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AAKANKSHA, Lions School for the Mentally
Handicapped,
Avanti Vihar, Raipur

REHABILITATION COUNCIL OF INDIA
New Delhi
Approaches to Develop Curriculum for Children Visual Impairment
Approaches to Develop Curriculum for Children Visual Impairment
Rajnish Kumar Arya

Consultant
Special & Inclusive
Education, Raipur
. Overview

. Understanding of Visual
Impairment

. Identification &
Assessment of CWVI

. Aids & Appliences used
in Teaching
. Approches to Develop
Curriculum/ Curricular
Adaptation
Approaches to Develop Curriculum for Children Visual Impairment


"Inclusion," "full inclusion" and "inclusive
education" are terms which recently have
been narrowly defined by some (primarily
educators of students with severe disabilities)
to espouse the philosophy that ALL students
with disabilities, regardless of the nature or
the severity of their disability, receive their
TOTAL education within the regular education
environment (AFB)




The right to inclusive education is a civil
right that nurtures appropriate social
development. Inclusive education provides
children with special needs the oppourtunity
to learn in an environment that offers them
the oppourtunity for friendships and role
models
For children without special needs it is the
opportunity to learn about, and be accepting
of defferences, and learning to be sensitive to
need of others. (Barua,


Today a large percentage of students
visual disabilties spend over
percent of their school in general
eduction
classrooms.
Nearly
percent of low vision and blind
students receive their education at a
neighborhood school, possibly with
the support from a resource specialist
or itinerent teacher. (OSEP,


A policy of inclusion needs to be
implemented in all schools and throughout
our education system. The participation of
all children needs to be ensured in all
spheres of their life in and outside the
school. Schools need to become centers
that prepare children for life and ensure
that all children, especially the differently
abled…. (Arya,
Approaches to Develop Curriculum for Children Visual Impairment




It is used to describe any kind of
vision loss, ranging from someone
having no sight at all to someone who
has
partial
vision
loss
In other word, It is a umberala term
which includes both children who are
blind or those having low vision





According to the PWD Act
, it referes to a
condition where a person suffers from any of
the following conditions
Total Absence of sight; or
Visual acuity not exceeding /
or
snellen in the better eye with correcting
lenses
it requires them to stand meter or 20 feet
from an object to see it as well as someone
with perfect vision who could see it
meter
or 200 feet away) or
Limitations of the filed of vision subtending
an angle of
degrees or worse


The PWD Act
means a person
with impairment of visual functioning
even after treatment or standard
refractive correction but who uses or
is potentially capable of using vision
for the planning or excution of a task
with appropriate assistive device
But this defination of
PWD Act 1995, is not
clear
 “A

person with low vision is one
who has impairment of visual
functioning even after treatment
and/or
standard
refrective
correction and has a visual acuity
of less than
/
to light
perception or a visual field less
than
degrees”. (WHO,
Approaches to Develop Curriculum for Children Visual Impairment
may be continually swollen or red
 cloudy film
 may be unusually sensitive to light
 may be crossed
 may exhibit a lack of coordination in
directing the gaze of the two eye
 may shake or move
 eyes are not able to follow parent‟s face
 pupils are excessively large or small
 eyes do not appear to be evenly lined
up, they cross or turn inward
 may wander randomly

 that

s/he experiences dizziness,
headaches or nausea following
close work
 that s/he cannot see well or that
s/he has blurred or double vision
 that
her his
eyes
itch
or
burn











does not appear to focus with central
vision
frequent rubbing of the eyes
excessive frowning, shutting of one eye, or
attempting to brush away a blur
squinting or contorting face in attempts to
see distant things clearly
excessive blinking; tilting head forward or
sideways when looking at near or distant
objects
holding books or objects very close to eyes
or far from eyes
making frequent changes in distance
at which book is held
 stumbles over small objects; runs into
obstacles
 fatigue
or restlessness following
limited schoolwork
 non-participation or dislike of games
requiring distance vision
 poking of eyes
 cover or closes eyes when looking at
detail











difficulty with reading or other work
requiring close use of the eyes
difficulty
or
inattentiveness
during
chalkboard, wall-chart, or map lessons
withdrawal; non-participation in group
activities
tendency to lose place on page while
reading
difficulty copying from the board
inability to finish homework in a timely
manner
difficulty with copying from the board
inability to finish homework in a timely
manner


