Guide for teachers

dealing with visually

impaired pupils.

Contents

Characteristics of visual impairment................................. p. 31 Definitions......................................................................... p. 32 Different types of poor vision...........................................p. 42.1 Total, but blurred, perception.......................................…p. 42.2 Peripheral vision with central scotoma ......................…..p. 42.3 Tunnel vision ..............................................................… p. 43 Functional problems....................................................…. p. 43.1 Blurred short sightedness............................................…. p. 43.2 Long sightedness.........................................................… p. 43.3 Peripheral vision with central scotoma .......................….p. 53.4 Tunnel vision ..............................................................… p. 53.5 Variations in the quality of the remaining vision ........….p. 54 Phenomena, which can accompany visual impairment . p. 54.1 Nystagmus ...................................................................... p. 54.2 Photophobia ...............................................................… p. 54.3 Abnormalities in colour vision ........................................p. 64.4 Blindism ......................................................................... p. 6Organisation of the pedagogical adaptations..................... p. 71 Objective aspects of visual impairment ......................… p. 71.1 Preparation for the child’s reception ............................… p. 71.2 Classroom organisation ................................................... p. 71.3 Preparation of the session................................................. p. 81.4 Running the session......................................................... p. 91.5 Out-of-school’s activities................................................p. 112 Subjective aspects of visual impairment .........................p. 122.1 Useable abilities ............................................................. p. 122.2 Hard-to-manage competences and pedagogic attitudes to acquire them more easily................… p. 123 Behavioural aspects linked to visual impairment ......… p. 133.1 Behaviour of the child ..................................................... p. 133.2 Attitude of the teacher .................................................… p. 13The role of the specialised teacher responsible for classroom support...............................….. p. 151 Roles .............................................................................… p. 152 Suggestions he/ she may make ........................................ p. 15Bibliography......................................................................… p. 17Practical aspects .................................................................... p. 18Annex 1 ................................................................................ p. 20Annex ................................................................................... p. 33

Foreword

This guide is about the schooling of visually impaired pupils working in ‘the dark’ (an expression used by blind people to describe sighted writing), it is essentially a practical one. Its objective is, first, to remove any worries caused by the arrival of a particular child and to bring pedagogic and technical aids to the learning situation.

Michèle CollatTrainer at the Centre for National Studies and training for disabled children.

A new edition of this guide including the schooling of blind children working in ‘Braille’ will come out in June 2002.

Characteristics of visual impairment

1. DefinitionsThere are many types of visual impairment. In France, around 10% of the population has visual difficulties. Most of them are benign anomalies, which don’t necessarily lead to impairment.

However, there are serious visual impairments (in a smaller number) leading to considerable functional difficulties.

The textbook definition of visual impairment depends on:- the state of the visual field (how much space an immobile eye can cover).- measurement of visual precision (the ability to see detail).

See annex 1 page 20.

In France a person is considered visually impaired if their visual precision is lower or equal to 4/10 on the best eye after correction and a visual field reduced to 20°. A person whose sight is lower than or equal to 1/20 on the best eye after correction and has a visual field reduced to 10° for each eye is legally considered blind.

According to the WHO, there are five categories of visual impairment:

- Moderate corrected vision for both eyes between 1 & 3/10- Serious corrected vision for both eyes between 1/20 &1/10- Profound corrected vision for both eyes between 1/50 & 1/20- Almost total vision <1/50 with light perception- Total absolute blindness, no light perception

However, it’s important to note that visual impairment will have different consequences whether it is genetic or acquired, early or late, isolated or linked to another pathology, or to reactional problems.

Following the same line of thought, the new approach to visual impairment tries to define it, not in terms of inability but of possibility, not in terms of repair but rehabilitation.

2. Different types of poor vision

There are many eye pathologies, which lead, to varying degrees, to different types of poor sight.

See annex 1 pages 20, 21 and 22.

2.1 Blurred total perception- Contrasts are slightly perceived.- Distances are poorly judged.- There is no perception of relief.- Colours are toned down.

2.2 Peripheral vision with central scotomaThe scotoma is a vision loss or alteration in a limited zone of the visual field.- On its own, the peripheral retina functions but this part doesn’t see details.- There is no awareness of space and no sensitivity to movement.- Visual precision is low (more or less than 1/10).

2.3 Tunnel visionLike the barrel of a gun.- The visual field is more or less covered, with varying quality.- The central retina being a picture analyst, the visual perception is possibly normal.- Night vision is reduced.

