Note 25 Sep 2024 (1).pdf

Is the blind dreaming? they are unable to explain the forms they dreamed so that in their dreams they cannot find a definitive picture of people and objects. Helen Keller, a famous American writer and activist who was blind and deaf,After training and activation of the senses through her teacher...

Is the blind dreaming? they are unable to explain the forms they dreamed so that in their dreams they cannot find a definitive picture of people and objects. Helen Keller, a famous American writer and activist who was blind and deaf,After training and activation of the senses through her teacher Snellen charts are used for screening to measure visual acuteness. Blind Legal - visual acuity is 20/200 or less Educational - cannot use vision for learning Low Vision Legal visual acuity is 20/70- 20/200 Education - can use vision for learning with modifications Visual acuity – how sharp visual images are perceived Visual field – the scope of what one can see without turning the head or moving one s eyes What are Some Causes of Blindness and Low Vision? Heredietary conditions ‫وراٮ"ﻪ‬ Infectious diseases ‫أﻣراض‬ Injuries ‫ﻪ‬+‫اﺻﺎٮ‬ Retinopathy of prematurity. ‫ﻪ‬.‫ﻜٮ‬+‫ڡﺼﺎل اﻟﺸٮ‬55 ‫اٮ‬ Normal eye persure above 21 can case (glaucoma) ‫اﻟﻤﺎء اﻷزرق‬ Myopia ‫ﻄﺮ‬55 ‫>ڡﺼﺮ ٮ‬ Hyperopia ‫ﻄﺮ‬55 ‫ﻌﺪ ٮ‬+‫ٮ‬ Refraction – focusing light as it passes through different components of the eye Refractive errors are more common and include: Astigmatism – focusing problems whether stimuli are near or far; usually present at birth; may cause headaches, or tired eyes ‫اﻟﺤول‬ Hyperopia – can see better at far distances than close up ‫ﻄﺮ‬55 ‫ﻌﺪ ٮ‬+‫ٮ‬ Myopia – can see better at close range than at distances ‫ﻄﺮ‬55 ‫>ڡﺼﺮ ٮ‬ sooooooo rate second Optic nerve The optic nerve transmits electrical impulses from your eyes to your brain. Your brain processes this sensory information so that you can Functional Vision Assessment When should a child s vision be (FVA) checked? –Review of Records and eye A child s vision should be checked -care professional reports by an ophthalmologist, –Interviews pediatrician, or other trained –Observations specialist at: –Appearance of the eyes Newborn-3 months –Visual reflexes 6 months- 1 year –Visual response to light About 3 years –Visual response to objects About 5 years –Muscle imbalance This is especially important if –Eye preference someone in the family has vision problems as research suggests that certain visual impairments may be genetic. Visual Field Testing Confrontation Vision Disc Automated perimetry Goldmann perimetry A visual field test measures how much you can see out of the corners of your eyes. It can determine if you have blind spots in your vision... What are Some Causes of Blindness and Low Vision? Ocular Motility Defects Nystagmus – eyes move abruptly in continual jerky types of involuntary motion; may cause the student to tilt or turn his/her head to try to see better ‫ﻪ‬. ‫ﺣﺮﰷت اﻫ >ٮزازيﻪ ﻻ ارادٮ‬ Strabismus – any deviation in the eyes as a result of muscle imbalance or neurological condition. ‫اﻟﺤول‬ Amblyopia – suppression of images which causes a blurred image in either or both eyes (“lazy eye”); can lead to vision loss if untreated ‫ﻦ‬.‫ﻛﺴﻞ اﻟﻌٮ‬ What are some Possible Characteristics of Students with of Blindness or Low Vision? Academic Achievement: When considering achievement, assessment methods should be considered. Students with blindness or low vision can succeed in academics at the same rate as their peers. Perceptual Abilities: Visual perception may be significantly affected and include orientation, mobility, and way finding Psychological and Social Adjustment: These areas may be affected including social isolation and negative Taylor/Smiley/Richards, reactions from peers What Should I Teach Students with Blindness or Low Vision? Regular curriculum + expanded core curriculum to address their needs specific to their vision loss with different modification What is the Expanded Core Curriculum? Skills students with blindness or low vision may need Compensatory skills Visual efficiency skills Braille skills Listening skills Orientation and mobility skills Social interaction skills Independent living skills Recreation and leisure skills Career and transition skills How Should I Teach Students with Blindness and Low Vision? In general, students with blindness and low vision should learn the same information as general education students although more time and accommodations might be needed. What are Some Considerations for the General Education Teacher? Request large print materials in advance. Get training on the use of optical devices and software. Encourage student relationships and interaction. Support emotional and learning needs. Provide daily cues. Consult with vision specialist regularly. Use tactile materials. Reduce glare on materials. Speak in normal tones. Tell the student when you are leaving the room. give regular feedback. Common areas of difficulty in clarity - Trouble seeing detail. - Trouble seeing if light is low. - Trouble seeing when contrast is poor. - Likely to have trouble seeing if plain surfaces reflect light or when there is glare Some behavioral clues -Brings objects close to see them. - Mistakes people or objects that have the same general shape. - Dose not response to facial expression, shy, hesitant, or reserved when light is poor. - Squints, blanks, cries when going outdoors into light. Strategies Increase the size of objects Outline shapes, work areas and increase contrast Use non-glare surfaces and object Adjust the direction and intensity of light Some behavioral clues Turns head to one side of object being viewed(effectively using one eye to see it). Often bumps into things, misses things that are close. Holds objects at arms length or moves back to see Has trouble following quickly moving objects, does not like outdoor games Strategies Use multi-sensory approach Reduce visual distractions ( number of objects in your environment ). Use single color , Cleary outlined objects Physical environment An accessible physical environment does much to reduce barriers to learning for pupils