Mild Visual Impairment
Acuities ranging from 20/70 to 20/80 (both
eyes)



Moderate Visual Impairment

Acuities ranging from 20/100 to 20/200
and/or
field loss of more than 40%


Severe Visual Impairment
Acuities ranging from 20/400 to
20/600 and/or
field loss of more than 60%



Profound Visual Impairment

Acuities ranging from 20/800 to light
perception to total blindness and/or
field loss of 80%
Limited oppourtunities for incidental
learning
 Limitatin in the range and variety of
experiences
 Limitations in the ability to get around
and interacting with the environment
 Limitations in interactions with the
environment

Approaches to Develop Curriculum for Children Visual Impairment
Approaches to Develop Curriculum for Children Visual Impairment
 Braille

interliner/
Braille
Wooden Slate
 Braille Frame/ German Slate
 Styllus / Pen
 Pocket Frame
 Taylor

Frame
 Abacus
 Talking Calculator
 Number Board
 Braille Clock
 Spur Wheel
 Geometrical Shapes/ Figure
 Raised

Relief Plastic Maps
 Relief Globes
 Braille Atlas
 Three

Dimensional
Relief Plastic Charts

Raised


It is an upward writing machine for
writing
on
one
side
of
the
paper, enabling the Braille to be read
as it is written. This machine can be
compared to a normal tyewriter with a
major difference that it has only nine
keys, three for paper setting and six
for the embossing, the brailler
embosses combinations of six dots in
a Braille cell


The material recorded on cassettes/CDs has
emerged to be the most popular mode of
imparting education to visually impaired
persons. As Braille books are very heavy and
many newly blind persons are not able to
learn Braille easily, talking books are
emerging to be the most viable alternative.
For listening to the talking books, the
conventional cassette player with the
compact cassettes with a playing time of
either 60 or 90 minutes is generally used
Approaches to Develop Curriculum for Children Visual Impairment
 Black

Pens / Black Felt Pens
 Exercise Book/ Note Books
with
thicker lines of good contrast e.g.
black
 Writing Stand
 Reading

Slit/ Typoscope
 Hand and Stand Magnifieres
According to need of the
Child
 Reading Stand
Large

Print Books
Talking Books
Telescope
Approaches to Develop Curriculum for Children Visual Impairment
 It

is a design PLAN for learning
that requires the purposeful and
proactive
,
organization
sequencing, and management of
the
interactions
among
the
teacher, the students and the
content knowledge we want
students to acquire..


According to G. Hass
“The curriculum is all of the
experiences that individual learners
have in a programme of education
whose purpose is to achieve broad
goals and related specific objectives,
which are planned in terms of a
framework of theory and research or
past and professional practice.”


In India schools are governed by several
boards of education. Apart from national
boards, such as the CBSE and ICSE, there
are
several
others
with
smaller
jurisdication- such as those at the state
level, in case of Chhattisgarh, Chhattisgarh
Shiksha Mandal, Raipur). Each one of thesse
boards prescribes a curriculum that is given
to schools to follow. (Kapur,
Approaches to Develop Curriculum for Children Visual Impairment




The adaptation should not change the
original concept of the curriculum used
because the objective of adaptation is to
provide the some learning experiences to
both normal and CWVI
For
providing
same
experiences, compensatory activities should
be planned in such a way that the child gets
a wholistic picture of the concept taught in
the regular classes. The objective of the
instructional materail should remain same
for both normal and CWVI






Modification in the instructional material should
not distrub the majority of normal children in IED
classes
The adaptation in instructional material and
methods is done in the light of the educational
needs of disabled child studying in the IED class
A possible stratgey of adjustment in the
instructional material can be outline the
proposed
teaching
and
learning
points, analysising the needs and type of
adjustments at various level, prepration of
supportive materials and planning of group
atcivities
More auditory and tactile aids
should be given to compensate for
visual deficits
 More
verbal cues should be
provided while explanning the
cooncept in class
 Three dimensional teaching and
learning aids should be providd ti
the children to provide a whole
experience of the concept