3. Functional problems

These different types of poor eyesight naturally generate functional problems, which cause difficulties in the daily life of the class.

3.1 Blurred shortsightednessThe child doesn’t detect his environment properly:- the teacher- his friends- anything, which is more than two metres away.Consequences:- he doesn’t see the board;- he doesn’t see posters on the wall especially if they are very high;- he can’t benefit from the work that these documents provide;- he can’t make out a document presented by a group;- he follows with difficulty an activity presented too far from him (physical education for example);- he can then tend to isolate himself, to lose interest in the activity;- he may be seen as absent- minded, distracted.

3.2 Long-sightedness The child compensates for his weak eyesight by coming close to his document.Consequences:- a reduced field of vision;- no global vision;

- an understanding of a document by successive stages;- a very limited possibility for anticipation.

3.3 Peripheral vision with central scotomaThe child is at ease with his movements and he acknowledges the middle and distant space.Consequences:The reading exercises are difficult or even impossible depending on how the scotoma is spread.

3.4 Tunnel visionThe central vision being intact, the child should read without any difficulty.Consequences:Some problems will occur when the child tries to get his bearings or tries to find something on a piece of paper since the visual field can be significantly reduced.

3.5 Variations in the quality of the remaining visionMany eyesight variations appear during the day. They are due to:- general tiredness- concentration tiredness- a difficulty to adapt to the different light changes

4 Phenomena, which can accompany visual impairment

4.1 Nystagmus This is a problem with the reflex of staring, a spontaneous or acquired phenomenon, which is characterised by the existence of linear or rotating rhythmic movements of one or both eyeballs.

It is often linked to other pathologies and presents salvos set off by emotions. It is irritated by staring and attention, reduced through rest and disappears when the eyelids are closed.Consequences:-difficulties to stare at a detail for too long.- anxiety and the visual effort increase this phenomenon and worsen its consequences.

4.2 Photophobia

It leads to an annoying feeling produced by the light and is expressed through repeated blinking.Consequences:- difficulties to see in an over-lighted room or on a white board if it reflects the light.- the person has to wear tinted glasses or a cap all the time.

4.3 Abnormalities in colour visionThey can be:- partial: the child does not see one particular colour or does not make out the different nuances.- total: the child does not see any colour but only differences of intensity.Consequences:- inability to see coloured marks- can sometimes be in an absolute grey world- cannot contemplate working in some fields in the future.

4.4 BlindismIt’s a phenomenon, which can occur to profound visually impaired children or to blind people.

It’s a type of psychomotor behaviour characterised by repeated (sometimes rhythmical) swinging or rotating of the body, a particular walk, by face or neck movements which can look like a twitch. Consequences:Its appearance is a sign of loss of interest in the current activity.

ADAPTATION OF THE PEDAGOGICORGANISATION

Visual impairment generates functional problems, which lead, to varying degrees, to learning difficulties. Most problems that a poor-sighted child has are linked to difficulties with up take of visual information and the written transmission of their knowledge. This exists in all areas. If all these are tackled, difficulties occur, linked to reading, writing and when transferring reading into writing.

To compensate these negative aspects:- the child develops abilities and methods of compensation, which enable him to become as effective as his classmates. - the teacher puts in place pedagogic adaptations and offers essential technical aids.

1. OBJECTIVE ASPECTS OF VISUAL IMPAIRMENT:

1.1. Preparation of the child’s receptionAnticipate a progressive attendance especially for the very young.Speak of their arrival with the other children in moderate terms, to avoid rejection or over-protection. Before his arrival, allow him to get to know the school (corridors, playground, toilets, dining-hall, classrooms...) so that he can orientate himself calmly, without the disturbance and noise caused by a large number of children. Materialise the strategic points of the school with orientation marks, specially designed for him (bigger, sound, tactile, odour marks.)Point out to him the existing obstacles and plan how to avoid them.Introduce him to the people he will meet and help him find relevant signs which will enable him to identify them easily ( height, build, body shape, voice.)Arrange a personal corner where he can easily organise himself and where his material will always be laid out the same way. Negotiate his participation in the school breaks. These can often be a source of anxiety so we should use a progressive approach and he should be accompanied by a friend or an adult in charge.

