MODULE 8- Learners with Additional Needs

Learners with Difficulty Seeing

INTRODUCTION

Vision is perhaps the most important distance sense for interpreting the world around us.
It helps us to perceive and understand as to what is taking place around us. It provides a
continual feedback and a frame reference for action. Eyes are one of the primary organs that are
fully developed at birth. Visual abilities improve rapidly during the first years of life. For all of
us, vision is the primary way we master skills for physical, psychosocial and cognitive aspects of
self and environment.
Vision is a distance sense, which provides information from outside
our bodies. The term “visual impairment” is used as a generic term.
Often other terms like blind and low vision are also used, depending
on the nature and degree of loss, which in turn affects the individual
in significant way like difficulty in mobility, access to printed
information and independent living.

LEARNING OUTCOMES
After working through this Module you should be able to :
a. Define legal and educational blind;
b. enumerate and describe the types and causes of the problems of the vision;
c. enumerate and describe the assessment procedures in determining the cognitive ability,
communication skills and socio-behavioral traits of student with problems in vision
d. enumerate and describe the types of educational programs and instructional strategies for
students with vision problems.
e. gain inspiration from the abilities of person who are blind or have low vision

A. ACTIVATE PRIOR KNOWLEDGE

Close your eyes tightly for a few hours. Better still, cover them with
an eye shade or a piece of back cloth so that you cannot see
anything. Then walk around the house and look for familiar things
that you use every day in the bedroom, bathroom and in the kitchen.

83 |FED4
 Next, do the usual activities you engage in, such as cleaning the house, changing
your clothes or taking a bath and preparing your meals.
Write a report on your experiences as a person without sight.

B. Analysis

After the activity, try to answer some guide questions for your report.
- How well did you do your usual activities?
- What problem did you meet? How did you solve them?
- How did you feel about the whole experience?

C. Abstraction

Blindness and Low Vision

There are two general definitions of blindness. The first is the legal definition that
is based on measurement of visual acuity, field of vision and peripheral vision.
Visual Acuity - Visual acuity is the ability to clearly distinguish forms or
discriminate details at a specific distance. Normal visual acuity is measured by
reading letters, numbers and other symbols from a chart 20 feet away. The Snellen
chart is commonly used for this purpose. The sizes of the letters in the chart
correspond to the appropriate distances where they can be read with normal vision.
Thus, when a person can read the row of letters marked 20/20 correctly, he or she has
normal vision. His or her visual acuity is 20/20, that is, he or she can read the letters
that normal vision permits to be read 20 feet away when seated 20 feet away from the
chart.
Field of Vision - The field of vision refers to the area that normal eyes cover above,
below and on both sides when looking at an object or when gazing straight ahead.
The field of normal vision covers approximately a range of 180 degrees. When
looking directly at an objet, the central field of vision is used.
Peripheral Vision - The peripheral vision covers the outer ranges of the field of
vision. A person may have poor central vision but good peripheral vision. Tunnel
vision results from an extremely restricted field of vision. It is like looking at the
objects in the environment through a narrow tube or tunnel. The field of vision can
decrease slowly undetected among children and adults over a period of years. A
complete eye examination should include both visual acuity and field of vision.
Legal Blindness Legal blindness refers to the condition where visual acuity
is 20/200 in the better eye after the best possible correction with glasses or contact lenses.
The field of vision, whether central or peripheral is limited to an area of 20 degrees or
less from the normal 180-degree field. A legally blind person with his or her eye glasses
or contact lenses on can see or read only at 20 feet objects and letters that those with
normal vision can see or read 200 feet away. The person experiences difficulties in
everyday activities especially in discerning fine details of objects and things in the
environment. In the United States, persons who are legally blind are eligible to receive a

84 |FED4
 wide range of benefits from the government. These include special education or
vocational rehabilitation services, free mail service and income tax exemption.

