Some more compiled information...

Visual Impairments

Definition of Visual Impairment (V.I.) per IDEA –

visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. Includes both partial sight and blindness.

Visual Impairment –commonly accepted general term for people with decreased vision

Categories of V.I. –

•Low vision – people who have some vision but have difficulty accomplishing typical visual tasks

•Blindness – refers to having no vision or only light perception, described as having profound visual impairment

•Functionally and Educationally Blind – terms sometimes used in schools to further describe these students

Clinical definitions – based on clinical measurements

Visual Acuity – sharpness or clarity of vision

Visual Field – range in which objects can be seen

Legal Blindness – condition in which central visual acuity is 20/200 or less in the better eye with corrective glasses or central visual acuity is more than 20/200 if a visual field defect exists so that it is 20 degrees or less in each eye

Cognitive Characteristics: The lack of vision or reduced vision may result in delays or limitations in motor, cognitive, and social development

Infants may not be motivated to reach and move toward interesting objects in the environment, when an infant with a visual impairment finds sounds exciting, he or she will begin to reach and move toward the sounds

Visually impaired persons may not be able to perceive objects in the beyond his or her grasp, very large items or moving objects. While use of other senses enables the child to obtain information about the environment, a cognitive limitation does exist in the range and variety of experiences. These children are capable of learning just as well as the typical student when given the proper tools and resources

Socially: A child with a visual impairment is limited in interaction with the environment. The child cannot see the facial expressions of parents, teachers, and peers. Cannot model social behaviors through imitation. Sometimes is unaware of the presence of others unless a sound is made. While touch provides direct information, it is often socially unacceptable.

Strategies & Methods

Instructional Methods depend on the age of child and severity of impairment

Early Childhood – two types of programs

Home Based Services – birth to two years old

Focus on working with families to optimize children's development

Model appropriate strategies for working with young children

Answer parents questions

Provide resources

Center-based Preschool – preschool age children

Focus on direct and consistent teaching of specific developmental skills fine and gross motor skills

Language development

Both programs may be available through public school district, private agencies or other organizations

Elementary & Secondary School Services

Consultant Model:

• Most appropriate model to use with students who require little or no special services related to their vision • V.I. specialist supports general education teacher to plan appropriate adaptations and modifications

Itinerant Teaching Model – most widely used

• students attend public schools and receive most of their education from general education teachers

• Itinerant teachers go from school to school teaching specific skills to V.I. students

–Braille reading

–writing skills

–technology skills

–independent living skills

–career education skills

• Itinerant teacher also provides support and adaptive materials for general education teacher

This model works well for students with mild to moderate needs for specialized instruction

Resource Model

• designated classroom in school or district that is staffed fulltime by a V.I. specialist

• Equipped with special materials –Braille books –assistive technology –other resources

This model provides options for students who have more significant instructional needs.

Prevalence V.I. is considered a low incidence disability because in the general population the occurrence is infrequent

• less than 5% of all children with disabilities.

The prevalence of V.I. is difficult to accurately quantify as many students with V.I. often have other disabilities and are often reported in another category, however:

• According to the U.S. Department of Education, 26,113 students received special education services during the 2002-2003 school year

• The American Foundation for the Blind (AFB) estimates that 10 million people in the U.S. are blind or visually impaired

–1.8 million of those being legally blind

• The American Printing House for the Blind (APH) reports that there are 55,200 legally blind children between the ages of zero and twenty-one

Kirchner and Diament performed a statistical analysis of existing data to calculate a more accurate prevalence figure

• 93,600 students are visually impaired

–32,700 of these students are strictly visually impaired

–50,100 of these students have at least one other disability (not deaf-blindness)

–10,800 of them with deaf-blindness

Family Perspectives for V.I.

Very common things parents may say…

• our main focus is for our child to have a great success filled life.

–for instance when most people get excited about there child's first steps you can only imagine how the excitement is much more intense for parents of the visual impaired due to the fact that we have to put so much effort, patience, love, and time into for what others would consider normal milestones.

–it was hard to see their children miss milestone or take longer to achieve those milestones

How my life has changed:

• finding out your child has a disability is something that you never fully get over but you find positive coping skills to work you through the pain that you feel for you child.