1.2. Organisation in the classIt must bring the child a maximum of visual comfort at different levels; For that, it’s necessary to think about:- the place in the class: as close as possible to the board (if he can see the board) but not isolated from his friends. - the lighting: of the class, of the board, but also of the child’s table. An individual light is often essential( except for the photophobic). - the angle of the child’s table: it’s necessary to plan an angled desk to avoid bad and sometimes painful habits for the spine.- written posters in the class: They must be placed at a height for the children’s eyes. It’s necessary to avoid placing them above the board.

1.3. Preparation of the session

* Choice of documents for the childSome documents used in the class can’t be used by a poor-sighted child:- the letters are too small- the type is not thick enough- the lines are not spaced enoughThey must therefore be enlarged but in reasonable proportions (120-130%) as an enlarged document multiplies the problems of visual exploration and diminishes the quality of the information seen. To find the best enlargement for each child, it’s recommended to present him with many types of enlargements and he chooses the one that suits him best. It’s important to note that some supports mustn’t be enlarged, for example colouring, geometric figure recognition. Some could be reduced, for example measuring and tracing exercises.It’s equally useless to enlarge a blurred document because it will remain of little use to the child despite the enlargement.It’s especially necessary to draw a particular attention to the quality of the documents:- readability of the characters- emphasizing the contrast between the figure and the background (no photocopies)- lines sufficiently spaced- significant marks reinforced ( full stops, commas, etc)- use of the computers by the teacher helps to reach this objective- neat writing, letters must be particularly well formed.

Example: d could be seen as cl and, disturb the child who can’t see the rest of the word, which would normally give him the solution.

Attention paid to the quality of writing is very important when learning to read, each problem of visual perception risks compromising the absorption of signs necessary for this approach.

See annex 1 page 24-32.

* Adapted work materialThe poor-sighted child takes a long time to find his visual marks on a written document that he doesn’t see globally. Some documents are illegible because they have too much diverse information, which is not organised, in the space. See annex 1 page 27-32

Example:There are often many exercises on the same sheet. We can cut out this sheet into different parts and give them one after the other or more easily, we can fold the sheet to isolate each exercise. It’s necessary to prepare clear documents, free of useless information to make the absorption of the information easier. We must use notebooks with visible lines: for the 1st grade, we can draw lines with a thin felt pen on an ordinary notebook. It’s better to use a notebook rather than a ring-binder file, because the latter needs sorting out. It’s necessary to anticipate, if needed, the essential technical aids (highlighter, magnifying glass, tape recorder.)

1.4. In the running of the session

During large group activities:On the board, it’s necessary to write big, to avoid lines that are too long, it’s often better to use yellow chalk. The white board is more legible but sometimes blinding for photophobics. It’s necessary to speak a lot, using a precise spatial vocabulary and to use always the same. For instance: ‘I’m writing the instructions on the top left of the board’. It’s often necessary to give the child an individual support for any work presented or done in-group on the board.

It’s during these activities that we have to take care that the child doesn’t’ t isolate himself:- by soliciting him- by asking questions- by encouraging him to come closer to the source of information: the teacher, the board, which he might not do spontaneously.

During individual activities:- At nursery school: The child experiments, manipulates toys and various objects, builds and destroys, discovers through observation. During these activities: - make sure that the supports used for these investigations are easy to see.The poor-sighted child might not want to explore something he doesn’t see clearly. - encourage him to go towards the information- check, by observing attentively, that the objectives have been reached.

During the reading and writing preparatory activities, make sure that:- all supports can be seen and read by the child- you compensate the poor eye/ hand coordination by working longer and separately on the gesture and the trace produced- the writing is done with felt pens and on large supports ( sheets or strips of paper which will be narrower and narrower) for longer than for the other children before being able to write in between the lines- the learning is led slower and without skipping any stages.

During listening activities, it’s essential to encourage him to participate actively, the precision of his hearing being an major factor compensating for his poor eyesight.

At primary schoolThe poor-sighted child is noticeably slower than his classmates in doing his written tasks and this is a direct consequence of visual impairment. He reads more slowly, writes more slowly and has to look back and forth at the essential elements of the exercise he has to do.

Examples:- the questions are on one page, the reference text on another page- The questions are at the top of the page, the answers are to be written underneath. For these reasons, the quantity of the written production has to be limited or replaced if possible by oral answers. It’s good to avoid long or repetitive papers.

Example:

During an exercise of conjugation: we can allow the poor-sighted child not to copy the complete sentences but only the verb, which changes. This will let him concentrate on the objective of the session. Equally, we can demand a paper without mistakes and well written provided that it’s short and done from a legible model (printed and enlarged).

