Introduction to Special Education: Making a Difference Seventh Edition

1. Chapter 11 Low Vision and Blindness Introduction to Special Education: Making a DifferenceSeventh Edition

2. Chapter Objectives • Divide visual disabilities into two functional subgroups. • Discuss ways to accommodate the general education setting for students with visual disabilities. • Explain why orientation and mobility targets must be an intensive part of the curriculum for many students with visual disabilities. • Describe types of assistive technology that benefit people with visual disabilities at school, in the workplace, and in independent living. • Discuss issues surrounding Braille and reading literacy.

3. Historical Context • 1784: Valentin Hauy opens the first school for the blind. • 1821: Samuel Gridley Howe opens the first school for blind students in the U.S. • Early 1800s: Louis Braille creates the precursor to today’s Braille. • 1860: The Hoover cane is developed. • 1900: The first public class begins in Chicago. • 1928: Guide dogs are introduced in the U.S. • 1950s: Premature infants are given extra oxygen, which results in retinopathy of prematurity (ROP). • 1960s: The rubella epidemic leaves many children with visual disabilities. • 1997: IDEA requires that Braille be considered a reading option.

4. Low Vision and Blindness Defined • IDEA ‘04 visual impairments category definition • Visual impairment, including blindness, means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness. • In the normal visual process: • Light rays enter the cornea. • The iris responds to the intensity of light. • Light passes through the pupil to the lens. • The lens focuses light rays onto the retina. • The retina sends messages along the optic nerve to the brain.

5. Low Vision and Blindness Defined • Types of vision loss • Visual Acuity • Peripheral Vision • Tunnel Vision • Restricted Central Vision

6. Definition • IDEA ‘04 uses the terms “visual impairment” for visual disabilities and “partial sight” for low vision. • Three factors in impaired vision • Degree of loss (low vision; blindness) • Age of onset (congenital blindness, adventitious blindness) • Type of loss (conditions of the eye; conditions of the eye muscles; conditions of the cornea, iris, and lens; conditions of the retina; condition of the optic nerve)

7. Characteristics • Students who are blind • Readers of Braille • Orientation and mobility • Social skills • Students with low vision • Readers of standard print • The vast majority learn to read, write, and use vision to function in society. • Readers of enlarged print

8. Prevalence • According to AFB, approximately 1.3 million Americans are legally blind, with some 10 million with low vision or blindness. • Worldwide, only 4% of all blind people are children. • Visual disabilities increase with age. • The incidence of visual disabilities in children has greatly decreased. • Nearly 2/3 of children with visual disabilities have more than one disability.

9. Causes Substantial numbers of children have a genetic cause for their visual disability. Medical technology can now correct or lessen the impact of a visual disability. Medical technology contributes to the number of visual disabilities by increasing the survival rates of premature babies and those with multiple disabilities. Prevention Many visual disabilities can be prevented or lessened through: Early and consistent treatment. Safety measures (avoiding eye injuries). Access to health care. Causes and Prevention

10. Overcoming Challenges: Technology • Computers provide access to printed information through: • Visual input devices. • Equipment that can increase print size (closed circuit TV [CCTV]) • Audio input devices. • Equipment that enables people to hear what would normally be read or seen (audio books, talking ATMs) • Tactile input devices. • Equipment that allows people to use touch to gain information (Braille PDA)

11. Assessment • Early identification • Photoscreening: system for testing acuity for those who can not participate in visual assessments • Pre-referral: Vision screenings • Most states require visual screening of children. • Snellen chart • Identification • Visual assessments • Ophthalmologists (medical doctors who specialize in eye disorders) • Optometrists (professionals who measure vision) • Opticians (specialists who fill ophthalmologist’s or optometrist’s prescription for glasses or corrective lenses) • Evaluation • Students with VI often require accommodations during instruction and assessments.

12. Effective preschool programs should promote: Basic communication and interaction patterns. Play. Students who are blind or have low vision are two years behind sighted peers in play skills. Exemplar preschool programs: Are structured. Have secure atmospheres. Include many play opportunities. Are informal and homelike. Have broad instructional opportunities. Include interaction with peers without disabilities. Support the family. Early Intervention

13. Teaching Students with Visual Loss • The majority of students (57%) spend the majority of their time (over 80% ) in general education classrooms. • Curriculum targets should include: • Life skills. • Skills for independence. • Literacy. • Orientation and mobility. • Methods of reading and writing include: • Braille. • Enlarged print. • Print-to-voice translations.

14. Instructional Accommodations • Every individual has different needs and will therefore require different accommodations. • Accommodations could include: • Modification and careful use of language (“The large book is on the corner of the art table,” instead of “It’s over there”)/ • Extended time. • Reduction or change of assignment (oral vs. written report). • Use of computer for in and out of class work. • Regardless of accommodations, teachers should keep expectations high! • Universal Design for Learning • Classroom settings • Barrier-free environment

15. Transition • Bias and discrimination remain barriers to employment commensurate with abilities. • As a group, visually-impaired persons tend to be underemployed due to discrimination and sometimes a lack of: • A high level of literacy. • Social interaction. • Self-advocacy. • Many adults feel that their access to recreational, leisure, and cultural activities is limited. • More events are becoming accessible because of changes in attitudes and the ADA law. • Pre-college programs can make chances of high school graduation higher.

16. Transition to Work • Despite high graduation rates from high school and college, adults with visual disabilities struggle to find and retain employment. • To battle this issue, recommendations at the high school level include: • Community employment. • Internships in real work settings. • College graduation. • Education of potential employers. • Informing potential employers of programs that will pay for special equipment. • Access to the Community • Many express frustration with accessing recreational and leisure activities within the community. • Some advances with this issue include tactile exhibits, more access for guide dogs, and freeze frames of plays.

17. Collaborative services from visual disabilities experts should be available to all students. Teachers of students with visual impairments (TVIs) can help general educators to structure the learning and physical environment. Orientation and mobility specialists (O&M) can teach the skills necessary for students to navigate classrooms independently. Collaboration among all related service providers can help increase success in the general education environment. Collaboration

18. Partnerships with Families and Communities • Parents must help their children develop skills such as: • Communication. • Independent living. • Mobility. • Sensory development. • Fine and gross motor skills. • Cognition. • Social skills. • Parents and educators need to develop strong partnerships.

19. How can teachers and related service providers create an atmosphere of acceptance and success for students with visual impairments? Challenge Question