ECC: Difference for Blind and Low Vision Students

1. ECC: Difference for Blind and Low Vision Students By Yvette Hoisington, CTVI

2. Definition of Functional Blindness A student with a visual impairment is functionally blind if, based on the proceeding evaluations, the student will use tactual media (which includes Braille) as a primary tool for learning to be able to communicate in both reading and writing at the same level or proficiency as other students of comparable ability.

3. Definition of Low Vision According to the Federal government low vision is a term that denotes a level of vision that is permanent and significant loss of visual function, including visual acuity 20/70 or worse (the ability to see detail), visual field (the ability to see a large area of about 175 degrees), or both and cannot be fully corrected with conventional eyeglasses, contact lenses, medication, or surgery, that interferes with educational and day-to-day activities”

4. The Difference in Low Vision & Blindness For those who ordinary eyeglasses, contact lenses or intraocular lens implants don't give clear vision, then an individual is considered to have low vision. Low Vision differs from blindness in that it refers to people who still have useful vision that can be improved with visual devices. Low vision generally means a person's vision does not meet their needs, whether their visual impairment be mild or severe.

5. Research and Theories In 2004, There were 35,802 children between the ages of 0-21 with a blindness or severe visual impairment. There are different degrees of Low Vision Impairment which determines the visual ability of each person. The most common type of Low Vision is the area of reduced reading or central vision. Functionally blind means they could have limited vision or light perception, they are not totally blind.

6. Theories While it appears as though many of the competencies reflected in the expanded core curriculum might be achievable when infused within the existing, traditional curriculum, there is compelling evidence that infusion is risky and does not provide the appropriate urgency and emphasis to the expanded core curriculum. These students learn differently, in ways that are not intuitively obvious to individuals who rely on their visual sense for 80% of all that they learn and understand. Because blind and low vision youngsters often do not bring the same visual experiences to the learning environment, it is very likely that all of their curriculum needs will not be met without planned, sequential, direct instruction by individuals who understand their learning style.

7. Best Practices Compensatory and Communication Skills : For the Blind student- it includes Braille, listening skills, tactual skills, the abacus,, keyboarding, organizational skills, and note-taking. For the Student with Low Vision-it includes large print, listening skills, tactual skills, keyboarding. Example –Hearing a Bird Sing

8. Best Practices O&M: For the Blind – The white cane is a common travel and identification tool used by many individuals who are blind and includes spatial awareness and body concepts, For the Student with Low Vision -Optimizing the use of residual vision may require the use of low-vision aids such as telescopes and sunglasses, or strategies such as wearing hats or visors to reduce glare.

9. Best Practices Social Interactions: For the Blind student – All gestures, body language, facial expressions will have be taught in a sequential order for full understanding. They will also have to be taught appropriate body language to respond with. For Students with Low Vision – They need help in initiating conversations and self-advocacy. Explain the vision loss and correct responses when requesting information or for help.

10. Best Practices Independent Living Skills: For the Blind – personal hygiene, food preparation, money and time management, organizational skills, and self-advocacy skills. For the Student with Low Vision – organizational skills, money and time management, and self-advocacy skills. Example – Applying Makeup

11. Best Practices Recreation & Leisure: For the Blind – Basic motor skills and play strategies, teaching to “pretend”, skill of running For the Student with Low Vision – learn how be involved in games, play safely, In addition to traditional games and activities, there are games such as goal ball and beep baseball, which were designed for playing with low or no vision. Example – Elizabeth, Kaleigh

12. Best Practices Career and Vocational Education: For the Blind – listening skills, ‘hands-on’ activities, visiting job sites, computer skills, job hunting, equipment adaptations, helplessness For the Student with Low Vision- listening skills, using their visual aids, computer skills, work ethics. This can provide "visually impaired learners of all ages the opportunity to learn first-hand about the variety of work people do," through strategies such as role-playing, peer mentoring, and job shadowing . Example - Sam

13. Best Practices Assistive Technology: For the Blind – Notetaker, talking calculator, audio materials, white cane, screen readers, sunglasses For the Student with Low Vision – CCTV, magnifiers, monocular, screen reader with magnification, sunglasses and possibly the white cane. Example – Dr. Z, Lanie

14. Best Practices Visual Efficiency Skills: This is to learn how to access higher efficiency of the remaining vision with the use of aids. Examples- Cheralyn, Infants

15. Class Discussion • Why do you think Blind people have it easier to make friends than Low Vision? • Do you think it is easier to teach a student Braille or use of technology for magnification? Which is better? • Which is going to be more willing to implement self-advocacy?

16. References • Expanded Core Curriculum for Students with Visual Impairments Wisconsin National Agenda • All quoted material comes from an article entitled, "The Core Curriculum for Blind and Visually Impaired Students, Including Those with Additional Disabilities," by Phil Hatlen in RE:VIEW-Rehabilitation and Education for Blindness and Visual Impairment; vol. 28; number 1; spring 1996. • St. Louis Society for the Blind and VI http://www.slsbvi.org/info/lowviss.htm

