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Semelhante a Education for Visually Impaired Students
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Education for Visually Impaired Students
- 1. Mari Garza Education Service Center Region 2
- 2. Visual impairment including blindness means impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.
- 3. A licensed ophthalmologist or optometrist determines the child: ◦ Has a progressive medical condition that will result in no vision or a serious visual loss after correction; or ◦ Has no vision or has a serious visual loss after correction; and A functional vision evaluation and a learning media assessment indicate that the child has a need for special education.
- 4. Specialized instruction and services to meet the unique needs of students with visual impairments Assist in understanding unique educational needs Information on services Interpret assessment information Consult with educational staff Environmental accommodations or modifications
- 5. Shares responsibility with classroom teacher Large Print and Braille Information Vision Areas of instruction Prepare materials Provide initial and ongoing assessment Provide inservice training Reference Library
- 6. Independent travel Consults with sighted peers, family, educators in home and environmental modifications and ensure reinforcement of O&M skills for independent travel. Prepare and use equipment and material Provide instruction in the community Provide training as necessary
- 7. Provide instruction in: ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ Body imagery Laterality Environmental concepts Gross and fine motor Sensory awareness Spatial concepts Compass directions Sighted guide procedures Protective techniques Orientation skills Cane skills Map skills Use of residual vision ◦ Low vision devices related to travel ◦ Urban, suburban and rural travel ◦ Street crossing ◦ Public transportation ◦ Interacting with public ◦ Independent travel in places of public accommodation ◦ Skills of daily living ◦ Sensory skills in coordination with PT/OT ◦ Independent living skills
- 8. Adventitiously Blind ◦ Loss of vision later in life generally due to an accident, illness or eye condition that does not manifest blindness symptoms as an infant Congenitally Blind ◦ Visual Impairment at since birth
- 9. Diminished senses Inconsistent discrete and generally unverified fragments of information Hearing is the only distance sense Reach for object based on sound cues at approximately 12 months Environmental exploration usually delayed Visual dimensions of color, pattern, shape, location are unavailable
- 10. Hands ◦ Significant developmental delays to employ hands functionally ◦ Delay in hand utilization will result in delay in fine and gross motor development ◦ Ear-hand coordination must occur ◦ Much later than eye-hand coordination
- 11. Body ◦ Control of posture at approximately same age as sighted infants ◦ Self-Initiated mobility significantly delayed ◦ Reach out grasp to sound cues about at approximately 12 months ◦ May have difficulty or reluctance moving around
- 12. Unusual dependence on sighted person Diminished control over environment Control only inner world Diminished need for social interaction May not understand complex world outside of him
- 13. Construct of World ◦ Limited ability to coordinate and organize elements Object Permanence ◦ Stable visual field ◦ Obtained when reach to objects based on sound cues Casual Relationship ◦ Little motivation to act if unable to see and understand what is going on around him
- 14. Constancy ◦ Observation of objects in various orientations Classification ◦ Opportunities to learn same and different Conservation ◦ Delays in understanding conservation of substance, weight, volume, length and liquids
- 15. Smile at 2 months in recognition of mom’s voice In later years, appear to have ambivalent emotional involvement and appears to be disinterested
- 16. Normally learned by watching Feeding may be delayed by 2 or more years Brushing teeth difficult to accomplish Toilet training may be delayed
- 17. Imitation ◦ Normal children learn through imitation ◦ Total communication is rooted in development of imitation ◦ Blind child needs planned systematic instruction
- 18. Use of Language ◦ May jabber and imitate at a young age, however show delay when combining words ◦ Use language to satisfy immediate needs ◦ Takes sounds that make up language but may not grasp meaning intended by speaker ◦ Language is often echolalic, perservative and meaningless ◦ Does not mirror developing knowledge but rather knowledge language of others
- 19. Personal Pronoun ◦ Self Concept is delayed ◦ Tends to confuse use of personal pronouns Experience ◦ Hesitant to explore because of fear of the unknown ◦ Often discouraged from exploration from adults who are overprotective ◦ Needs concrete experiences
- 20. Contact Mari Garza Education Service Center Region 2 maricela.garza@esc2.us Or at 361-561-8539
Notas do Editor
- This very basic presentation is about what implications the loss of vision has on children. The purpose of this presentation is to provide parents, teachers and caregivers a general overview of the areas affected when children have been diagnosed with visual impairments. It is also intended to develop a general understanding in developing strategies for accommodating students within the classroom.
- The functional vision evaluation conducted by a professional certified in the education of children with visual impairments or a certified orientation and mobility instructor must include:Functional Vision Evaluation may be done by a Teacher for Children with Visual Impairments or an Orientation and Mobility Specialist. It contains information performance of tasks in a variety of environments requiring the use of both near and distance vision; and recommendations concerning the need for a clinical low vision evaluation and an orientation and mobility evaluation.The learning media assessment conducted by a professional certified in the education of children with visual impairments must include recommendations concerning:Which specific visual, tactual, and/or auditory learning media are appropriate for the child; Whether or not there is a need for ongoing evaluation in this area; and Appropriate reading and writing media (including the child's future needs for instruction in Braille or the use of Braille).
