/Discussion Topic: Refer students to Table 8.2 (p. 232). This table provides more in-depth information regarding the four characteristics described in this slide. 209

    13. Copyright 2001 by Allyn and Bacon 13 Identification, Assessment, & Eligibility: Hearing Impairments The ease of identifying students with hearing impairments is related to the degree of hearing loss. Students with severe losses are more easily recognized. Students with mild hearing losses are more difficult to identify. The prevalence of hearing loss among children is higher than cited in previous reports because of delayed identification. As many as 15% of children have low- or high frequency hearing loss that is often too mild to easily identify. Instructors Notes Discussion Topic: While children and youth with severe hearing losses are easy to identify, ask students to generate some of the more subtle characteristics that might be associated with mild hearing loss. Your students can check the accuracy of their responses when you present the next slide. 210 Instructors Notes Discussion Topic: While children and youth with severe hearing losses are easy to identify, ask students to generate some of the more subtle characteristics that might be associated with mild hearing loss. Your students can check the accuracy of their responses when you present the next slide. 210

    14. Copyright 2001 by Allyn and Bacon 14 Signs of Hearing Loss Turns head to position an ear in the direction of speaker Asks for information to be repeated frequently Does not respond when spoken to Gives incorrect answers to questions Has frequent colds, earaches, or infections Appears inattentive and daydreams Has difficulty following directions Is distracted easily by visual or auditory stimuli Misarticulates certain speech sounds or omits certain consonant sounds Withdraws from listening classroom activities Has a confused expression on face Has a restricted vocabulary Instructors Notes Discussion Topic: Ask students to check the accuracy of their responses (from the question asked on the previous slide) when you show this slide. Point out that when they notice these signs presented in the slide above, they will need to refer the child or youth for a hearing evaluation. According to the textbook, teachers observations and subsequent referrals are considered to be informal assessments. 211Instructors Notes Discussion Topic: Ask students to check the accuracy of their responses (from the question asked on the previous slide) when you show this slide. Point out that when they notice these signs presented in the slide above, they will need to refer the child or youth for a hearing evaluation. According to the textbook, teachers observations and subsequent referrals are considered to be informal assessments. 211

    15. Copyright 2001 by Allyn and Bacon 15 Formal Assessment of Hearing Loss Most common method of evaluating hearing loss is pure-tone audiometry. Sounds of different frequencies are presented at increasing levels of intensity. Bone conduction hearing (related to the outer and middle ear) can be assessed to determine if there are problems in the sensorineural position of the hearing mechanism (occurring in the inner ear). Instructors Notes Refer to Handout 8.5/Discussion Topic: Ask students to refer to Handout 8.5. This handout provides a brief overview of different types of audiometric evaluations. 212 Instructors Notes Refer to Handout 8.5/Discussion Topic: Ask students to refer to Handout 8.5. This handout provides a brief overview of different types of audiometric evaluations. 212

    16. Copyright 2001 by Allyn and Bacon 16 General Education Classroom Strategies Students with mild losses need minimal supports. Students with severe impairments, those classified as deaf, present unique challenges to teachers. These students usually require: specialized instructional techniques that typically involve alternative communication methods, such as an interpreter. Instructors Notes Refer to Handouts 8.6 & 8.7/Discussion Topics: After showing the second bullet on this slide, refer students to Handouts 8.6 and 8.7. Handout 8.6 provides an overview of manual communication, and Handout 8.7 describes oral-aural, manual communication, and total communication approaches. Explain the differences among these approaches. Also, explain to students that professionals in the field are divided over which one of these approaches is best for students with severe/profound hearing losses. Refer to Text/Discussion Topic: Refer students to the bottom of p. 233 and the top of p. 234. Ask them to review the guidelines and strategies for working with an interpreter. Ask them if they would feel comfortable having an interpreter in the room and to identify what, if any, additional dynamics that might create in the classroom environment. 213Instructors Notes Refer to Handouts 8.6 & 8.7/Discussion Topics: After showing the second bullet on this slide, refer students to Handouts 8.6 and 8.7. Handout 8.6 provides an overview of manual communication, and Handout 8.7 describes oral-aural, manual communication, and total communication approaches. Explain the differences among these approaches. Also, explain to students that professionals in the field are divided over which one of these approaches is best for students with severe/profound hearing losses. Refer to Text/Discussion Topic: Refer students to the bottom of p. 233 and the top of p. 234. Ask them to review the guidelines and strategies for working with an interpreter. Ask them if they would feel comfortable having an interpreter in the room and to identify what, if any, additional dynamics that might create in the classroom environment. 213