with visual impairment. It is vital to involve pupils in as much as possible of the planning, preparation and adaptation of the school environment. Parents, the SENCO and the sensory support service are all good 0 sources of help and should be involved on an ongoing basis. In the school Familiarize pupils with the school site before relation to individual pupils needs; involve the local authority health and safety officer, the starting at the school. Pupils with visual impairment may need more visits than other pupils. Arrange a risk assessment of the school site in relation to individual pupils needs; involve the local authority health and safety officer, the SENCO, the pupil and the pupil s parents Different floor coverings for different areas of the school and classroom and on stairways help indicate a change of environment. Prevent accidents by keeping stairs, corridors and doorways free from obstruction. Clear panels on doors (especially swing doors) help ensure people can be seen approaching from the other side of the door and can help avoid collisions. Playgrounds can be made accessible with ‘quiet and ‘active areas, shaded areas for pupils with photophobia (light sensitivity) and scented and tactile plants to provide sensory experiences. Ensure any playground games such as hopscotch grids are clearly painted and maintained. Position displays at an accessible level (see also 4.8 Visual displays). In the classroom Lighting levels may need to be high for some pupils, while some pupils may be photophobic and need lower lighting levels. Check this with all pupils, parents and the SENCO. Task lighting (i.e. lighting positioned to fall directly onto a pupil s area of work, perhaps from a spot or desk lamp) may be required, as will good ambient lighting. Window blinds help reduce glare. Consider removing or covering reflective surfaces to reduce glare. Avoid standing in front of windows when teaching as pupils may see no more than a silhouette; this is good practice in general. Position pupils with a visual impairment in the most suitable position for maximum access to whiteboards Use a clear contrast when writing for the class, e.g. a black pen on a whiteboard; avoid using cooler and pens with insufficient ink. Provide individual copies of anything presented on a whiteboard or overhead projector. All pupils should have individual copies of textbooks or worksheets; avoid sharing copies between pupils. Avoid worksheets and books with writing positioned over colored backgrounds. Reading stands or desk boards are useful to attain a good reading or working position, but should not limit interaction with other pupils. Additional space may be needed for equipment, large print papers, etc. Ensure additional equipment does not cause a hazard with trailing cables or by blocking walkways. Prevent accidents by avoiding storing books, boxes or other items that could form obstacles on the floor of the classroom. Transition Transition at 11+ The move from primary to secondary school is one of the biggest changes to happen during a pupil s education. Visual impairment can make this transition even more difficult and traumatic without careful planning. Making the transition from primary to secondary generally involves moving from a small to a large site, learning a set of new and more complicated routes and familiarisation with several classrooms rather than one main classroom in primary school. The school environment An environmental audit establishes a building s accessibility for people with visual impairment. Many local associations for the blind undertake this, or RNIB can also offer this service. An environmental audit highlights such issues as lighting levels, glare, contrast, changes in levels, surfaces underfoot and general layout. A detailed report suggests ways in which the environment can be improved. Simple and inexpensive features include highlighting the edges of all steps and stairs, ensuring that the diffusers on strip lights are kept clean, ensuring that blinds are all in working order and providing clear signage at eye level. Recommendations are also made for improvements such as contrasting coolers for doors or door frames and door furniture. Preparation Many schools now organize taster days for pupils about to join secondary school. It is important for pupils with visual impairment to join with their friends who may be going to the same school on these occasions, and also to meet new peers joining from the wider area. It is also a good idea to arrange at least one additional visit on their own or in a small group for orientation purposes. In-service training (INSET) Specialist teachers are likely to be able to offer staff INSET to prepare for the challenges of including pupils with visual impairment. This can help to allay fears and suggest positive strategies for classroom management. It is vital that support staff, who will work closely with pupils, have the opportunity to learn about visual conditions, their implications and appropriate methods of Equipment Equipment used at primary school may no longer be suitable in the new environment. For example, a large video magnifier may have worked well in the primary school classroom, but would be impractical when every lesson is in a different room. This is an area where the specialist teacher can provide valuable advice and, possibly, support an application for something more appropriate What we mean with Materials and equipment? Materials and Equipment means: Any raw materials (including minerals, metals, and advanced processed materials), commodities, articles, components (including critical components), products, and items of supply; and Any technical information or services. Preparing learning resource materials Many teachers are faced with the challenge of preparing and presenting learning resource materials to one or two pupils with visual impairment within a class of sighted pupils. There are a number of general strategies that can minimise the amount of work for teachers, support staff and pupils. Ask advice from a specialist teacher to provide the most appropriate materials for each pupil; this information should also be available in IEPs. planning is essential to ensure support staff have adequate time to modify materials. For support staff to modify learning materials, it is important for all parties to understand what is wanted and by when; teachers and support staff should work together to identify the objectives of the learning materials, and time should be included in support staff timetables for modification work.  