The management of the class should be
determined in the light of child‟s limitation
A multisensory approach should be used to
provide complete learning experience to the
child
The teacher should take care of words in
instruction like „see‟, „look‟ etc. and at the
time of use of these word a special attention
may be given to the CWVI e.g. By calling the
name of any CWVI, deal the point or facts as
well as provide the tectile TLM to him/ her


Basically based on MODES

 Modefication
 Omission

 Duplication
 Substitution
Approaches to Develop Curriculum for Children Visual Impairment






The student with Visual Impairment should
be provided language book in Braille, or
enlarged print along wiht the tape recorded
version
Most of the teachers use oral-aural method
of teaching. Some of them write on the
blackboard which may pose difficulties. The
teachers should be encouraged to speak
while writing
The teahers should also inform the students
regarding the text being used in the next
few days so that s/he can bring only the
required text to classroom as the Braille
Books are bulky and the students need to
read and write






Non-verbal
content
which
includes
pictures, maps, globes, diagrams etc. may
pose problems. It can be taught by using
supplementary material in Braille, Tectile
Aids, and verbal discriptions of the graphic
material
The Visually Impaired Students can be
included
in
all
activities
like
disscussions, stories, singing, actual visits
to palces etc
Some concepts need to be explained more
in deatil because of lack of experience






The students with Visual Impairment would
not face any problem with the verbal
content
The Geography mostly and History partially
relies on maps and globes. These textbooks
may contain graphs, diagrams,and tables
that related relevant data
It is important that The students with Visual
Impairment must be given the concept of
Maps from an early age







Braille Books are not available and also depend
upon a different Brailled Code which again
causes difficulty
In addition to Textbooks, educational aids are
important for learning mathematics
Oral Mathematics need to be practiced and use
of calculaotr with speech outputs, enlarged
displays is helpful
Teachers should give only representaional
samples of home works and very long
assingments as the child may required a long
time to do the computational work


Children with Visual Impairment need to be
taught using the multisensory approach
that involves all modalities other than
vision
Approaches to Develop Curriculum for Children Visual Impairment






A.F.B. () The American Foundation for the Blind's
Josephine L. Taylor Leadership Institute,
Education Work Group
http://www.afb.org/section.aspx?FolderID= &Se
ctionID= &TopicID=
&DocumentID=
Arya, R. K. (2013) Education of Children with
Special Needs: A Critical Analysis with Special
Reference in Chhattisgarh State of India
published in Europena Academic Research in
Volume: I Issue : VI
September, 2013
www.euacademic.org/UploadArticle/ pdf pp
Barua, M. (2013) Curricular Adaptation for
Children with Autism, Sarva Shiksha Abhiyan:
Confluence, Inclusive Education, August 2013,
Vol.14








Bhushan, P.; Rawal, N
Visual Impairment
Hand
Book
Ahmeddabad:
Blind
People
Association (India)
Govt. of India (1996) The Persons with

Disabilities (Equal Opportunities, Protection of
Rights and Full Participation) Act, 1995 (No. 1 of
1996), Ministry of Law, Justice & Company

Affairs New Delhi: The Gazette of India
Julka, A
Curricular Adaptaion for Visually
Impaired Children
Sarva Shiksha Abhiyan:
Confluence,
Inclusive
Education,
August
, Vol
Kapur, A
Transforming Schools Empowering
Children,
New
Delhi:
Sage
Publications
A Teacher‟s Handbook
Children with Special



Sharma, P. L



National Council
Eductional Research & Training
Smith, D. D. & Tyler; N. C





on IED Helping
Needs, New Delhi:

of

Introduction to Special Education Making a
Difference Ohio: Merrill
Students With Visual Impairment: A Hand
Book, North Carolina Dept. Of Public
Instruction
World
Health
Organization
(1992)