    17. Copyright 2001 by Allyn and Bacon 17 Continuum-of- Placement Options Placements range from residential schools to general education classrooms. The trend today is toward educating more students with hearing impairments in the general education classrooms: In 1995-96, 55% of all students with hearing impairments were educated in general education programs. Instructors Notes Refer to Text/Discussion Topic: Refer students to Figure 8.2 (p. 235) in the text. This figure identifies the types of supports needed by students with hearing impairments who attend classes in inclusive settings. Elaborate upon the important collaborative roles educators assume when teaching a student with hearing impairments. 214 Instructors Notes Refer to Text/Discussion Topic: Refer students to Figure 8.2 (p. 235) in the text. This figure identifies the types of supports needed by students with hearing impairments who attend classes in inclusive settings. Elaborate upon the important collaborative roles educators assume when teaching a student with hearing impairments. 214

    18. Copyright 2001 by Allyn and Bacon 18 Management Considerations Standard Operating Procedures Physical Considerations Create a Favorable Learning Environment Preinstructional Considerations Instructors Notes Refer to Text/Discussion Topic/Assignment: 1. After you show the first bullet, refer students to the section on standard operating procedures located on p. 235. Ask them how they might utilize a peer buddy system to assist a child or youth with hearing impairments. 2. After you show the second bullet, refer students to the section on physical considerations located on pp. 235-236 and discuss the importance of seating arrangements/concerns for children and youth with hearing impairments. 3. After you show the third bullet, refer students to the section on creating favorable learning environments located on p. 236. Ask them to generate ways they could create acoustical learning environments in the classroom and other settings (e.g., gym, lunchroom, etc.). 4. After you show the fourth bullet, refer students to the section on preinstructional considerations located on p. 237. You might want to assign students the task of creating a learning environment that will accommodate students with hearing impairments or to write a lesson plan that accommodates such students. 215 Instructors Notes Refer to Text/Discussion Topic/Assignment: 1. After you show the first bullet, refer students to the section on standard operating procedures located on p. 235. Ask them how they might utilize a peer buddy system to assist a child or youth with hearing impairments. 2. After you show the second bullet, refer students to the section on physical considerations located on pp. 235-236 and discuss the importance of seating arrangements/concerns for children and youth with hearing impairments. 3. After you show the third bullet, refer students to the section on creating favorable learning environments located on p. 236. Ask them to generate ways they could create acoustical learning environments in the classroom and other settings (e.g., gym, lunchroom, etc.). 4. After you show the fourth bullet, refer students to the section on preinstructional considerations located on p. 237. You might want to assign students the task of creating a learning environment that will accommodate students with hearing impairments or to write a lesson plan that accommodates such students. 215

    19. Copyright 2001 by Allyn and Bacon 19 Curricular and Instructional Considerations Communication American Sign Language Cued Speech Delivery of Instruction Instructors Notes Refer to Text/Discussion Topic: Refer students to the box on p. 238. This box details the legal requirements for sign language interpreters. Discuss the outcomes of both court cases that involved students with hearing impairments in both public and private schools. Refer to Text/Discussion Topic/Interactive Activity: Refer students to the checklist of suggestions for teaching students with hearing impairments located on pp. 238-239. Ask two students to volunteer (one as teacher, one as a student with hearing impairments. Ask the teacher volunteer to show the student with hearing impairments how to make a peanut butter-and-jelly sandwich. Ask the remainder of the class which strategies (listed on pp. 238-239) the teacher volunteer used. Discus whether these strategies were effective or ineffective. Refer to Text/Discussion Topic: Refer students to the box on p. 239 of the text. This box provides suggestions for teaching science to students who are deaf. Ask students to identify ways that these suggestions could be applied to other academic subjects (e.g., reading, mathematics, social studies, etc.). 216 Instructors Notes Refer to Text/Discussion Topic: Refer students to the box on p. 238. This box details the legal requirements for sign language interpreters. Discuss the outcomes of both court cases that involved students with hearing impairments in both public and private schools. Refer to Text/Discussion Topic/Interactive Activity: Refer students to the checklist of suggestions for teaching students with hearing impairments located on pp. 238-239. Ask two students to volunteer (one as teacher, one as a student with hearing impairments. Ask the teacher volunteer to show the student with hearing impairments how to make a peanut butter-and-jelly sandwich. Ask the remainder of the class which strategies (listed on pp. 238-239) the teacher volunteer used. Discus whether these strategies were effective or ineffective. Refer to Text/Discussion Topic: Refer students to the box on p. 239 of the text. This box provides suggestions for teaching science to students who are deaf. Ask students to identify ways that these suggestions could be applied to other academic subjects (e.g., reading, mathematics, social studies, etc.). 216