It’s necessary to avoid long staring time, which can emphasize the phenomenon of nystagmus.

Measurements and geometric figures can be done but it’s necessary to use adapted instruments, not to demand a high precision and to acknowledge his visual limits (for example, inability to make out millimetres.)

The poor-sighted child has problems to explore the page of a text since he doesn’t see it totally. He can’t find information easily and it’s difficult to find it again. To make this task easier, he must be allowed to materialise his marks by pointing out, highlighting, and underlining.

Example: - The punctuation marks, which are poorly seen or not seen at all- The beginning and the end of the paragraphs, which are not clear- The information found during the first reading and which answers the questions to avoid having to look for it again- the number of the questions he has to answer.

He must also be allowed to scribble out the questions after he’s given the answer. It’s particularly difficult to work on his own written work or one of the others’ (correction, operations), which are often illegible for him. Using computers and calculators make a lot of sense.

Equally, ‘annex’ activities (cutting, colouring) must be limited. In class, we can provide with the help of a ‘secretary’ who can be the teacher or a classmate, in particular for document research. Finally, we can give him more time to complete his work in particular during tests. For the exams, the law gives an extra third of the usual time.

It’s essential to arrange different evaluations, as mentioned above, in order to evaluate his knowledge and not his difficulties to put it in writing.

At secondary schoolThe teenager will have to overcome material, organisational and learning difficulties. The large number of pupils and teachers, the changes, which occur at every period, create difficulties to find spatial and time marks. therefore, it generates anxious situations. Consequently, it’s recommended to: - allow the pupil to get to know the different places at a quiet time- materialise these places with signposts, which he can see from a distance - try, as much as possible, to limit the changes of places in a day. Ideally, we can imagine a permanent place for the pupils and the teachers would move around.- Let him or even encourage him to use the necessary material: computer, large-screen TV, magnifying glass, dictaphone...

If the poor-sighted pupil has acquired more autonomy and some specific working techniques, his visual difficulties remain and prevent him from understanding the lessons at the same rhythm as his schoolmates.

Some time, variable according to each child, must be taken, especially at the beginning of the year, for methodological aid: orientation with the timetable, the diary, the different books and notebooks, help with the organisation of the class work, in study period or homework. This help will allow him to be more efficient and to acquire little by little a rhythm of work equal to the others’. The recommendations made above are valid especially concerning the quality of the documents given and the quantity of written work required. In fact, at secondary school, there are more scientific schemes and maths figures and they can be difficult to exploit if they are not adapted. However, it’s a good idea to limit the quantity of written work without damaging the learning of the content.

1.5. Out-of-school’s activitiesIt’s necessary to make sure that the notes taken are exact and clear (lessons, homework). It’s recommended to use the recording of the lessons to avoid multiple readings (for example, history summary).Furthermore, it’s impossible to memorise a text he wrote himself since all his energy is taken to make out his own writing. It’s a must to give a printed text. It’s often been noticed that what is put in place to enable poor-sighted children to understand more easily the information (clarity and neatness of the documents) is also profitable to the other children.

2. SUBJECTIVE ASPECTS OF VISUAL IMPAIRMENT

There are problems here and these are sometimes difficult to overcome. But the poor-sighted child must be considered as all the other pupils, as a person as a whole, with a history, a personality, a familial context, experiences and personal resources. All these have to be taken into account. Each poor-sighted child will then use his present abilities and acquired competences in different ways, which will allow him to develop positive attitudes and to have an interactive role within the class.

2.1. Useable abilitiesThey can give the poor-sighted child an efficiency equal to the others.Aural attentionIt allows him to:- be as active as his classmates- locate himself in the middle and distant space- receive information which are not seen and which allows him to:- correct an exercise- copy instructions etc.

Aural memory: It facilitates:- the learning of texts, poems, summaries

- the acquisition and application of spelling and grammar rules. For example:Reference to information previously heard.

Ability to communicate orally:It encourages to speak aloud:- to talk advisedly- to make hypothesis- to make choices and to justify them- to give his opinion and to discuss it.It enables him to: - transmit his knowledge orally- to supplement faulty written work.

For example:Solving a problem, which is understood and explaining it orally compensates the difficulties faced to organise such work on paper.

2.2. Hard-to-manage competences and pedagogic attitudes to acquire them more easily

See annex II page 33

3. BEHAVIOURAL ASPECTS LINKED TO VISUAL IMPAIRMENT 3.1. Behaviour of the childFor a poor-sighted child, taking in his environment visually represents such an effort that it can lead to:- a greater tiredness (general or concentration)- slownessas well as:- causing discouragement- a tendency to isolate himself.