• There success and happiness is your success and happiness

Adjusting expectations:

They want to have strong relationships with their child, and not being able to do certain things that a parent wants to do with their child is very hard, but you adjust things so that you can do them but just in your own way that works for the child.

Social life:

They need a special type of friend that can deal and fully understand their disability.

Advice for other parents:

Do not handicap your children, include them in everything you do. Its ok to have the “why me” feelings, many do but eventually you have to get over it. Let yourself have the bad days but ENJOY THE GOOD DAYS

teacher insights...

I asked a couple of the most effective teachers I know to share their experiences about teaching Visually Impaired students. Thanks to the both of you, I think you are both wonderful teachers and I hope to be like you one day...thanks so much fr sharing your insights.

How many students have you taught with visual impairment disability? What grade or level?

I have taught one student with a visual impairment disability in 5th Grade.

What type of visual impairment did the student have?

The student was blind.

Did the student suffer from any other conditions in addition to the visual impairment?

The student had protein C Deficiency and at times was in a wheel chair. She had to get injections at least one time a day at school in her stomach.

What was your initial reaction to having this particular student in your class?

I was excited to have the opportunity to teach regardless of the disability.

What immediate accommodations and modifications did you have to implement?

Some immediate accommodations provided were: lots of manipulatives (abacus, cm cubes, wiki sticks,etc.) for every subject, constantly talking while teaching lots of explaining, planning at least three weeks ahead of time to get materials transcribed into Braille, purchase Braille books. Label all materials in Braille, provide a larger space to keep materials. The student had a Braille writer that she completed all her work on which was necessary, and a larger work space. More time was needed to grade and complete assignments as they had to be transcribed. Meeting regularly with the occupational therapist and transcriber as well as parents were just some of the immediate accommodations and modifications made.

Did the student receive any Special Education services? What were they?

The student received special education services in all subjects. She was especially lower in math. She also had services with Occutpational Therapist.

Did the student require any assistive technology? If so, what?

The student eventually received a computer, and printer that transcribed the Braille but she had to learn how to type. She mainly used the Braille writer, books on tape, tape recorder, etc…

Did the student read Braille?

Yes, that is all she could read.

Was it easy to get materials needed for class translated to Braille?

I had a person transcribe weekly so it was a matter of me planning accordingly to get the information translated.

How did other students react and interact with the visually impaired student?

My students accepted the visually impaired student and overall got along really well with her. Before she came into the class we discussed different needs and each student had to work with a blind fold on their eyes to realize what she might go through.

What was your biggest challenge in teaching this student?

Initially realizing how many things are visually taught was the most challenging.

What advice would you give a teacher who has a visually impaired/blind student in their class for the first time?

When teaching a visually impaired student be sure to incorporate the different learning styles in every lesson to be able to meet the needs of all your students. Set high expectations, communicate with the parents, staff at school, and students.

What did you learn about visual impairment/blindness from having this student in your class?

To pick out one thing I learned is very difficult. It was amazing to have the opportunity to work with this student. She taught me many things, but most of all a disability does not define who you are and does not limit the learning. It is the educators’ jobs to ensure that every student is given the opportunity to learn.

What did you learn about your teaching ability from the experience of having this student in your class?

I learned that teaching is very visual and it is my job to ensure that every student learns no matter what.

Is there any way in which you could improve your approach, strategies and/or methods to better serve a student with a visual impairment?

Incorporating more Braille with the other students and hands on resources so the student can see what the other students in the class can see.

The second of two very talented teachers had this to say...

How many students have you taught with visual impairment disability? What grade or level?

Just one--in the college class I teach at PVCC

What type of visual impairment did the student have?

She was blind

Did the student suffer from any other conditions in addition to the visual impairment?

Not that I'm aware of

What was your initial reaction to having this particular student in your class?

I wondered how I would best meet her needs--Where she should sit--What kind of accommodations she would need.

What immediate accommodations and modifications did you have to implement?

I submitted all handouts and course materials to the Student Resource Center on campus. They did their best to convert the materials into a form she could readily use. I also spoke with her tablemates to let them know she might require assistance. They were more than willing to help out in any way possible. She needed an electrical outlet to plug her computer in so we made sure she had access to that as well. During class time I made myself available to clarify assignments and expectations as needed.

Did the student receive any Special Education services? What were they?