Educational Definition
Not all legally blind persons are totally blind. In total blindness the person is absolutely
without sight but may have light and movement perception and travel vision. The degrees
of blindness include light perception (person can differentiate between light and dark, day
and night), movement perception (person can detect if an object or person is in motion or
in still position) and travel vision (field of vision is enough to travel safely in familiar
areas). Although classified as blind, the person can still use his or her residual vision.
In special education, children who are blind are differentiated from those who
have low vision. Blind children use their sense of touch to red Braille and train in
orientation and mobility to move around and travel independently. A child with low
vision learns to read materials in large print. Corn’s definition of low vision emphasizes
the functional use of vision. Low vision is a level of vision that with standard correction
hinders an individual in the visual planning and execution of tasks, but which permits
enhancements of the functional vision through the use of optical or non optical aids and
environmental modifications or techniques.

TYPES AND CAUSES OF PROBLEMS OF VISION

The inability of the eyes to function efficiently may be traced to:
1. errors of refraction
- Hyperopia or
Farsightedness
- Myopia or Nearsightedness

2. imbalance of the eye muscles

Strabismus- different images are cast on each retina resulting to cross-eyedness or
squinting.
Diplopia or Double Vision- results when the brain cannot fuse the differences in the
images cast on the retina into a single image.
Ambylopia- occurs when vision is suppressed in one eye and it becomes weak or
useless.
Nystagmus- is a condition in which there are rapid involuntary movements of the
eyeball that can result to nausea, vomiting and dizziness.

85 |FED4
 3. diseases
Diabetic Retinopathy- occurs when diabetes mellitus interferes with the flow of
blood to the retina causing it to regenerate.
Cataract- caused by the clouding of the lens which
results to progressive blurring of vision and eventually
blindness occurs.
Macular degeneration is the leading cause of severe,
irreversible vision loss in people over age 60. It occurs
when the small central portion of the retina, known as
the macula, deteriorates. The retina is the light-sensing
nerve tissue at the back of the eye.
Coloboma-is a degenerative disease in which the central
and or peripheral areas of the retina are not completely
formed.
4. trauma or accidents

Impact of Vision Impairment and Blindness

The learning processes of students with vision impairment may be affected in the following
ways:

86 |FED4
  Students with vision impairment may access information in a variety of ways, for
example Braille, audio-tape, or enlarged print. Braille readers cannot skim read and may
take up to three times as long as other students to read a text. Students with some vision
may be large-print readers. Many will be unable to read examination questions and
handouts in standard print or read their own handwriting when answering examination
questions.  They may also be unable to take their own notes. Extra time is needed to carry
out some tasks, such as locating words in a text when shifting from one reading medium to
another.
 Students who need information put into alternative formats must wait, often up to six to
eight weeks, for the material to be produced for them. This means that they will often fall
behind other students in the class.
 Students with vision impairment may feel isolated in the learning environment, which
can  have an impact on learning.
 Headaches often result from eyestrain. This may reduce considerably the study time
available to these students.
 Participation and interaction in tutorials may be limited. It is difficult for students who
cannot see the body language and interactions of others to feel comfortable about
participating. Judging when it is appropriate to interrupt or to take a turn in discussion is
particularly difficult.

Teaching Strategies

There is a range of inclusive teaching and assessment strategies that can assist all students to
learn but there are some specific strategies that are useful in teaching a group which includes
students with vision impairment.

We often take for granted the amount of visual information received every day. Many students
with a vision impairment do not have a lifetime of visual experiences to draw upon. It may be
necessary to consider the amount of assumed visual content in your subject when designing
learning tasks.

 Prepare as much information as possible in electronic format - this makes it much easier
to provide materials in accessible formats and allows users with disabilities to adapt the
information to a format which is suitable for them.
Electronic Format means text-based or image-based content in a form that is produced
on, published by and readable on computers or other digital devices and is
an electronic version of a printed book, whether or not any printed equivalent exists.

 Make required book lists and course materials available early so there is sufficient
time for them to be reproduced in audio or Braille, if required.
Auditory devices are another means for a student who is blind or visually impaired to access
print and information.

87 |FED4
 Braille is a tactile writing system used by people who are visually impaired. System of touch
reading and writing for blind persons in which raised dots represent the letters of the
alphabet.