3.2 Attitude of the teacherBe attentive:- avoid irrelevant questions such as: ‘can you see properly now?’ He will obviously answer ‘yes’ because he’s never seen properly and has no reference to normal vision. - take care of his reception especially on his first day- try to find a balance between necessary aid and harmful over-protection- allow him to have an interactive role within the group.

Examples: During research activities on a theme, he will have difficulties finding documents in the library but he will find his place among the others to give his opinion on the relevance of the documents and on their place in the final text. - he will have developed memorisation and internalisation competences and he will be able to help his classmates to solve, for instance, problems or mental calculations.- show interest making a particular sign (preferably not a visual one)- speak as much as possible especially when giving instructions- use spatial vocabulary in order to make his marks easier.

Be careful:- be aware that isolation is a sign of blindism - make sure that he uses specialise material as much as possible- don’t forget the restrictions in physical education: risks of being hit on the head (with a ball), exercises head down (rolls, on the monkey bars). make sure, when possible, that the task can done considering his impairment- in order to determine the quantity of written work necessary to acquire a certain competence, always remember the exact objective of the session.

Be demanding with:- the learning of the contents- the participation in the class activities- the respect of the instructions, the rules- the minimum care given to schoolwork

Accept:- some slowness- a mediocre quality of writing- movements ( within the class) - the use of some particular working techniques

Despite all these recommendations which are directly linked to poor eyesight, the teacher dealing with this must consider the child as an integrated member of the class at the same level as his classmates who is submitted to the same rules: collective tasks, responsibilities, encouraging, compliments...punishments.

THE ROLE OF THE SPECIALISED TEACHER RESPONSIBLE FOR CLASSROOM SUPPORT

Among all the professionals who intervene in the integration of poor-sighted children, the specialised teacher has a major place. While the role of the teacher in the class is essential, the role of the support-specialised teacher is great. The success of the project depends on the quality of their relationship.

1. Roles* to inform the actors of the integration:- on visual impairment- on the necessary pedagogic adaptations* to interact with:- the teacher- the child- the others actors involved* to take material problems into account* to advise* to help with general learning* to help with specific learning:- using the material- typing- computing.

2. Suggestions he/she may make* observing the child during different activities* giving individual support:- re-doing some unachieved exercises- making up for lost time due to in attendance- evaluating- above all: giving general and specific work techniques, methodological help, which would be useful for future activities* working in small groups with other classmates:- doing, at the same time as the others, activities which require more time- working on methodological and cross-competences* giving individual support in or outside the class:- research- help with homework- relaxing activities.

The support teacher can only implement his project with the agreement of the class teacher. The child will only feel at ease in the process if he is accepted by everybody,hence the importance of a team work between the class teacher who is responsible for the acquired knowledge of his pupils and the support teacher who must bring his own knowledge to all the actors of the integration.

Conclusion

The presence of a poor-sighted child within an ordinary classroom should not lead to changes of the objectives in the global class project. However, the pedagogic adaptations mentioned above are essential. The reading/ writing situation is always difficult even if the child gives the impression that he can see ‘properly’.

Once all these conditions for an optimal visual comfort are gathered, the integrated poor-sighted child can start learning at his own rhythm with his own resources and weaknesses, just like any other child, in a place where cognitive and social interactions are numerous.

BIBLIOGRAPHY

- Hugonnier-Clayette, Set al., Visual disabilites, Villeurbanne, Simep 1986.

- ‘The education of visually impaired children: recent perspectives’. Le Courrier de Suresnes, # 56,1992.

- ‘ Physical education for visually-impaired and blind children and teenagers’.Le Courrier de Suresnes, #47, 1987.

- ‘ Young blind or poor-sighted’, Réadaptation, # 428, 1996.

- ‘ Amblyopia and amblyopes’, Réadaptation, # 346, 1988.

- ‘ The schooling of visually impaired children in ordinary establishments’, Réeadaptation, # 455, special edition, Decembre 1998.

- Circular 91-302, 18/11/1991: The school integration of disabled children and teenagers.

- ‘ I want to be like any other child’ followed by ‘ technical aids for visually-impaired children’. 30 minute-video tape, Secam, CNEFEI production, 58-60, avenue des Landes, 92150 Suresnes.