She received assistance from the SLC. They put her materials into a form that was usable to her.

Did the student require any assistive technology? If so, what?

Yes--A computer that spoke to her.

Did the student read Braille?

Yes

Was it easy to get materials needed for class translated to Braille?

Most of her materials weren't translated into Braille--They were actually downloaded into her computer so the computer could be read to her. I must say, despite my greatest efforts, this proved to be challenging. Even though I submitted materials a week in advance, she often wouldn't have access to them because of an overwhelmed SLC staff or simply because she didn't take the time to pick them up. It was also frustrating because the text we used didn't have page numbers once it was downloaded into her system. Something that is generally so simple like "read pages 112-120" became so difficult because the pages were difficult to be found.

How did other students react and interact with the visually impaired student?

The other students were extremely helpful, patient and kind. They were willing to learn from her and she was willing to share her experiences with them as well.

What was your biggest challenge in teaching this student?

My biggest challenge was definitely trying to understand exactly what my expectations should be--Everything was simply more challenging and time consuming so knowing exactly what to do was difficult at times.

What advice would you give a teacher who has a visually impaired/blind student in their class for the first time?

I would advise someone to work CLOSELY with people who can be a resource--to discuss challenges and difficulties early on and invite the person to share their needs and expectations with both you (as the instructor) and with the class as well.

What did you learn about visual impairment/blindness from having this student in your class?

I leaned how to read Braille (in a very basic sense). I also gained an understanding about how being blind is actually a culture within itself. Finally, I became more empathetic to the challenges people who are visually impaired face on a day to day basis.

What did you learn about your teaching ability from the experience of having this student in your class?

I learned that when faced with a new situation, I still have the withitness to evolve and change to meet the needs of my students.

Is there any way in which you could improve your approach, strategies and/or methods to better serve a student with a visual impairment?

Of course! Effective teachers are always a work in progress. If I was to have another visually impaired student in my class I would first and foremost, communicate my expectations more thoroughly. I would also work more closely with the SLC and possibly do some research regarding the subject as well.

I hope these insights from teachers at different levels of the education system were helpful. I know I value their experience and hope to have their level of concern and ability if ever given the opporunity of educating a visually impaired student. Thanks again to two wonderful educators for participating in my little project.

On a Personal Note

This post is strictly a post to vent and sort of add a personal opinion about students/people with not only visual impairments but other physical disablities. I don't know if it is how we are raised or the things we experience as we grow up that make us treat people with disablities so differently then "normal" people. I know you all know what I'm talking about...talking to a kid in a wheelchair far below their actual age ability because you've assumed they must be mentally slow too, since their body doesn't work right, or raising your voice to someone who's wearing a hearing aid, or pointing at someone crossing the street with a cane or service dog. Many of us as children did these things because we did not know any better but as adults, as teachers, what's our excuse?

I know many times we as human beings do things because we've been conditioned to do them or respond in certain ways because that's what we've seen; however, that is not always the correct way to respond and as a future educator I am determined to respond in ways other then how I've been conditioned my entire life. Now don't misunderstand, I am not saying that all the ways we are taught to respond to people who are different are neccessarily wrong or bad, what I'm saying is that as a future educator I need to be aware that my responses need to reflect the student with which I'm dealing at the moment. By this I mean that I need to be aware of how each particular student is different and do my best to figure out how to communicate effectively with each student in an appropriate manner. I know I sound like I'm rambling on and I apologize for that. All I am trying to say is that we should never assume anything about anyone, especially people with obvious disablities because even though they may look different and perhaps their bodies are incapable, it does not mean that they are mentally absent or inferior.

Please forgive my little rant, I just think that students/people with disablities are often dismissed by society and treated unfairly; school should be a safe haven where they are seen for who they are and what they are CAPABLE of doing.

Disability Resource Center

Last week I was talking to one of my instructors from a couple of semesters ago about teaching a student who was not only visually impaired but completely blind and she provided me with some wonderful insights. More importantly however she turned me on to a wonderful resource for teachers and students; the Disability Resource Center.

This is the office on campus whose sole purpose is to provide support to both students with disabilities and their teachers. The DRC provides support to any student with a documented disability who is attending classes at my college. The DRC tries to empower students with disabilities to lead more independent college careers allowing them to be successful in their educational and career goals.