 Indicate compulsory texts in your reading list, noting important chapters if possible.
Specifying the order of reading within a text is helpful, as it can take many weeks to have
a book reproduced into audio or Braille.
Compulsory texts - required important text, or important key ideas within your reading list.
The ability to sequence events in a text is a key comprehension.
 For students with vision impairment your teaching style will need to be ‘verbal’. Think
about how to communicate information to students who cannot see what you are doing.
 Verbalise what is written on the blackboard and on PowerPoints. Talk through any
calculations as they are made or procedures as they are carried out. Read any printed
information and describe any charts or graphs being used.
 Academic activities which take place off-campus (such as industry visits, interviews or
field work) may pose problems and on-campus alternatives may need to be considered.
 Provide an individual orientation to laboratory equipment or computers in order to
minimize the anxiety likely in an unfamiliar environment.
exposing them to the different kind of laboratory tools and equipment and engaging them on
how to navigate computers is a way to prepared them to be familiar with the tools that they can
use in exploring new environment, through this it can help them to reduced their anxiety and
they can develop their potential, skills and capabilities, and on another way computer is one of
the assistive tools can help students with vision impairment, so providing orientation like this
can help them to be knowledgeable in handling digitals devices.

 Consider supplementing laboratory practicals, experiments or field trips, for example by

audio taping commentaries.
Since students who are visuualy impaired are limited to enage outside academic activities,
supplementing this kind of indoor activities is important to atleast give them an experiences
such in experiemnets, fieldtrips and laborartory practices. Teachers must use audio tping
commentary is an additional audio track, usually digital, consisting of a lecture
or comments by one or more speakers, that plays in real time with a
video. Commentaries can be serious or entertaining in nature, and can add information to
students.

 Inform the student if you plan to use videos, slides or PowerPoint, and discuss alternative
ways of presenting the necessary information.

This means that a techers must inform students if they going to play a video, and present a
slide or a powerpoint so that a student with visual impairment can have the awareness and
give focus to the medium that a teachers uses in a discussion, and also techers must provide

88 |FED4
 a ways on how to effecyively discuss the important in a video and on a slide just like
explaining those information loud and clear.
 A student may have difficulty finding his/her essay or assignment in a pigeonhole or
amongst a pile of other students' work.

Teaching a students who are visually impared , it s also important to provide them extra
care and effort just like guiding them in a simple task like this if the students having a
diffivulty in finding their assignment among the piles techers must on their back to help
them and guide them.

 Students may not be able to read your hand-written comments. It would be helpful if you
could negotiate alternative feedback mechanisms with the student.
In a normal class teachers usually provide a handwritten assessment to the students
activities, how ever In dealing leraners with vision impairment we need to understand that it
is difficult for them to read teacherr handwritten comment, therefore giving a feedback
through verbal theough talks and explanation is helful especially to give feedback to
students in a way that they easily to catch up and understand.

 Students are usually able to access online learning materials with the use of assistive
technologies if websites follow accessible web design guidelines.
Assistive technology: items designed specifically to help people
with vision loss or other disabilities, including everything from screen readers
for blind individuals or screen magnifiers for low-vision computer users,
video magnifiers and other devices for reading and writing with low vision,
Some of the more common assistive technologies that are used by
totally blind people include Screen readers [21], Braille printers [22], Personal
digital assistants (both Braille and Speech operated) as well as audible tactile
signs and warning surfaces.
 The vision of some students may be affected by the glare from fluorescent lights or
sunlight so you may need to attend to some aspects of your teaching environment. This
should be done unobtrusively.

School and classroom environmental adaptations can help the student who
is blind or visually impaired move safely and efficiently through their
environment. It is important to understand each student’s visual diagnosis
and the implications with regard to functional vision to make the appropriate
adaptations in order to maximize the student's use of vision. It is important to
have an organized room particularly when you have a student with a visual
impairment in your class.

89 |FED4
 Some students with visual impairments will need adjustments to the lighting
to minimize the negative impact of their visual impairment.