    20. Copyright 2001 by Allyn and Bacon 20 Other Concerns for Students with Hearing Impairments Social-Emotional Considerations Technology Instructors Notes Refer to Text/Interactive Activity: After showing the first bullet on this slide, refer students to pp. 240-241 in the text and review the suggestions presented in a checklist format. Then have students refer back to the opening vignette that provides the case study of Ana (p. 227). Ask students to work in small groups to identify which of these strategies might be appropriate to use to support Anas hearing loss. Refer to Handout 8.8/Refer to Text/Discussion Topic: After showing the second bullet, complete the following steps. 1. Refer students to Handout 8.8 and review the types of assistive listening devices. 2. Refer students to the box on technology on p. 240 and have them discuss the role of assistive listening devices in the classroom. 3. Refer students to Table 8.3 (p. 242) for more information regarding media, materials, and technology for students with hearing loss. 4. Ask students to describe the types of technology they might be expected to use to assist a student with a hearing impairment in the general education classroom. 217Instructors Notes Refer to Text/Interactive Activity: After showing the first bullet on this slide, refer students to pp. 240-241 in the text and review the suggestions presented in a checklist format. Then have students refer back to the opening vignette that provides the case study of Ana (p. 227). Ask students to work in small groups to identify which of these strategies might be appropriate to use to support Anas hearing loss. Refer to Handout 8.8/Refer to Text/Discussion Topic: After showing the second bullet, complete the following steps. 1. Refer students to Handout 8.8 and review the types of assistive listening devices. 2. Refer students to the box on technology on p. 240 and have them discuss the role of assistive listening devices in the classroom. 3. Refer students to Table 8.3 (p. 242) for more information regarding media, materials, and technology for students with hearing loss. 4. Ask students to describe the types of technology they might be expected to use to assist a student with a hearing impairment in the general education classroom. 217

    21. Copyright 2001 by Allyn and Bacon 21 Promoting a Sense of Community & Social Acceptance Grouping Pairing students for specific tasks Assigning buddies Establishing a circle of friends Dialogue journals Instructors Notes Discussion Topic: Ask students to give specific examples of how to utilize each of the suggestions depicted in this slide. For example, how might your students utilize peer buddies to assist a child or youth with a hearing impairment? Discussion Topic: Ask students to identify the supports they will need, as teachers, to assist them to overcome the language barrier that will be present when teaching a child or youth who is deaf. Explore the roles of support personnel who will be available to them (e.g., interpreters, audiologists, medical personnel, etc.). 218 Instructors Notes Discussion Topic: Ask students to give specific examples of how to utilize each of the suggestions depicted in this slide. For example, how might your students utilize peer buddies to assist a child or youth with a hearing impairment? Discussion Topic: Ask students to identify the supports they will need, as teachers, to assist them to overcome the language barrier that will be present when teaching a child or youth who is deaf. Explore the roles of support personnel who will be available to them (e.g., interpreters, audiologists, medical personnel, etc.). 218

    22. Copyright 2001 by Allyn and Bacon 22 Basic Concepts about Visual Impairments Vision plays a critical role in the development of concepts, the understanding of spatial relations, and the use of printed material. Students with vision impairments may need to learn compensatory skills and use adaptive techniques that may include: Braille Optical devices Instructors Notes Refer to Handout 8.9/Discussion Topic: Refer students to Handout 8.9, which provides common terms and definitions related to visual impairments. Review these terms with students. 219 Instructors Notes Refer to Handout 8.9/Discussion Topic: Refer students to Handout 8.9, which provides common terms and definitions related to visual impairments. Review these terms with students. 219