As I started to poke around on the internet looking at different school districts in Phoenix, I noticed that all the districts I looked at had a similar office at the district level. These offices seem to have the same purpose as the DRC at my college campus; to provide support to students in order to help them achieve their educational goals. These offices did appear to go a step further though as they also provided services like Speech therapy and Occupational therapy to name a couple.

When parents and students don't where to begin these offices are a great place to start as they will be able to help the students as well as their parents. I have posted the link to the DRC on my college campus and hope you will check out what exactly they do to help teachers and students maintain a successful educational relationship.

Charlie Wise

I recently had the great pleasure of reconnecting with a high school classmate who happens be visually impaired. Quite honestly I didn't even remember Charlie having a disability. I know it was quite some time ago that I was in high school but you usually remember things about people that set them apart, however as far as I remember Charlie was just another kid I went to school with. Well today Charlie is quite accomplished. I sent Charlie some questions as part of an assignment to interview someone with a disability about their experiences in school and he was more than willing to help me out and answer my questions. Some of his answers were quite surprising so I asked him if it'd be okay to post his interview here so that others can read it and hopefully learn a thing or two about what not to do as an educator. I will not publish which school district Charlie and I went to school in as not to offend or point fingers at anyone, the important thing is not where these things happened but that we don't repeat these mistakes. Also, his story is pretty inspiring and I really wanted to share it...

I am 29 years old I was born with Optic Atrophy. If you research this eye disease it says it is from your mother smoking, drinking, etc during pregnancy. That is not my case my mom never did any of these, it is a rare birth defect. As of today I have never met someone with Optic Atrophy well just with Optice Atrophy. Atrophy means Deteriorating. It is not my eyes that is the problem it is the optic nerve. no they are not dwindling away My vision has stayed the same since birth.

What do you remember about your elementary school years?

Well this is a hard questions since it was about twenty years ago. I had to sit in front of the class room so that I can see the board I had a lot of kids make fun of me because I had to look at my papers so close unlike everyone else. This is truly all I remember regarding my vision.

My Junior High years I remember I would argue with the teachers to tell me what they wrote on the chalk board. They wouldn't understand or believe that I had a vision problem. My first half on Junior high I attended the public junior high school, the second half of my 7th grade I decided I would like to attend the Arizona State Deaf & Blind School (ASDB) in Tucson My parents would drive me to Mesa Community College on Sunday Afternoons and pick me up on Friday evenings. I would ride a transport bus like a greyhound down to Tucson. The bus was just for ASDB students. I lived in a dorm during the week and was able to come home on the weekends. In school they had the Blind & deaf kids separated but I became friends with both and even learned sign language. The school was catered to kids with all different types of Vision impairments. they had books with large print, regular print and Braille. They used dry erase boards in dark markers instead of chalk boards the lights were dimmed so that their would not be glare. It truly was a great school. They did a lot with us to prove to the kids that we are not different we went on a 100 mike trip, symphonies, hockey games and much more.

What do you remember about your high school and college years?

High School years was OK I feel that the school had no clue how to handle someone with a vision problem. Their were two kids with a vision problem. I myself had a gentlemen from the District office kinda over watching me but they stuck me in Special Ed and I refused to take special ed classes I was normal I just had a vision problem. I did attend all regular classes all of my teachers were understanding except for my Spanish teacher. She would not help me in any Spanish that she would write on the board. I got a waiver and did not have to finish my Spanish classes instead they had me sit in the office or the library for 1 hour class. I think the hardest part of High School was that when I turned 16 everyone was getting their drivers license and I was not. I had to always rely on my friends & family to go to work or places.

Did you receive any special vocational training?

I never did receive any special voc training in school. They offered to get me Large print books but the books were so big at that time they were larger than a road atlas I did not want to use them in school because they would not fit in my back pack or anything. The only thing that I could have used was a CC TV which is a TV that has a magnifier on it to make the print larger. today they make these the size of a laptop. After high school when I turned 18 the state had me go to the voc rehab center and they fitted me with some magnifiers.

What is the best way that educators could help students with special needs?

