CHAPTER 9 Students With Blindness or Low Vision

BS-Psychology 3rd year
02433 - Psy 310 (Psychology for Exceptional Children)
CHAPTER 9 Students with Blindness or Low Vision
I. What Are the Foundations of Blindness and Low Vision?
A. Legal Definitions of Blindness and Low Vision

 Visual acuity sharp visual images are perceived
 Low vision typically refers to vision of 20/70 up to 20/200
 Legal blindness refers to vision of 20/200 or worse in the best eye with the best
possible correction
 Visual field the scope of what one can see without turning the head or moving
one’s eyes, is another descriptor that may be used to classify an individual as
legally blind
B. The IDEA 04 Definition

 IDEA 04 defines visual impairments, including blindness, as “vision that, even
with correction, adversely affects a child’s educational performance. The term
includes both partial sight and blindness.”
C. Prevalence of Blindness and Low Vision

 04% for children 6–21 years of age, or about 4 students in 10,000. During the
same period, more than 25,000 students with blindness or low vision were
receiving special education
 90% of all individuals with visual impairments have some functional vision
II. What Are the Causes and Characteristics of Blindness and Low Vision?
A. Causes of Blindness and Low Vision

 Optical Defects
o Refraction involves the focusing of light as it passes through different
components of the eye.
o Myopia, or near sightedness, the individual can see well at close range, but has
trouble seeing visual stimuli at far distances
o Hyperopia, or farsightedness, the opposite is the case; the student can see at
far distances but not well at close range
o Astigmatism, the individual experiences focusing problems, regardless of
whether the visual stimulus is near or far away. Images may appear partially in
focus and, at the same time, partially blurred.
 Ocular Motility Defects
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o Nystagmus, the eyes tend to move abruptly in continual jerky types of
involuntary motion even though the eyes are fixed in terms of direction
o Strabismus refers to any deviation in the alignment of the eyes as a result of
muscle imbalance or a neurological condition
o Amblyopia, commonly referred to as “lazy” eye, is the suppression of images
resulting from strabismus or any disorder, such as an uncorrected refractive
error. Amblyopia can be treated if detected early
 External Eye Problems can affect the orbit, eyelids and cornea
o Growths, thinning, or inflammation of the cornea can lead to problems with
vision, pain, and tearing of the cornea
B. Possible Characteristics of Student with of Blindness or Low vision?

 Internal eye problems can include retinopathy of prematurity
o Cortical visual impairment - vision loss associated with brain damage
 Intellectual Characteristics: The ability to see may have little no effect on one’s
general intelligence
 Play and Social Interaction Skills: These may be delayed
 Language and Concept Development: Language does not appear to be

significantly affected for many students. Association of words with concepts and
understanding concepts. Association of words with concepts and understanding
concepts may be difficult without hands-on experiences
 Academic Achievement the comparison of academic achievement between

sighted students and students with blindness or low vision should be made with
caution because the methods of evaluation may be quite different.
 Psychological and Social Adjustment family and friendship support is critical

and valued in the psychological and social development of children and
adolescents with blindness or low vision.
III. How Are Students with Blindness or Low Vision Identified?
 Medical professionals may diagnose based on a child’s lack of visual fixation on

parents’ faces or interesting objects, abnormal eye movement, family history
A. How is Blindness and Low Vision Identified in School-Aged students?
 Comprehensive Assessment once a student is identified as having blindness or

low vision, the student may need a comprehensive assessment.
 Assessment of Functional Vision utilization, the use of residual vision to obtain
information from the environment, is important in every skill area
 Learning Media Assessment, a learning media assessment (LMA) is used by
educational teams to make “deliberate and informed decisions on the total range
of instructional media needed to facilitate learning for students with visual
impairments”
B. What is the Expanded Core Curriculum?
 Skills student with blindness or low vision may need:

o Compensatory skills
o Visual efficiency skills
o Literacy and Braille skills
o Listening skills
o Orientation and mobility skills
o Social interaction skills
o Independent living skills
o Recreation and leisure skills
o Career and transition skills
IV. What and How Do I Teach Students with Blindness or Low Vision?
 Counseling
 Possible teaching of care for prosthetic eye
 Adaptations for color or visual discrimination problems
 Provide a copy of teacher’s notes
 Read loud
 Supply audio tapes materials
A. What are Considerations for the Instructional Environment?
 Assist through touch and sound or functional vision

 Use specialized equipment
 Provide equal access to the core curriculum
 Do not re-arrange the furniture or leave items in the path
 Determine the LRE based on student needs and strengths, preferences, and
related services
B. What Types of Instructional Technology Can be Used?
 Programs to magnify computer screens
 Scan materials
 Provide Braille if the student uses it
 Use of a guide dog may be needed
 May scan in materials and use a synthesizer that reads the text to the student
 Voice recognitive software applications
V. 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 students when you are leaving the room
 Maintain high expectations and give regular feedback
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BS-Psychology 3rd year

02433 - Psy 310 (Psychology for Exceptional Children)

CHAPTER 9 Students with Blindness or Low Vision

I. What Are the Foundations of Blindness and Low Vision?

A. Legal Definitions of Blindness and Low Vision

B. The IDEA 04 Definition

C. Prevalence of Blindness and Low Vision

A. Causes of Blindness and Low Vision

 Ocular Motility Defects

B. Possible Characteristics of Student with of Blindness or Low vision?

 Play and Social Interaction Skills: These may be delayed

 Language and Concept Development: Language does not appear to be

 Academic Achievement the comparison of academic achievement between

 Psychological and Social Adjustment family and friendship support is critical

III. How Are Students with Blindness or Low Vision Identified?

 Medical professionals may diagnose based on a child’s lack of visual fixation on

A. How is Blindness and Low Vision Identified in School-Aged students?

 Comprehensive Assessment once a student is identified as having blindness or

B. What is the Expanded Core Curriculum?

 Skills student with blindness or low vision may need:

A. What are Considerations for the Instructional Environment?

 Assist through touch and sound or functional vision

B. What Types of Instructional Technology Can be Used?

 Programs to magnify computer screens

V. What are Some Considerations for the General Education Teacher?

 Request large print materials in advance

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