17. References • A Teacher Perspective (n.d.). National Agenda for the Education of Children and Youths with Visual Impairments, Including Those with Multiple Disabilities, Retrieved November 6, 2006 from http://www.heldref.org/review.php • Bishop, V.E. (2004). Teaching Visually Impaired Children, (3rd Ed.). Springfield, Charles C. Thomas Publisher, 113-151. • Bryan, W.H. & Jeffrey, D.L. (1982).Education of Visually Handicapped students in the regular classroom. Texas Tech, Journal of Education, 9, 125-131 • Corn, A.L. (1989). Instruction on the use of vision for children and adults with low vision: A proposed program model. ReView, 21, 26-38 • Definition for “Legally Blind”,(n.d.) Blind Plus, Inc. Retrieved November 13, 2006 from http://www.brailleplus.net/visually_impaired_resources/Glossary/Legally_Blind/ • Expanded Core Curriculum for Students with Visual Impairments (2006). Wisconsin National Agenda Wisconsin National Agenda Retrieved November 6, 2006 from http://www.tsbvi.edu/agenda/wi-ecc.htm • Hatlin, P. (1996). The Core Curriculum for Blind and Visually Impaired Students, Including those with Additional Disabilities Retrieved November 6, 2006 from http://www.tsbvi.edu/Education/corecurric.htm • Herron, S. (2005). I'm Albino, Legally Blind, and a Meteorologist, Future Reflections, Special Issue: Low Vision and Blindness, Retrieved November 13, 2006 from http://www.nfb.org/Images/nfb/Publications/fr/fr19/fr05si08.htm • Heward, W. L.,(2000). Exceptional Children, An Introduction to Special Education, (6th ed.). Upper Saddle River, Prentice-Hall, 407-439.

18. References • HHS System Strategic Plan for FY 2005-2009 Chapter VII: Department of Assistive and Rehabilitative Services External/Internal Assessment, (2004), Texas Human and Health Services, Retrieved November 6, 2006 from http://www.hhs.state.tx.us/StrategicPlans/HHS05-09/final/Chpt07.shtml • Holbrook, M.C., & Koenig, A.J., (2000). Foundations of Education, Volume I, (2nd Ed.). New York, AFB Press, 260-271. • Huebner, K.,(n.d.). National Agenda, The Expanded Core Curriculum:  Finding the Time, Pennsylvania College of Optometry Retrieved November 20, 2006 from http://www.tsbvi.edu/agenda/core-ppt.htm • Jacobson, N. (2005). Elizabeth: The Serious Work of Play, Future Reflections, Special Issue: Low Vision and Blindness Retrieved November 13, 2006 from http://www.nfb.org/Images/nfb/Publications/fr/fr19/fr05si05.htm • Koenig, A.J., & Holbrook, M.C., (2006). Foundations of Education,Volume II (2nd Ed.). New York, AFB Press, 779-784. • Levack, N.(2004). Low Vision, A resource Guide with Adaptations for Students with Visual Impairments, (2nd Ed.). Austin, TSBVI, 60-63. • Low Vision: Definition, Symptoms, and Treatment, (n.d.).University of Michigan Kellogg Eye Center, Retrieved November 13, 2006 from http://www.kellogg.umich.edu/education/meetfellows.html • Low Vision Focus Groups Final Report National Eye Health Education Program, (n.d.). National Eye Institute, Retrieved November 6,2006 from http://www.nei.nih.gov/nehep/pro_focus.asp • Low Vision Reimbursement Program and Procedures Program Purpose and Definition,(n.d.). California Department of Education, Retrieved November 6, 2006 from http://www.cde.ca.gov/re/pn/sm/lowvisionreim.asp

19. References • Miller, C.(2006). Taking Up Makeup, SEE/HEAR, TSBVI Retrieved November 13, 2006 from http://www.tsbvi.edu/Outreach/seehear/winter06/makeup.htm • Olmstead, J.E., (2005). Itinerant Teaching; Tricks of the Trade for Students with Visual Impairments, (2nd Ed.). New York, AFB Press, 223-226. • Pogrund, R.L., & Fazzi, D.L., (2002). Early Focus, (2nd Ed.).New York, AFB Press, 218-249. • Ponchillia, P.E. & Ponchillia, S.V., (1996).Foundations of Rehabilitation Teaching with persons who are blind or visually impaired. New York, AFB Press pg 113, 215–216. • Radford, L.(1998). Allen Radford: Red Cross Instructor THE BRAILLE MONITOR, 41(4). Retrieved November 6, 2006 from http://www.nfb.org • Sacks, S.Z., & Silberman, R.K., (1998). Educating Students Who Have Visual Impairments and Other Disabilities. New York, Paul H. Brooks Publishing, 382-383. • Snell, M.E., & Brown, F., (2000). Instruction of Students with Severe Disabiliies. Upper Saddle River, Prentice Hall, 332. • Spungin, S.J., McNear, D., & Torres, I., (2002). When You Have a Visually Impaired Student in Your Classroom, A guide for Teachers, New York, AFB Press, 51-58. • The Delivery of the Core Curriculum for Blind and Visually Impaired Students, (n.d.). National Agenda, http://www.tsbvi.edu/agenda/delivery.htm • Waloszek, G., (2005). Vision and Visual Disabilities – An Introduction, SAP User Experience, SAP AG Retrieved November 13, 2006 from http://www1.sapdesignguild.org/editions/edition9/vision_physiology.asp • What is low vision,(n.d.). Center for the Visually Impaired, Inc., Retrieved November 6, 2006 from http://www.cvicentralflorida.org/ • What is Low Vision, (n.d.).SLSBVI St. Louis Society for the Blind and Visually Impaired, Retrieved November 13, 2006 from http://www.slsbvi.org/info/lowviss.htm • Zaborowski, B.,(2005). Growing Up with Low Vision: An Interview with Dr. Z., Future Reflections, Special Issue: Low Vision and Blindness Retrieved November 13, 2006 from http://www.nfb.org/Images/nfb/Publications/fr/fr15/fr04fa09.htm