1 / 18

Low Vision in the classroom

Low Vision in the classroom. Ann Heard Low Vision and Blind Support Email: heard.ann48@yahoo.com. Definition. Impaired visual function caused by any disorder of the eye or visual system.

vienna
Download Presentation

Low Vision in the classroom

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Low Vision in the classroom Ann Heard Low Vision and Blind Support Email: heard.ann48@yahoo.com

  2. Definition • Impaired visual function caused by any disorder of the eye or visual system. • Resulting in a reduced level of vision that cannot be improved to normal with glasses, contacts, medication or surgery. • Individuals have difficulty engaging in normal day-to-day activities. • Best-corrected vision in better eye becomes less than 6/18.

  3. In the Classroom Learners in the classroom need to see their educator, classmates, the blackboard, TV, computer, overheads and presentations. They need to take notes, complete assignments, read and take tests. For low vision learners, many of these tasks are more difficult.

  4. Individuality The range of medical conditions which may give rise to visual impairment is both large and complex. The educator needs to understand the functional vision of the learner so this may be put into effective use.

  5. Different Eye Conditions Different Needs Bright or dim light Light from side or back Depending on Condition? Enlarged print or normal Simple magnifiers or technology Cane or not

  6. The Whole Learner • Important to identify needs early, if undetected or treated in an unsuitable or non-empathetic manner can give rise to :- • Poor reading and writing skills • Learner could become inattentive • Learner could become distracted and disruptive • Presentation and accuracy of work may suffer

  7. Important to Recognise Signs The learner may run the risk of social and emotional challenges as a result of his/her inability to cope with the demands of a highly visually oriented world. Sometimes not easy for educator to recognise, as learner who has never seen normally, does not know what he is supposed to see.

  8. Look for Bloodshot Unusual Movement Cloudy Excessive Blinking Holds toys close Turn In Eye Rubbing Turn Out Constant Frowning Eyes Move Independently Moves head not eyes Knocks things over Shuts or covers one eye Excessive Irritability during close activities

  9. Observe!!! • Reading, writing and drawing difficulty • Poor concentration when using near vision • Difficulty recognising colours • Stumbles over objects • Bumps into objects • Difficulties with lighting (glare) • Walks with shuffle or stoop • Dislikes physical activity

  10. Listen!!! • “I can’t see that” • “I see two” • “I feel dizzy” • “My head hurts” • “I feel sick”

  11. Frequently asked questions • How can contrast be used? • Does the learner need more time to complete tasks? • Must I help the learner move around? • Must the learner use bright strong colours? • Can the learner use a pencil or a koki? • Can the learner be encouraged to play rough and tumble? • What about technology?

  12. Frequently asked questions • Must I reorganise the environment? • What lighting is good? • How does glare affect? • Will making things bigger help? • Can spectacles help? • Should the learner sit close to me?

  13. I Can See • I - Illumination • C – Colour and Contrast • S - Size (magnification)

  14. 10 Simple Tips • Allow the learner to select preferred seating, preferably away from glare sources such as windows. • Permit low vision learner to wear sunglasses or a hat with visor if they are helpful inside. • Provide with hand-outs rather than being required to copy from the board. Hand-outs should be the correct size print for the learner. • Provide extra time to complete work, tests and assignments as well as adjust to the learning environment. • Allow learner to use technology equipped with screen enlarging software.

  15. 10 Simple Tips (cont) • Provide learner with a tilted desk. • Provide learner with large print and broad writing materials (felt-tip pens) to increase visibility. • Allow learner to use simple magnifiers, telescopes. • Consider having a class session so schoolmates can learn what visual disorders are all about. • Finally, the teacher should inquire to be certain the student can see what is being presented. Don’t assume that if they don’t say anything, they are able to see it.

  16. Team Support Needed • Family - immediate and extended • GP • Ophthalmologist • Geneticist • Optometrist • Low Vision Optometrist • Orientation and Mobility Instructor • Educator • Specialist Educator • Skills Developer • Psychologist • OT • Audiologist • Orthoptist • Neurologist • NGO • Social Worker

  17. Communication Important that all information regarding the learner is shared throughout the learner’s school career.

  18. Points to Remember • Not all vision impairment is the same • Each learner is an individual • Join hands with the Team • Be adaptable • Observe and listen • Learner’s needs will change as he develops UNDERSTAND THE LEARNER’S EYE CONDITION!

More Related