I feel that they should always ask a lot of questions to the child always ask them if they need something. Explain to the other children what the problem is or even let the child explain their own problem. Always have the instructor see if the child needs the font to be enlarged. with the technology today the teacher should realized the summer prior to the school year who is in their class they should do research on the internet to get a better understanding of the child's impairment.

What kind of support have you had from family and friends?

My family & friends have all been understanding. When we go to a restaurant if the lighting is dim and the font on the menu is small I won't even bother trying to read it because it is harder so I always just ask for help. Some friends it has taken them a bit to understand it but they learn if I can't see something I will just ask. Example It is very hard for me to see the menus at lets say McDonalds.

Does your visual impairment cause stress in your life?

No I would say that it hasn't caused me stress. I am a very laid back person always have been I just don't let things bother me. There are things that I wish I could have done, like my dad was in Vietnam and wished that I could have joined the military I tried but because of my eyes I was unable too.

Have you encountered any stereotypes or discrimination because of your disability?

I remember growing up the word I was called a lot was Blind Bat. my adult years no not at all that I know of. I deal with the public and when I can't see something I look closer half the time I don't even think about it I just do it. Some people ask some don't when they ask me I just explain to them what is wrong.

What accommodation do you need on the job and in your everyday life?

I actually don't use really anything. At my office I have enlarged the font on my computers and on my Blackberry.

Side note. A lot of products out their do not accommodate people with vision problems such as cooking instructions to cell phones. I have had a black berry for years now not only because of me being in Real Estate that I need it. I truly have it because out of all the major cell phone companies Smart-phones are the only phone that you can enlarge the font on. Mine I have it the largest that it will go. I personally have the Blackberry storm and it is a touch screen so if I get a fax that comes through I can enlarge the document on my cell phone so that I can read it easily.

In 1994 roughly My eye Doctor Dr Lynn noon introduced a pair of glasses (Bi-optic Telescopic lenses) to me that would assist me in being able to get my drivers license. But it was not legal in the state of Arizona. I asked her what we needed to do in order to get the changes made. She stated that the law would have to be changed so I said lets do it. So then it began working to change the law. in 1996 roughly we had a bill in the senate Rebecca and Pete Rioz sponsored it but it was shot down by on department of the state. The media came out to the high school. Every news station was their and we held a press conference. We started all over rewrote the bill and nothing changed, it was shot down. So in 1999 I wanted to have the same rights as everyone else in this country so I moved to Colorado. I found a college that I wanted to attend but we had to see It first but I wanted to get my drivers license while I was visiting it. So my parents took me shopping for a truck I found a truck. When we went to go get it my sister had to drive it because I couldn't. right after that my dad and I packed up my new truck and headed to Colorado. Once we got to Colorado we stayed at my uncles house and the next day my dad took me to the DMV. I passed my written test then went and took my road test using the special glasses and passed. when my dad seen me get out of my truck with a big smile he started crying because he was so happy. We went back to my uncles and the next day I drove 90 miles one way to look at the college I was going to attend. I register for the fall of 99 and was moving to Colorado. I drove most of the way back to Arizona it was 600+ miles Once I was back I couldn't wait to go see my friends and show them my new surprise. I pretty much wore out the drivers license by showing it to everyone.

July of 99 I moved to Colorado. this was a experience white stuff came out of the sky and I never experienced it or driving in it before. I learned though. knock on wood as of today I have never had a car accident that I was at fault. while living in Colorado was great and I like it a lot my home was still in Arizona. But I would not move back unless I could get my license. We continued to fight the state with me living in another state. I would fly home attend meetings then fly back. At one particular meeting the gentlemen that would always throw our case out was not their. So their was a panel of members for Motor Vehicle and they wanted to hear my story. I explained to them that I grew up here and had to move had to learn how to drive in winter conditions and we don't even have that severe of weather. I explained how long we had been working on this over ten years. we explained to them that over half of the states in this country have a law passed so I could drive if Arizona would not consider it we are taking the next step and will sew the state of Arizona for discrimination of the American with disabilities act. They gave me the go ahead to move back to AZ with my CO license. When the law was change the Media got wind of it and we had a press conference in Sun City. I drove around Sun City with video cameras all over my truck. sat down and spoke with every news station and newspaper. In March of 2005 I was the first in Arizona to get my drivers license. I decided I wanted to get my license in Apache Junction so we set a date and time all the directors from MVD, the New Media, My family and myself walk into MVD it was unannounced and through everyone off guard. since I already had a drivers license they just transferred my license and plates to Arizona. We held another press conference there.