    23. Copyright 2001 by Allyn and Bacon 23 Visual Impairments Defined Visual impairment is a generic term that includes a wide range of visual problems. Low vision indicates that some functional vision exists to be used for gaining information through written means with or without the assistance of optical, nonoptical, or electronic devices. Instructors Notes Discussion Topic: Make sure that students understand that functional vision means that some vision still exists. Attempts are made to maximize this remaining vision. 220 Instructors Notes Discussion Topic: Make sure that students understand that functional vision means that some vision still exists. Attempts are made to maximize this remaining vision. 220

    24. Copyright 2001 by Allyn and Bacon 24 Definitions of Blindness Blindness has different meanings depending upon the context used. Legal Definition: Blindness refers to a persons visual acuity and field of vision. It is defined as a visual acuity of 20/200 or less in the persons better eye after correction, or a field of vision of 20 degrees or less. Educational Definition: Blindness implies that a student must use braille (a system of raised dots that the student reads tactilely) or aural methods in order to receive instruction. Instructors Notes Discussion Topic: Ask students to distinguish between the two definitions of blindness and then ask the following question: Is it possible for an individual to be considered legally blind, but not educationally blind? 221 Instructors Notes Discussion Topic: Ask students to distinguish between the two definitions of blindness and then ask the following question: Is it possible for an individual to be considered legally blind, but not educationally blind? 221

    25. Copyright 2001 by Allyn and Bacon 25 Classifications of Visual Impairments Refractive Errors Nearsightedness Farsightedness astigmatism Retinal Disorders Disorders of the Cornea, Iris, and Lens Optic Nerve Problems Instructors Notes Discussion Topic: At least a few students in your class will have some vision problems. Ask those who are willing to share, the types (and characteristics) of vision problems they have. Then group those problems in the categories above. 222 Instructors Notes Discussion Topic: At least a few students in your class will have some vision problems. Ask those who are willing to share, the types (and characteristics) of vision problems they have. Then group those problems in the categories above. 222

    26. Copyright 2001 by Allyn and Bacon 26 Other Visual Problems Strabismus - improper alignment of the eyes Nystagmus - rapid involuntary movements of the eye Glaucoma - fluid pressure buildup in the eye Cataract - cloudy film over the lens of the eye Diabetic retinopathy - changes in the blood vessels of the eye caused by diabetes Macular degeneration - damage to the central portion of the retina, causing central vision loss Retinitis pigmentosa - genetic eye disease leading to total blindness Tunnel vision - deterioration of parts of the retina which leaves individual with central vision only Instructors Notes Assignment: Ask your students to research one or more of the visual problems above. Also, you might ask them to visit the Internet to identify support sites for individuals who are blind or visually impaired and for those who teach them. 223 Instructors Notes Assignment: Ask your students to research one or more of the visual problems above. Also, you might ask them to visit the Internet to identify support sites for individuals who are blind or visually impaired and for those who teach them. 223

    27. Copyright 2001 by Allyn and Bacon 27 Prevalence of Visual Impairments Vision problems are very common in our society. Corrective lenses will allow most individuals to see very efficiently. Visual impairments increase with age as a result of the aging process. In the school-age population, approximately 0.1% of students are classified as visually impaired. Instructors Notes Assignment: Ask students to watch a 30-minute television show (a sitcom works well) with the picture darkened Ask them to: 1. summarize the content of the show. 2. react to the loss of vision as a sensory mode. 3. discuss the implications of this experiences for children and youth with vision impairments in the classroom. Note: This simulation is also required for hearing impairments. If you require both, ask them to compare and contrast these experiences. 224Instructors Notes Assignment: Ask students to watch a 30-minute television show (a sitcom works well) with the picture darkened Ask them to: 1. summarize the content of the show. 2. react to the loss of vision as a sensory mode. 3. discuss the implications of this experiences for children and youth with vision impairments in the classroom. Note: This simulation is also required for hearing impairments. If you require both, ask them to compare and contrast these experiences. 224

