Defining Visual Impairments in Learning PDF

DEFINING VISUAL IMPAIRMENTS IN LEARNING - The Individuals with Disabilities Education Act (IDEA) defines visual impairments as even with correction adversely affect the child educational performance which includes both partial sight and blindness RECOGNIZING THE SIGNS OF VISUAL IMPAI...

DEFINING VISUAL IMPAIRMENTS IN LEARNING - The Individuals with Disabilities Education Act (IDEA) defines visual impairments as even with correction adversely affect the child educational performance which includes both partial sight and blindness RECOGNIZING THE SIGNS OF VISUAL IMPAIRMENT - Physical Signs. Look for physical signs like crossed eyes, squinting, or eyes that turn outwards. - Clumsiness Observe if the student is clumsy and frequently bumps into objects. - Seating Preferences. They might prefer sitting close to instructional materials or visual aids. - Behavioral Cues. Pay attention to behaviors like covering one eye, tilting the head, or squinting to see. THE IMPACT OF VISUAL IMPAIRMENTS ON LEARNING - Eye-Hand Coordination: Difficulty with eye hand coordination can be seen in handwriting and sports performance. - Academic Performance: Poor academic performance, particularly in reading and writing, can be a sign of visual impairment. - Social Interaction: Visual impairments can impact social interaction and participation in classroom activities. LEARNING CHARACTERISTICS - Learners with difficulty seeing have restricted ways to learn incidentally from their surroundings since most of them learn through visual cues. Because of this, the other senses are used to acquire knowledge. GENERAL EDUCATIONAL ADAPTATIONS - Modification in teaching is needed to accommodate students with difficulty seeing. The following strategies may be considered. - If the use of books is part of your lesson, students with difficulty seeing should be informed ahead of time so that they can be ordered in braille or in an audio recorded format. - Portion of textbooks and other printed materials may be recorded so that visually - impaired students can listen instead of focusing on the visual presentations. - Portion of textbooks and other printed materials may be recorded so that visually - impaired students can listen instead of focusing on the visual presentations. - All words written on the board should be read clearly. - Students with difficulty seeing should be seated near the board so that they can easily move close to the instructional materials used during the lesson. - Students with difficulty seeing should be seated near the board so that they can easily move close to the instructional materials used during the lesson. - A buddy can be assigned to a student with difficulty seeing as need. This can be crucial to assist in the mobility of the student such as going to their places in a school during the day. - Students with difficulty seeing might need more time to complete a task or homework. This might be on a case-to-case basis. - Students with diffiiculty seeing might need more time to complete a task or homework. This might be on a case to case basis. - Teachers should be aware of terminology that would acquire visual acuity ( such as over or like this one ) which the impaired student may not possess. - Teachers should monitor the students closely to know who needs extra time in completing task.