PRACTICAL ASPECTS

¤ For any technical, pedagogic or didactic information linked to the integration of poor-sighted people, contact the National Centre in Suresnes:

CNEFEI58-60, avenue des Landes92150 Suresnes FranceTelephone: (33).01.41.44.31.00Fax: (33).01.45.06.39.93

¤ The magazine Réadaptation devoted 3 editions to the young poor-sighted: - ‘The schooling of visually-impaired children in ordinary establishments’,# 455, 1998.- ‘Young blind or poor-sighted’,# 428, 1996. - ‘Amblyopia and amblyopes’, # 346, 1988.

Réadaptation/ONISEP 75014 Paris France Telephone: (33).01.43.21.46.05Fax: (33).01.43.21.05.65

¤ 2 editions of the Courrier de Suresnes were devoted to visual impairment: - ‘The education of visually impaired children: recent perspectives’. # 56,1992.- ‘Physical education for visually-impaired and blind children and teenagers’.#47, 1987.

¤ The CNEFEI also made a video tape ‘- ‘I want to be like any other child’ followed by ‘therapeutic aids for visually-impaired children’. (Secam/30 minutes).

¤ Most of the useful addresses and many bibliographic elements can be found in the edition # 455 of Réadaptation (pages 47,48).

¤ The principles and the modalities of the integration of young disabled are defined by the following texts:

Laws: - Orientation law for disabled people ( # 75-534, 30/06/1975).

- Orientation law on education ( # 89-486, 10/07/1989).

Circulars: - Implementation of an integration policy for disabled children and teenagers

(circular #82-2 and 82-048, 29/01/1982).

- Implementation of support actions and specialised care for the integration in ordinary schools of disabled children and teenagers or those with difficulties caused by a disease, personality problems or serious behavioural problems. (circular # 83-082 and 3/83/s, 29/01/83).

- Organisation of public exams for physically, motor or sensorially disabled children.(circular # 85-302, 30/08/1989).

- School integration for disabled children and teenagers.(circular # 91-302, 18/11/1991).

- Schooling of disabled children at primary school. Integration classes.(circular # 91-304, 18/11/1991).

- Welcoming children and teenagers with health problems who stay for a long time in public or private, primary or secondary schools. (circular 93-248, 22/07/1993).

- Secondary school integration of disabled pre- and teenagers.(circular #95-124, 17/05/1995).

ANNEX I

Page 20: Global vision but blurredPage 21: Peripheric vision with central scotomaPage 22: Tunnel visionPage 23: A child’s whose vision precision once corrected is 1/10 can, at 5 metres, only see letters as big and thick as this size. Page 24: Handwriting, as a learning support, is to be avoided. No letters are ‘drawn’ twice the same and this brings major difficulties of visual discrimination.Police: Times new roman size 18, normal line spacing. This typing character is not recommended because it’s too hard. The punctuation marks are too close to the letters.Page 25: Arial, 18, normal line spacing. Here, the typing is adapted but the lines are too close together. There’s no difference between the capital i and the small l. Arial, 18, line spacing 28. This allows a best recognition of the lines. Page 26: Universe, 18, line spacing 25. The punctuation marks are clear, in bold, with a space before and after. This transitory disposition must be abandoned once the child can read properly.Universe, 18, bold, line spacing 25. Punctuation marks are clearer thanks to a space before and after.Page 27: These exercises have been reduced, they are normally size 21x 29.7. The words to be copied are too far from the pictures. It requires a lot of eye-movements, which slows down his work. It’s recommended to cut out the top strip so that the child can move it on the sheet and find the right word more easily.Page 28: Document 1:- the police is not adapted- the different exercises are too close together- the instructions are difficult to identify.Page 29: Document 2: This document has been adapted- the police is more adapted (Arial instead of Times new roman)- the letters are bigger- the paragraphs and different exercises can be identified more easily- the different exercises are more spaced.Page 30: The figures are too big for the box, the eye-movement from the right to the left of the sheet are too great.This position is better, the eye-movement being reduced.Page 31: This document presents reading difficulties for poor-sighted children:- the police is not adapted- the letters are too small- lines are not spaced enough- some linked information is at different places (line 5: a ticket is mentioned, line 6: we learn it’s a return ticket). - the drawings are not clear. Page 32: How to make it easier to read? - enlarge the whole document- remove the drawings. They don’t help to solve the problem- re-write the text:with bigger lettersmore space between the linesremoving all irrelevant informationgrouping the relevant information.