 Use tactile graphics where necessary

Tactile graphics are a means of conveying non-textual information to people who are blind
or visually impaired, and may include tactile representations of pictures, maps, graphs,
diagrams, and other images. A person with a visual impairment can feel these raised lines
and surfaces in order to obtain the same information that people who are sighted get
through looking at pictures or other visual images.They are used to convey non-textual
information such as maps, paintings, graphs and diagrams.

Assessment Strategies

In considering alternative forms of assessment, equal opportunity not a guaranteed outcome, is

the objective. You are not expected to lower standards to accommodate students with a
disability, but rather are required to give them a reasonable opportunity to demonstrate what they
have learned. Once you have a clear picture of how the disability impacts on learning, you can
consider alternative assessment strategies:

 Students with a vision impairment may need particular adjustments to assessment tasks.
Once you have a clear picture of how the disability impacts on learning you can consider
alternative assessment strategies.
 Provide extensions to assignment deadlines if extensive reading has been set. Consider
setting alternative assignments in which students have the opportunity to work intensively
on a few selected texts rather than having to read widely.
 Examination papers may need to be enlarged or Brailled, with tactile diagrams, maps etc.
It may be necessary to provide heavy line paper, a scribe or special writing implements.
 Some students may undertake examinations using a personal computer with assistive
software. Some may need other assessment adjustments such as a reader/scribe, an oral
examination, audio taped questions or large print papers. It may be necessary to provide
extra space for equipment and specific personnel or a separate examination venue if the
noise from equipment being used is likely to be distracting for other students.
 Provide extra time in examinations. Some students with vision impairment will require
double time for examinations so time for rest breaks will be essential. Take-home
examinations or split papers are a preferred option under such circumstances.

Tactile graphics

People with a vision impairment are finding tactile graphics extremely valuable and, in some
cases, vital for successful study, work and leisure. While people with a vision impairment are
routinely provided with text transcribed into Braille, audio or large print, the pictures, diagrams
and maps which accompany text are often omitted or only very briefly described.

90 |FED4
Visual graphics can effectively be converted into tactile graphics, even for the highly graphical
information contained in maps and scientific material. This is not simply a matter of taking a
visual image and making some kind of tactile photocopy – the tactile is a considerably less
sensitive sense than the visual.

Visual graphics need to be re-designed by experts, in a variety of formats such as vacuum-

formed (thermoform), swell paper (microcapsule paper) and embossed (such as that produced on
a Braille printer). They can also be accompanied by labels and descriptions in Braille or audio
format.

Tactile graphics are useful when:

 the user is print-impaired but has some tactual ability

 a concept not easily described in words
 a real object is unavailable for touching
 the shape, form or pattern is significant
 it is necessary to illustrate scale and explain maps, technology or biological relationships
 a one-time reference or reminder is needed
 the educational experience can be enhanced.

Tactile graphics are not, however, exact replicas of the original, nor are they good for fine detail
and representing very large graphics. They should not be used without training and support
materials.

Colour Blindness

Colour blindness (or colour deficiency) is typically a genetic condition, although it can also be
the result of injury, disease or ageing. (Although not actually called colour blindness, age-related
colour deficiency is a result of the yellowing of the corneas, which severely hampers the
perception of violet and blue.)

It is much more common in men than in women - around one in 12 men have some kind of
colour perception problem. There are many different types and degrees of colour blindness. It is
extremely rare to have monochromasy, the complete absence of any colour sensation

91 |FED4
REFERENCES

Inciong, T., Quijano, Y., Capulong, Y. & Gregorio, J. (2007). Introduction to Special
Education. Quezon City: Rex Printing Press Company, Inc.

Handbook in Special Education SPED Division

Managing Children with Special Needs. A special Education Handbook

Inciong, T., Quijano, Y., Capulong, Y. & Gregorio, J. (2007)

K.Eileen Allen, G.E. Cowdery (2012). The Exceptional Child. Inclusion in Eary Chidhood
Education. Wadsworth Cengage Learning

https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/blind-vision-impaired/

https://www.adcet.edu.au/resource/8830/accessible-physics-concepts-for-blind-students-us/

92 |FED4