VISION IMPAIRMENT

SEMINAR

By Laura Bucciarelli and Renee Irving

Included in this seminar:

1. Adapting and modifying a specific topic/ unit of work for a child with impaired vision.

2. Including a student who is blind in the classroom.

Information to assist you participate in this seminar can be found:

“Special Education in contemporary society Textbook” by Gargiulo. Pages 480-518

Vision Australia Contacts http://www.visionaustralia.org.au/info.aspx?page=534

Blind Citizens Australia Contacts http://www.bca.org.au/contacts.htm

Association for the Blind http://www.asnblind.org.au/

1. ADAPTING AND MODIFYING A SPECIFIC TOPIC/UNIT OF WORK FOR A CHILD WITH IMPAIRED VISION

ACTIVITY ONE

Watch the following video clip: http://www.teachers.tv/videos/2862

What adaptations were made for Anna within the classroom in general? What adaptations were made for specific units of work? Make notes and discuss in the forum “Adaptations for Anna”

Pause slideshow and go to SPE3003 STUDY DESK to discuss your answers in forum.

ACTIVITY TWO Look at the following pictures

Using your textbook, make note on which visual impairments you think is being depicted

In the forum labelled “Types of Visual Impairments”, please discuss your answers PLUS what you can do to adapt a unit of work to suit someone with that specific type of impairment.

PICTURE 1

Image accessed from : National Eye Institute (2010)

PICTURE 2

Image accessed from : National Eye Institute (2010)

PICTURE 3

Image accessed from : National Eye Institute (2001)

ACTIVITY TWO

In the forum labelled “Types of Visual Impairments”, please discuss your answers PLUS what you can do to adapt a unit of work to suit someone with that specific type of impairment.

Pause slideshow and go to SPE3003 STUDY DESK to discuss your answers in Forum

2.INCLUDING A STUDENT WHO IS BLIND IN THE CLASSROOM : WHAT DOES A TEACHER NEED TO KNOW AND DO?

Background on Blindness Blindness is the absence of sight. No “typical” visual impairment Many causes of blindness Can occur familial or congenital Some forms can be cured or improved Estimated 300,000 blind or visually

impaired in Australia

Brief Outline There are many aspects to consider when incorporating a student who is blind into your classroom.

The degree of blindness of the student The background of the blindness Adjustments and modification to lessons and curriculum Preparation for lessons Extra equipment and resources needed Teaching style Educating staff members and students peers Support staff

We will be focusing on how you would: Correct procedure in guiding the blind

- Create a safe and convenient classroom layout. - Introduce your student to the classroom

ACTIVITY THREE This activity will give you an insight to what it is like to have no vision, and a deeper understanding about the world of your student who is blind.

You will need:

- group in pairs.

- a blindfold.

One person in your pair will be blindfolded. The other person will lead

blindfolded person around the room safely.

Write down

Blindfolded person

- How you felt being blindfolded

- How safe you felt being lead around the room

Leading

- How confident were you at leading

- How safely did you lead . Reverse roles and carry out activity again and compare experiencesPause slideshow and go to SPE3003 STUDY DESK to discuss your answers in forum.

The Correct Way To GuideCompleting Activity 3 did you experience any difficulty whilst being led by your guide?

Below are the correct procedures in guiding a student who is blind.

Always ask if assistance is needed. Never assume! Do not lead by:

- holding hands

- link arms

- walk to fast Descriptively inform them of their surroundings When leading through doorways or narrow spaces make sure

their hand is in the correct position.

Vision Australia, 2007

http://www.youtube.com/watch?v=1XcaCxRWe2M&NR=1

Safe and Practical Working Environment

How to make your classroom a safe and practical working environment for you and your student who is blind or visually impaired. Make sure:

Room is free from excess clutter; make it difficult to locate necessary items which can cause frustration.

Room enough for safe manoeuvring around independently

No obstructions or obstacles they can hit their head or body with

Make sure that all electrical cords, frayed carpet or loose tiles are taped or covered to prevent tripping or falling.

If visual aids are being used in the classroom, supply verbal descriptions and tactile experiences

Don't leave doors ajar. Close or open them fully.

Make the student aware of any movement of an object or rearrangement of the classroom

Palat, 2008

ACTIVITY FOUR

You have been allocated your class for the new year. In your class of 27, one of these students is visually impaired.

What procedures would you use to familiarise your student with their classroom.