ANNEX IICYCLE OF FIRST LEARNING

Competences to acquire

Cross-competences¤ Acquisition of autonomyAsserting his autonomy in the space with respect to objects and people

Demonstrating physical ease

Desire to know and willingness to learn:Observing, expressing through drawing Accepting constraining activities

Space and time notions:Locating himself in a familiar space

Covering a simple itinerary

Giving marks and codes

Work methods:Fixing attention, concentrating on a taskMaintaining an effort, looking for care and quality of workIdentifying and correcting his own mistakes with the help of an adult

Dealing with information:Identifying the given information thanks to other senses

Pedagogic attitudes to adopt

- plan progressive exercises as much for the extension of the space as for the connexions between objects or people and the child.

- offer various psycho- motor activities.- encourage, at all time of the day, to adopt attitudes as close as possible to the normality.

- make the observation possible, value his graphic representations.- limit them to avoid discouraging.

- make it familiar, exploring it with him, pointing out useful marks. - avoid obstacles, plan visible marks (on the floor or odour, audio marks).- allow to explore the space alone, by touching to find marks.

- the task must be near. The requested concentration effort must be short. - limit the research space to make the identification and the correction possible.

- encourage the use of the other senses.

Making out the similarities the differences

¤ Competences in the language Reading:Identifying different written supports

Recognising the organisation of a page, of a bookRecognising some elements in a text

Identifying familiar words

Writing: Reproducing models, shapes, trajectories

Copying words, a short sentence properly in cursive

Writing on a line

Writing between 2 lines

Written production:Noticing the writing of some words and graphs

Noticing irregularities

Disciplinary competences

- plan easy comparisons- try to use solving strategies (systematic space exploration, materialisation of marks).

- make sure supports are legible (characters, contrasts, organisation of information).- teach to skim read a page, a book.

- give a model he can put in different places.

- encourage this practice and help him find his marks and materialise them- train for a quick and efficient identification to relieve his vision.

- work separately the control of the movement and the trace.

- make sure the model can be completely seen. - make sure that the model to be copied is above the hand to avoid continuous visual transfers. - make progressive graphic exercises according to the support used: large sheet, strips of paper narrower and narrower, 2 well-seen lines.

- help to use quickly and efficiently his vision to identify relevant marks and to find them again.- allow to talk about his findings.

¤ Mathematics Number and calculation approach:Comparing objects

Sorting out, classifying objectsOrdering objectsComparing objects

Space organisation:Recognising some simple geometric shapes

Locating and moving objects away or towards him or fixed marks

Measurements:Comparing continuous heights

Length, volume, weightUsing a reference measure

Science and technology:Making observation about the properties of objects, mattersRecognising the representation of mammal and vegetal life

Musical education:Locating himself in a space through sung or danced games

Exploring motor abilities during instrumental activities

Fine arts:Using a technique

- make sure to give comparative objects ( similarities and differences can easily be seen).- encourage to explore by touching (especially if working on ordering).

- encourage to touch to take his marks by touching to recognise more complex shapes.

- give clear spatial instructions. Make sure the objects can be seen or recognised with the other senses.

- identify clearly and orally the position of the fixed marks. Ask to talk about the stages to answer the question. - make sure he can see the sizes.- Use adapted reference material with visible or in-relief marks.

- allow to come near, to point out what to observe.

- limit the space. Go to the game with him (holds his hand if necessary)to avoid anxious situations. - put tactile marks in place to improve the movement and the pleasure of the activities. - limit the distance between the instrument and the arm. - organise progressive activities.

- make sure it’s understood and that he can potentially do it.

Physical education: Using elementary actions: - running, jumping- climbing, falling- throwing, jugglingActing in a changing environment (dimensions, fillings) with confidence

Playing easy games:- alone- with others

- abolish dangerous obstacles- materialise distances- get informed on possible medical restrictions. - show the changes, which can be dangerous.- work on self-confidence, controlled risk-taking, body ease and control of attitudes.

- talk about the presence of others.

CYCLE OF FUNDAMENTAL LEARNINGCYCLE OF PERFECTIONMENT

Competences to acquire

Cross- competences¤ Memory Memorising the writing of common words

¤ Work methods Presenting rigorous, clear and precise work

¤ Dealing with informationLooking for relevant information in written work

Competences in the language¤ReadingWriting answers to questions

Pedagogic attitudes to adopt

- give legible models. Avoid repeated writing, which multiplies mistakes.