To date I have been a REALTOR now for 4 years. I love it.

Charlie Wise-REALTOR Arizona Territory Real Estate Cell: 480-818-0014 Office: 480-288-5151 EFax 480-240-4190 Fax: 480-288-5353 Email: charlie_wise@msn.com Website: http://www.charliewise.com

I hope this provides some insight to teaching or simply helping a student with a visual impairment. Thanks to Charlie for allowing me to share his wonderful story. :-)

Common Causes of V.I.

So, I've started doing a bit of research about different types of Visual Impairment and quite honestly am just a little heartbroken at how many different causes of vision impairment and loss there are. I always knew there were a great deal of causes of blindness or visual impairment but actually seeing how many there are and reading a little bit about each one and how few can actually be stopped, corrected or cured it is making me a little sad. But I am not here to talk about how helpless I feel about not being able to change that, rather I am here to educate myself and others about educating students who are visually impaired.

I think it is important though to explore some of the different types of visual impairment in order to understand exactly how to teach and what tools or services needed for students with little or no sight. I have compiled a list of some of the common causes of visual impairment and/or blindness. Refractive errors, usually corrected with glasses:

• Myopia (Nearsightedness)
• Hyperopia (Farsightedness)
• Astigmatism

Eye Conditions

• Albinism: Inherited condition resulting in decreased pigment which causes abnormal optic nerve development.

• Amblyopia (“lazy eye”): The suppression of the image of one eye usually due to that eye having a significantly poorer acuity or being turned in/out.

• Cataracts: Opacity or cloudiness of the lens. Some types of cataracts progressively worsen, while others remain unchanged. Children with cataracts may have reduced visual acuity, blurred vision, poor color vision, light sensitivity, or nystagmus.

• Coloboma: A birth defect which causes a cleft in the pupil, iris, lens, retina, choroid, or optic nerve. It can result in reduced acuity and field loss if the damage extends to the retina.

• Glaucoma: Increased pressure in the eye due to blockage of normal flow of fluid in the eye. The vision of children with glaucoma can fluctuate based on changes in pressure.

• Nystagmus: Involuntary movement of the eye. This can be horizontal, vertical, circular or mixed. A child with nystagmus has difficulty maintaining fixation on objects resulting in reduced visual acuity and fatigue. Nystagmus can be minimized by turning the head or eyes in a certain position, called the “null point.” The null point differs from person to person, but is often discovered by the child.

• Optic Nerve Atrophy: Damage or degeneration to the optic nerve which carries visual signals to the brain.

• Optic Nerve Hypoplasia: Underdevelopment of the optic nerve in utero, resulting in a small optic nerve and visual impairment. Optic nerve hypoplasia may be associated with other conditions.

• Retinitis Pigmentosa (RP): a hereditary, degenerative condition of the retina which results in loss of peripheral vision or “tunnel vision”. Initially starts with difficulty in seeing in dimly lit settings and progresses to a significant visual impairment.

• Retinoblastoma: A cancerous tumor of the retina which requires vigorous treatment of all tumors through laser, radiation, and/or chemotherapy. Progression of retinoblastoma may result in enucleation (removal) of the eye. If one eye is removed, the child will not have depth perception.

• Retinopathy of Prematurity (ROP): Disruption in the normal development of blood vessels of the retina in premature infants which can result in scarring and detachment of the retina.

• Strabismus: A muscle imbalance resulting in the inability of both eyes to look directly at an object at the same time. Types of strabismus include: esotropia (an inward turn), exotropia (an outward turn), hypertropia (an upward turn), and hypotropia (a downward turn).

Cortical Visual Impairment

Unlike refractive errors and structural impairments, cortical visual impairment is due to damage to the visual cortex of the brain or the visual pathways which results in the brain not adequately receiving or interpreting visual information. Children who suffer from Cortical Visual Impairment may also suffer from cerebral palsy, seizure disorder, and developmental delays as a result of the damage to the brain. Reading these descriptions and some of the effects on someones eyesight is helpful as it gives a good idea of what a student may or may not be able to see and may even help with ideas of alternative methods of presenting information to students.