Write your ideas down, in point form, in the forum provided.

Pause slideshow and go to SPE3003 STUDY DESK to discuss your answers in forum.

Classroom FamiliarisationFor a blind student, becoming familiar with the classroom is an important process. There are several techniques one can use to navigate a student around the classroom. The two video links below show how to explore the perimeter and inner area of a classroom.

Compare your answers from Activity 4 with the video links.

Part 1 – Exploring the Perimeter of the Classroom http://www.youtube.com/watch?v=OiPXNpjGIqE

Part 2 – Exploring the Inner Classroom http://www.youtube.com/watch?v=8o_EhEaL31A&feature=related

Classroom FamiliarisationHaving a point of origin is a helpful way for the student to navigate their way around the room i.e. To the cupboard at the back of the room, to their seat.

It is also vital that the student is as familiar with the outer classroom environment as they are with the inner dimensions of the classroom.

The two short video links show how this can be achieved

Part 3 – Seating placement http://www.youtube.com/watch?v=OO5UAbzY3_4

Part 4 – Exploring outside the classroom http://www.youtube.com/watch?v=oq6n3Oa3Tnw

Communication tips for teaching students who are blind or vision impaired

Identify yourself Use the student's name When talking in a group/ classroom address people by name. Explain to the student about what is going to happen Explain sudden noises Don't shout. People who are blind or vision impaired are not deaf. Talk about what you are doing Tell the student where you are going, who is still with them and when you

will be back Give clear directions, don't talk about "here" and "there" Speak directly to the student not through another person It's OK to use words like "look" and "see" and refer to colour when

talking to the student. Let the student have hands-on experiences whenever possible. Don't

force the student to touch new things if they are unsure about them. Don't leave the student unless they know where they are

Vision Australia, 2007

References Australia Disability Clearinghouse on Education and Training. (2009). ADCET facts sheets:

Teaching and Assessment Strategies for students with vision Impairments or blindness. Retrieved May 12, 2010 from http://www.adcet.edu.au/View.aspx?id=3919

Assess DNA .(2010). Do you know your genetics. Blindness. Retrieved May 6, 2010. http://www.accessdna.com/condition/Blindness/411

Anderson, K.N., Anderson, L.E., & Glanze, W.D., (Eds) (1996). Mosby’s Medical, Nursing & Allied Health Dictionary . (5th ed) . Missouri: Mosby Inc

Cheadle, B. (2005). Twelve Tips for Classroom Teachers. The National Federation of the Blind Magazine for Parents and Teachers of Blind Children, 24, 3. Retrieved May 12, 2010 from http://www.nfb.org/Images/nfb/Publications/fr/fr19/fr05si10.htm

Gargiulo, R.M. (2006). Special Education in Contemporary Society - Introduction to exceptionality (2nd ed.). Southbank, VIC: Thomson Wadsworth

Malburg, S. Inclusion: Visually Impaired Students in the Regular Education System (2010, March 30). Retrieved May 11 from Bright Hub website: http://www.brighthub.com/education/special/articles/67660.aspx

References Mani, M.N.G. (1998). The Role of Integrated Education for Blind Children.[electronic version].

Communiity Eye Health Journal, 11,27,41-42. Retrieved May 11, 2010 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1706061/

National Eye Institute (2001) “Vision”. Retrieved from National Eye Institute 29 April, 2010 http://www.nei.nih.gov/education/visionschool/schintro/VISIONSchoolProgram.pdf

National Eye Institute (2010) “NEI Photos, Images and Videos”. Retrieved from National Eye Institute 29 April, 2010 http://www.nei.nih.gov/photo/

Palat, C,. Educating Blind and Visually Impaired Students (18 March, 2008) Retrieved May 15 2010 from TutorFi.com website: http://www.tutorfi.com/wordpress/index.php/educating-the-blind-and-visually-impaired-student

Teachers TV (2006) “Visual Impairment in Mainstream – Anna’s World” Retrieved from Teachers

TV 16 May, 2010 http://www.teachers.tv/videos/2862

Templeton, S-K,.(Ed). Blind to be cured with stem cells. (2009, April 19). Retrieved May 11 from Times Online website: http://www.timesonline.co.uk/tol/news/uk/health/article6122757.ece

THE END

Thank-you for your time.

Please feel free to give your feedback on our seminar in the forum “SEMINAR FEEDBACK”

Renee and Laura