- demand neat presentation but for a short written work- accept a shorter presentation: avoid non-essential writing, accept abbreviations.

- encourage techniques like underlining, coloured, written marks.- for more important research, allow extra help (teacher, support teacher, classmates).

- allow to read the questions before the text to avoid going back to it. The

Recognising common signs and picturesReading aloud, without mistakes, hesitation but with expression

Making out unknown words

Opening a book using external signs (cover, contents)

Using a library

Reading a long text (article, a whole book)

¤ WritingWriting legibly

¤ Written productionWritten expression:- writing a text

- reproducing a text

- completing a text with missing elements

child can then find the answers and mark them. - limit the number of questions. - accept oral answers (tape player).

- Use a highlighter.- A particularly difficult and stressful exercise considering the impossibility to anticipate visually. - don’t avoid this exercise but limit its duration. - In case of difficulties, don’t insist. Fixing for a long time worsens the nystagmus. - make him memorise spatial marks transferable from one book to another. - get extra-help. - encourage this type of activity. help him organise the research (support teacher).- encourage to do this knowing that it can be discouraging.

- limit the written work to obtain neat work. Re-read to check: - the 2nd reading of a badly written text increases visual problems- limit the difficulty by telling words needing correction- read or make someone read his work if his writing is too poor.

- help to organise the research, to present the work. Use, as soon as possible word-processing. - don’t scatter the different elements of the text. - do it orally if the elements are too difficult to find.- re-read his work, explain the

- re-writing a text

Spelling:- copying a short text in a limited time and without mistakes- spelling properly common words

- being able to use properly a file, a dictionary, conjugation tables

Grammar: - identifying different types of sentences

- identifying different elements in a sentence

- analysing the structures in a complex sentence

Disciplinary competences¤ Maths Solving problems:- recognising, sorting out, organising, - dealing with useful data to solve problemsKnowledge of numbers: - comparing, sorting out, interchanging numbers

Calculation:- being able to use a calculator- reading and drawing simple figures, tables, diagrams, graphs

corrections to make.

- avoid it or limit it. In this case, give more time. - use aural memory (tape player) by spelling or immediate visual memory. Avoid repeated copying of words. - give clear legible supports. If needed, use a magnifying glass. - explain the organisation and use of any new support; personal discovery would take too long.

- compensate the problems linked to the lack of global vision of the sentence.- at the beginning, don’t put the elements too far from each other (be careful with enlargements). Start with short sentences. - allow to materialise the marks (highlighting, underlining).

- reduce material difficulties. - make sure the useful data can be easily identified and seen in the space.

- impossibility to see at once a series of numbers: limit their length.- make marks- show possible mistakes. - give one with big enough keys. - this type of reading is always difficult. It must be made easier by making coloured marks (to remember the different stages) or tactile marks (to follow without mistakes a line or a column).

Geometry:- reproducing, describing and building common solids and flat figures

- identifying these figures and solids

- applying some common tracing techniques

Measurement:- using ordinary measure instruments

¤ GeographyUsing maps, globe

Finding the studied elements in the space and in a document

Exploiting geographic documents

¤ Science and technologyUsing technical objectsBuilding technological realisations

¤ Musical educationTaking part in instrumental activities and collective productions

- the techniques of visual exploration put in place beforehand can allow a complete description. - tactile exploration helps recognising solids. - reproduction and construction must be simple and led slowly to obtain decent results. - don’t enlarge. Reducing is a possibility to have an overall image of the picture. - ask for short but neat traces.- tracing can be replaced by folding the page ( for medians, for example).

- accept approximate measures. Don’t ask for very precise measures ( not millimetres). - use adapted material designed with legible and in-relief marks.

- help to find marks by explaining orally. Use, if possible in-relief documents. - the distant document can’t be seen so describe it and show the connexions with the written document.- guide this exploration and avoid useless and mobilising research.

- avoid complex objects- avoid meticulous realisations but encourage to participate

- make tactile and aural marks to improve the control of the instrument.- only give oral instructions to allow to participate in-group activities. - work on body and gesture ease.

¤ Fine artsMaking a production according to his will

¤ Physical educationTaking part in team’s games

Controlling the feelings

- memorise the structure of the group activities to reproduce them.

- encourage creativity, realisations becoming more and more rewarding.

- encourage to take aural marks as much as possible. - be near to explain strategies.- don’t forget possible medical restrictions. - measure the difficulties to overcome and which generate paralysing emotions.