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