    28. Copyright 2001 by Allyn and Bacon 28 Causes of Visual Impairments Genetic causes Physical trauma Infections Premature birth Anoxia Retinal degeneration Retrolental fibroplasia (not as common today) Instructors Notes Assignments: Ask students to complete research on common medical treatments for each of the conditions describe above (e.g., eyedrops/surgery for congenital glaucoma). 225 Instructors Notes Assignments: Ask students to complete research on common medical treatments for each of the conditions describe above (e.g., eyedrops/surgery for congenital glaucoma). 225

    29. Copyright 2001 by Allyn and Bacon 29 Characteristics of Students with Visual Impairments Psychological Communicational Social/Emotional/Behavioral Mobility Academic Instructors Notes Refer to Text/Discussion: Refer students to Table 8.4 located on p. 245 in the text. This table describes characteristics/effects of vision loss in each of the areas presented on this slide. 226 Instructors Notes Refer to Text/Discussion: Refer students to Table 8.4 located on p. 245 in the text. This table describes characteristics/effects of vision loss in each of the areas presented on this slide. 226

    30. Copyright 2001 by Allyn and Bacon 30 Signs of Vision Problems Behavior Rubs eyes excessively Shuts or covers one eye, tilts head, or thrusts head forward Has difficulty in reading or in other work requiring close use of eyes Blinks more than usual or is irritable when doing close work Holds books close to eyes Is unable to see distant things clearly Squints eyelids together or frowns Appearance Crossed eyes Red-rimmed, encrusted, or swollen eyelids Inflamed or watery eyes Recurring styes Complaints Eyes that itch, burn, or feel scratchy Cannot see well Dizziness, headaches, or nausea following close eye work Blurred or double vision Instructors Notes Assignment: Ask students to interview an optometrist, ophthalmologist, mobility specialist, or teacher of the visually impaired to determine their perspectives and roles regarding vision impairments among school-age children and youth. 227 Instructors Notes Assignment: Ask students to interview an optometrist, ophthalmologist, mobility specialist, or teacher of the visually impaired to determine their perspectives and roles regarding vision impairments among school-age children and youth. 227

    31. Copyright 2001 by Allyn and Bacon 31 Identification, Assessment, & Eligibility: Visual Impairments Formal Assessment Snellen Chart (visual acuity) Specialists Ophthalmologists Medical doctors Optometrists Informal Assessment Observation by teachers Eligibility Blindness (20/200 acuity or worse) Low-vision (20/70 to 20/200) Instructors Notes Assignment: Ask students to learn to fingerspell the alphabet. Have them demonstrate fingerspelling to the class. You could also ask them to complete the same assignment using braille. 228 Instructors Notes Assignment: Ask students to learn to fingerspell the alphabet. Have them demonstrate fingerspelling to the class. You could also ask them to complete the same assignment using braille. 228

    32. Copyright 2001 by Allyn and Bacon 32 Strategies for Curriculum and Instruction General Education Classroom Print reading with modifications with minimal curricular changes Braille requiring significant curricular changes Continuum-of-Placement Options Placements range from residential schools to general education classrooms These students need a full array of options according to the National Agenda for the Education of Children and Youth with Visual Impairments, Including Those with Multiple Disabilities. Instructors Notes Refer to Text/Discussion Topic: Refer students to the Personal Spotlight on p. 248 in the text. Ask them to respond to any concerns or fears that they may have relative to teaching a child or youth who is blind in the general education classroom. 229 Instructors Notes Refer to Text/Discussion Topic: Refer students to the Personal Spotlight on p. 248 in the text. Ask them to respond to any concerns or fears that they may have relative to teaching a child or youth who is blind in the general education classroom. 229

    33. Copyright 2001 by Allyn and Bacon 33 Classroom Accommodations General Considerations Management Considerations Standard operating procedures Physical considerations Preinstructional considerations Instructors Notes Refer to Text/Discussion Topic: Refer students to the section on general considerations located on p. 248 in the text. Ask them to identify specific strategies for teaching students with visual impairments in their classrooms. Refer to Text/Assignment: Refer students to the section on management considerations located on p. 249 in the text. Have them review these sections. Then have them make a classroom diagram or visual depiction that reflects their accommodations for a student with visual impairment. 230Instructors Notes Refer to Text/Discussion Topic: Refer students to the section on general considerations located on p. 248 in the text. Ask them to identify specific strategies for teaching students with visual impairments in their classrooms. Refer to Text/Assignment: Refer students to the section on management considerations located on p. 249 in the text. Have them review these sections. Then have them make a classroom diagram or visual depiction that reflects their accommodations for a student with visual impairment. 230