- Primary Responsibility for specialized instruction and services required to meet the unique educational needs of her visually impaired studentsPossess skills and abilities necessary to provide and coordinate this specialized instructionAssists students, family members, gen and sped teachers, sighted peers to understand the unique ed needs and learning characteristics of VI students, become aware of services and supports available through local programs and national resources, acquiring information regarding local state and national resources, interpreting specific eye condition, educational implications of visual impairment, and the results of FVE and LMA Consult regularly with educators on coordinating programs and services for VIAssist in making environmental adjustments for the student
- Shares responsibility with classroom teacher in the identification of instructional areas in which the student requires assistance Assures that large print or braille texts, supplementary and educational materials, aids equipment etc are provided in a timely mannerProvides instruction in areas indicated in IEP such as visual efficiency, concept and academic skills development, daily living skills, career and vocational education, communication (including braille reading and writing as appropriate) social emotional skills and abilities and sensory motor skillsPrepares materials and instruction to meet the student’s assessment needsProvides initial and ongoing assessment Provide inservice training to school personnel and students and parents regarding needs of studentsMaintain a reference library
- Daily skills development of independent travel Consults with sighted peers, family, educators in home and environmental modifications and ensure reinforcement of O&M skills for independent travel.Prepare and use equipment and material such as tactile maps, models, distance low vision devices, canes, gps etc for trainingProvide instruction in the community
- Body Imagery – Body in spaceLaterality – left right orientation
- There are two types of visual impairments. An adventitiously blind person has lost vision later in life generally due to an accident, illness or eye condition that does not manifest blindness symptoms as an infant therefore this person will develop some visual concepts and memories that help in learning for this person. A congenitally blind student is one that has been blind since birth.
- Congenitally blind may appear to have diminished senses, due to receiving inconsistent, discrete, and generally unverified fragments of information.Hearing is the only distance sense. Sound without visual verification is only noise coming from nowhere. Sound acquires meaning only after much tactual, motor, and auditory interaction. A blind child will not reach for an object based on sound cue alone until approximately 12 months old. Environmental exploration is usually delayed until the child reaches this point.The visual dimensions of color, pattern, shape, location, which are normal incentives from tactile exploration, are unavailable, resulting in a minimal amount of purposeful tactile activity
- Hands:A blind infant will have significant developmental delays in the ability to employ his hands functionally.Even at 5 months old, hands may still be fisted and held at shoulder height, not engaging at the midline, while the sighted child is practicing reaching and transference of objects from one hand to another.Delay in hand utilization will result in delayed fine motor and gross motor development.Ear-hand coordination must occur. This takes much experience and is achieved much later than normal eye-hand coordination.Body:A blind infant usually achieves control of his posture at approximately the same age as sighted infants through the following normal progression:Sits alone momentarilyRolls from back to stomachSits alone steadilyTakes stepping movements, hands heldStands aloneBridges on hands and kneesAchievements requiring self-initiated mobility are significantly delayed:Elevated on arms in proneRaising to a sitting positionPulling to a standWalking aloneMay not reach out to grasp a sound cue until 12 months. Until that time, will not move out in space either on hands and knees or feet.His difficulty or reluctance in moving around the environment encourages passive behavior such as self-stimulating mannerisms
- Body:A blind infant usually achieves control of his posture at approximately the same age as sighted infants through the following normal progression:Sits alone momentarilyRolls from back to stomachSits alone steadilyTakes stepping movements, hands heldStands aloneBridges on hands and kneesAchievements requiring self-initiated mobility are significantly delayed:Elevated on arms in proneRaising to a sitting positionPulling to a standWalking aloneMay not reach out to grasp a sound cue until 12 months. Until that time, will not move out in space either on hands and knees or feet.His difficulty or reluctance in moving around the environment encourages passive behavior such as self-stimulating mannerisms
- Blind child may have an unusual dependence on a sighted person to mediate and help integrate his environment.The blind child, having diminished control over his environment, can only control his inner world. Withdrawing into this world diminished the need for social interaction.He may not understand that there is a complex world outside of himself, that he is separate from it, that he can both act on it and be the recipient of action.