Consider producing learning materials for ALL pupils in an accessible font size and type (minimum 14 point); this will also benefit pupils with learning difficulties such as dyslexia, and pupils whose visual impairment is not yet diagnosed. Use a word processor to prepare learning materials where possible; separate copies can then be prepared and saved for individual pupils. Remember that accessible learning materials enable pupils to work independently, thus reducing the need for support in the classroom. Resources : Before spending time adapting published learning resource materials, it is worth finding out if someone else has already produced a modified version, even if the format is not the same as you require. Here are some suggestions for finding materials in modified formats Accessible print: Many pupils with visual impairment can access printed materials. However, to ensure accessibility a range of adaptations and modifications may be required, which will vary considerably depending on the nature of visual impairment and the needs of individual pupils. Photocopy enlargement or reduction : Enlarging or reducing materials using a photocopier may be appropriate for pupils who simply require materials in a different size, with no further modification. Accessible photocopy materials require a good- quality original and a good-quality photocopier. Pupils preferences for paper size should also be considered; some pupils dislike using large paper as it may be physically difficult to work with and some pupils dislike feeling ‘different to their peers. Some pupils may prefer A3 portrait enlargements cut down to A4 landscape. Modified print : Visual layout and the amount of information presented are as important as print size to many pupils. Many learning materials are highly visual with illustrations, complex diagrams, a variety of font styles and sizes, colour backgrounds, etc. These features may need to be omitted or simplified for pupils with visual impairment. See 4.5 Modifying learning resource materials for more information. Checklist for accessible print Here are some guidelines for producing accessible print materials: Font type Use a clear font style such as Arial, Tahoma or Tiresias; avoid fonts that are light in appearance Font size Consider producing all learning materials in size 14 point For pupils who need to use a font size greater than 24 point Formatting Avoid using italics, underlining and uppercase letters for continuous text; some pupils may require bold or semi-bold print. Justification Avoid full justification with straight right margins; left justify text, as pupils who are unable to scan pages will start at the left of the page. Spacing Leave space before and after paragraphs and illustrations. Remember, pupils with visual impairment often require additional space for handwriting. Use clear contrast Use black text on white or cream paper unless individual pupils require alternative colours. Backgrounds Avoid materials with text superimposed over illustrations or graphics. Paper Avoid paper with a gloss or shiny surface as this can cause glare; use a matt finished paper wherever possible. Layout - Keep page design as clear and uncluttered as possible  Braille is a tactile writing and reading system based on a grid of six raised dots called a cell. Each dot is numbered from one to six, which helps describe the letter pattern to the learner. Braille can be produced manually with a Perkins brailler, which is a mechanical machine with nine keys similar to a simple typewriter. Tactile diagrams are useful when: an image is not easily described in words shape and pattern are vital to understanding the concept scale is important (maps) the real object is unavailable Tactile diagrams are not useful when: a shape is easily described in words the diagram is merely a visual embellishment and the information is already in the text intricate detail is essential to the image a real object or model is easily available pupils have not been taught how to interpret tactile Tactile books Tactile materials are particularly useful for picture books with younger pupils, e.g. using a piece of fake fur for a dog, using aluminium foil to represent metal. Embossed braille paper diagrams Simple diagrams, such as tables and charts, can be produced on braille paper. Pictograms can be produced on braille paper using the sign. Tiger embossers produce simple diagrams using raised dots on standard braille paper, and enable text and diagrams to be embossed on the same page. Audio tactile diagrams A recent development in tactile diagrams is audio tactile technology. Tactile overlays are placed on a touch screen device that plugs into a standard computer. As pupils feel the diagram they can press down on different parts of the diagram to. hear pre-programmed audio, such as a sound effect or spoken description. Readymade tactile diagrams are available and specialist software enables users to produce their own diagrams Moon is an alternative reading method to braille. Moon is primarily used by people with visual impairment and additional difficulties, such as learning difficulties or poor finger sensitivity. Moon is based on the shapes of the 91 letters in the written alphabet making it a less complicated reading system than braille. However, the disadvantage of Moon is that it takes more space than grade 1 braille and materials can be difficult to obtain.Moon uses lines and curves to create 9 basic shapes; rotating or reflecting these shapes in different ways creates the 26 letters of the alphabet.  Be Msg Msg'E Beggar By My Ee Ee E o E D 2 May ME ME ME ME MySa ME M Ma Ma Ma 2 i By Ey Ey Ey Ey Ey My Baby May Be Easy Eg s I 1 0 J B Be 6 E sees be 8 8 My Eg by se s