    34. Copyright 2001 by Allyn and Bacon 34 Classroom Accommodations (continued) Curricular and Instructional Considerations Teacher-related activities Materials and equipment Social-Emotional Considerations Technology Talking calculator Optacom Speech synthesizers Braille embossers Software programs Instructors Notes Refer to Text/Discussion Topic: Refer students to pp. 250-251 in the text, which provide information for making curricular and instructional accommodations. Ask them to identify the specific types of materials and equipment they will need to use when teaching a child or youth with a vision impairment. Also, ask them to identify the types of accommodations they will have to make in terms of the curriculum and their instruction. Refer to Handout 8.10/Refer to Text/Discussion Topic 1. Refer students to Handout 8.10, which provides an array of assistive technology devices that might be used to teach a child or youth with a visual impairment. Ask students if they are familiar with any of these devices. 2. The terms on this slide are defined at the bottom of p. 252 on the text. 3. Refer students to the box on p. 253, which provides information on using a monocular. Have students describe how such a device might be used in the classroom. 231Instructors Notes Refer to Text/Discussion Topic: Refer students to pp. 250-251 in the text, which provide information for making curricular and instructional accommodations. Ask them to identify the specific types of materials and equipment they will need to use when teaching a child or youth with a vision impairment. Also, ask them to identify the types of accommodations they will have to make in terms of the curriculum and their instruction. Refer to Handout 8.10/Refer to Text/Discussion Topic 1. Refer students to Handout 8.10, which provides an array of assistive technology devices that might be used to teach a child or youth with a visual impairment. Ask students if they are familiar with any of these devices. 2. The terms on this slide are defined at the bottom of p. 252 on the text. 3. Refer students to the box on p. 253, which provides information on using a monocular. Have students describe how such a device might be used in the classroom. 231

    35. Copyright 2001 by Allyn and Bacon 35 Promoting a Sense of Community and Social Acceptance General Considerations Supports for the General Education Teacher Instructors Notes Refer to Text/Discussion Topic: Refer students to the checklist of suggestions on p. 254 in the text. Ask them to identify any of these suggestions that might pose problems for them as teachers. Refer to Text/Discussion Topic: Refer students to the box on p. 255, which provides suggestions for working with a language interpreter. Ask students to identify ways that an interpreter can be of support to them when they teach a child or youth with a visual impairment. You might want to have an interpreter speak to the class about the collaborative roles of school and related service personnel. 232Instructors Notes Refer to Text/Discussion Topic: Refer students to the checklist of suggestions on p. 254 in the text. Ask them to identify any of these suggestions that might pose problems for them as teachers. Refer to Text/Discussion Topic: Refer students to the box on p. 255, which provides suggestions for working with a language interpreter. Ask students to identify ways that an interpreter can be of support to them when they teach a child or youth with a visual impairment. You might want to have an interpreter speak to the class about the collaborative roles of school and related service personnel. 232

    36. Copyright 2001 by Allyn and Bacon 36 Chapter Eight: Reflective Questions What are low-incidence disabilities? What are hearing impairments, and what are the characteristics of children and youth with hearing impairments? What are vision impairments, and what are the characteristics of children and youth with vision impairments? What accommodations and modifications should be made for students with hearing impairments? What accommodations and modifications should be made for students with vision impairments? Instructors Notes Assignment/Discussion: There are several ways you might want to use these reflective questions: 1. Have students keep a reflective journal and respond to these questions after the chapter is completed. 2. Use the questions as a question/answer time to recap the chapter. 3. Use the questions as a review before you start the next chapter. Chapter Study Guide: Pass out the Chapter Eight Study Guide for students. Highlight important areas of information to-be-learned. 233Instructors Notes Assignment/Discussion: There are several ways you might want to use these reflective questions: 1. Have students keep a reflective journal and respond to these questions after the chapter is completed. 2. Use the questions as a question/answer time to recap the chapter. 3. Use the questions as a review before you start the next chapter. Chapter Study Guide: Pass out the Chapter Eight Study Guide for students. Highlight important areas of information to-be-learned. 233

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