- Construct of World: A limited ability to coordinate and organize elements into higher levels of abstraction, and to verify the information. Therefore, he constructs a reality that is different from the sighted child’s. The process of problem solving, essential to future development, is continual, more difficult, and less rewarding for him, because of less accessibility and guidance.Object Permanence: A stable visual field is the basis of object permanence and other conceptual tasks. Object permanence cannot be obtained until he has the ability to reach to objects based on sound cue alone, being acquired nearly a year later than in sighted children.Causal Relationship: Since the results of actions aren’t seen, the child may not be motivated to action, and may not understand his ability to cause things to happen or to retain pleasurable stimuli.Constancy: In order to understand how to align blocks or orient hands on a page to duplicate a pattern, the child will need to observe objects in various orientations to know that an object is the same regardless of its position in space.Classification: Limited opportunities to explore objects and to see similarities are reflected in errors in concepts of same and different. The child needs numerous experiences with a variety of similar objects. Conservation: A blind child exhibits delays in conservation of substance, weight, volume, length, and liquids.
- Constancy: In order to understand how to align blocks or orient hands on a page to duplicate a pattern, the child will need to observe objects in various orientations to know that an object is the same regardless of its position in space.Classification: Limited opportunities to explore objects and to see similarities are reflected in errors in concepts of same and different. The child needs numerous experiences with a variety of similar objects. Conservation: A blind child exhibits delays in conservation of substance, weight, volume, length, and liquids.
- Relationships:The blind child will smile at 2 months in recognition of his mother’s voice, but only nuzzling or tickling will regularly elicit a smile.In later years, because the child appears to have ambivalent emotional involvement and appears to be disinterested, non-communicative, and uninformed about the rudiments of play with his peers, he may be avoided by his peers and rejected or overprotected by strangers and relatives. Subtle visual cues are missing and facial expressions are lost, making social interactions more complicated.
- Many self-help skills that are normally learned by watching are delayed.Chewing, scooping, self-feeding skills may be delayed 2 years or more. Brushing teeth is difficult to accomplish since the child may reject the texture and has no opportunity to observe others perform grooming skills.Fear of the unknown and inability to locate the bathroom may contribute to delayed toilet training.
- Imitation:Much of what is learned by the normal child is learned by imitating others.Total communication is rooted in the development of imitation. Imitation signals the beginning of symbolic meaning in a child.The blind child needs planned, systematic instruction directed at the development of deferred imitation.Use of Language:The blind infant may jabber and imitate sooner than a sighted child, but may show delay when combining words to make his wants known.The blind child primarily uses language to satisfy his immediate needs or to describe current activities, initiating few questions and his use of adjectives.The blind child may take in the sounds that make up the language, but may not grasp the meaning intended by the speaker. He may store phrases and sentences in his memory and repeat them out of context.The blind child often has a language that is echolalic, perserverative, and meaningless.The early language of the blind child does not seems to mirror his developing knowledge of the world, but rather his knowledge of the language of others.Personal Pronoun:To correctly use the personal pronoun “I”, a child must have established a sense of himself as separate from the environment. Since the development of self-concept in a blind child is delayed, he tends to confuse the use of personal pronouns, and uses the second and third personal pronouns or his own name to refer to himself.Experience:The blind child is often hesitant to explore because of fear of the unknown. He is also often discouraged from exploration by adults who are overprotective. Without concrete experiences, the child will not develop meaningful concepts or the language to describe or think aobut them.
- Use of Language:The blind infant may jabber and imitate sooner than a sighted child, but may show delay when combining words to make his wants known.The blind child primarily uses language to satisfy his immediate needs or to describe current activities, initiating few questions and his use of adjectives.The blind child may take in the sounds that make up the language, but may not grasp the meaning intended by the speaker. He may store phrases and sentences in his memory and repeat them out of context.The blind child often has a language that is echolalic, perserverative, and meaningless.The early language of the blind child does not seems to mirror his developing knowledge of the world, but rather his knowledge of the language of others.Personal Pronoun:To correctly use the personal pronoun “I”, a child must have established a sense of himself as separate from the environment. Since the development of self-concept in a blind child is delayed, he tends to confuse the use of personal pronouns, and uses the second and third personal pronouns or his own name to refer to himself.Experience:The blind child is often hesitant to explore because of fear of the unknown. He is also often discouraged from exploration by adults who are overprotective. Without concrete experiences, the child will not develop meaningful concepts or the language to describe or think aobut them.
- Personal Pronoun:To correctly use the personal pronoun “I”, a child must have established a sense of himself as separate from the environment. Since the development of self-concept in a blind child is delayed, he tends to confuse the use of personal pronouns, and uses the second and third personal pronouns or his own name to refer to himself.Experience:The blind child is often hesitant to explore because of fear of the unknown. He is also often discouraged from exploration by adults who are overprotective. Without concrete experiences, the child will not develop meaningful concepts or the language to describe or think about them.
- For more information on vision loss and its implications please request VI 101 to be presented to your district. This presentation is customized to fit your child or student. Contact Mari Garza at Education Service Center Region 2 at maricela.garza@esc2.us or 361-561-8539.