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Environmental Modifications

Environmental Modifications. Nora Griffin-Shirley and Amy T. Parker EDSP 5383. Evaluation. Look at the tasks a student wants to perform in an environment

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Environmental Modifications

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  1. Environmental Modifications Nora Griffin-Shirley and Amy T. Parker EDSP 5383

  2. Evaluation • Look at the tasks a student wants to perform in an environment • ID characteristics of objects students are trying to see (size, distance from eye, color, contrast, figure-ground, angle of viewing, illumination).

  3. Modify objects to be visible or more so by: • decreasing distance from eye, • increasing hue of color or change the color; • Providing more contrast; • decreasing busyness of background; • providing illumination controls

  4. Changing size • Make object larger (large print) • Move object closer to eye (sit closer to TV) • Use optical device (magnifier, telescope, optical device to enlarge image)

  5. Lighting • Florescent – even light, cheap, in most homes, produces fewer shadows; use a covering • Incandescent – creates more shadows, more contrast, use lamp shades and focus lights, good for near work and in tensor lamps

  6. Additional Strategies • Sunlight – use blinds, curtains to control, hats, visors • Glare – use of dimmer switches, do not use high gloss finishes • Light/dark adaptation - avoid

  7. Contrast and Color • Provides different light-dark backgrounds to accomplish tasks • White or yellow on black is helpful. • Darks and lights can blend together. • Keep a dark or light jacket handy as a teacher (depending upon your own skin color). • Paint walls specific color to provide contrast in specific rooms.

  8. Modify Rooms in a Home: Give 4-5 examples of each • Bedroom • Kitchen • Bathroom • Hallway and Stairway • Dining room • Living Room • Garden and Backyard

  9. Integrating Visual Skills into ADLsCorn, A.L., & Koenig,A.J. (1997). Foundations of low vision: Clinical and functional perspectives. New York: AFB Press. • Use of nonvisual techniques (labeling, etc.) • Incorporation of low vision aids and environmental adaptations into daily life • Use computers • Be aware of factors that can influence a student’s use of low vision aids and making adaptations: eye conditions, medications, fluctuating vision, level of stamina, person’s self-advocacy level and self-perception

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