Management of Low Vision in Children
Approaches to Develop Curriculum for Children Visual Impairment
Approaches to Develop Curriculum for Children Visual Impairment

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Approaches to Develop Curriculum for Children Visual Impairment

  • 1. AAKANKSHA, Lions School for the Mentally Handicapped, Avanti Vihar, Raipur REHABILITATION COUNCIL OF INDIA New Delhi
  • 4. Rajnish Kumar Arya Consultant Special & Inclusive Education, Raipur
  • 5. . Overview . Understanding of Visual Impairment . Identification & Assessment of CWVI . Aids & Appliences used in Teaching . Approches to Develop Curriculum/ Curricular Adaptation
  • 7.  "Inclusion," "full inclusion" and "inclusive education" are terms which recently have been narrowly defined by some (primarily educators of students with severe disabilities) to espouse the philosophy that ALL students with disabilities, regardless of the nature or the severity of their disability, receive their TOTAL education within the regular education environment (AFB)
  • 8.   The right to inclusive education is a civil right that nurtures appropriate social development. Inclusive education provides children with special needs the oppourtunity to learn in an environment that offers them the oppourtunity for friendships and role models For children without special needs it is the opportunity to learn about, and be accepting of defferences, and learning to be sensitive to need of others. (Barua,
  • 9.  Today a large percentage of students visual disabilties spend over percent of their school in general eduction classrooms. Nearly percent of low vision and blind students receive their education at a neighborhood school, possibly with the support from a resource specialist or itinerent teacher. (OSEP,
  • 10.  A policy of inclusion needs to be implemented in all schools and throughout our education system. The participation of all children needs to be ensured in all spheres of their life in and outside the school. Schools need to become centers that prepare children for life and ensure that all children, especially the differently abled…. (Arya,
  • 12.   It is used to describe any kind of vision loss, ranging from someone having no sight at all to someone who has partial vision loss In other word, It is a umberala term which includes both children who are blind or those having low vision
  • 13.    According to the PWD Act , it referes to a condition where a person suffers from any of the following conditions Total Absence of sight; or Visual acuity not exceeding / or snellen in the better eye with correcting lenses it requires them to stand meter or 20 feet from an object to see it as well as someone with perfect vision who could see it meter or 200 feet away) or Limitations of the filed of vision subtending an angle of degrees or worse
  • 14.  The PWD Act means a person with impairment of visual functioning even after treatment or standard refractive correction but who uses or is potentially capable of using vision for the planning or excution of a task with appropriate assistive device
  • 15. But this defination of PWD Act 1995, is not clear
  • 16.  “A person with low vision is one who has impairment of visual functioning even after treatment and/or standard refrective correction and has a visual acuity of less than / to light perception or a visual field less than degrees”. (WHO,
  • 18. may be continually swollen or red  cloudy film  may be unusually sensitive to light  may be crossed  may exhibit a lack of coordination in directing the gaze of the two eye  may shake or move  eyes are not able to follow parent‟s face  pupils are excessively large or small  eyes do not appear to be evenly lined up, they cross or turn inward  may wander randomly 
  • 19.  that s/he experiences dizziness, headaches or nausea following close work  that s/he cannot see well or that s/he has blurred or double vision  that her his eyes itch or burn
  • 20.       does not appear to focus with central vision frequent rubbing of the eyes excessive frowning, shutting of one eye, or attempting to brush away a blur squinting or contorting face in attempts to see distant things clearly excessive blinking; tilting head forward or sideways when looking at near or distant objects holding books or objects very close to eyes or far from eyes
  • 21. making frequent changes in distance at which book is held  stumbles over small objects; runs into obstacles  fatigue or restlessness following limited schoolwork  non-participation or dislike of games requiring distance vision  poking of eyes  cover or closes eyes when looking at detail 
  • 22.         difficulty with reading or other work requiring close use of the eyes difficulty or inattentiveness during chalkboard, wall-chart, or map lessons withdrawal; non-participation in group activities tendency to lose place on page while reading difficulty copying from the board inability to finish homework in a timely manner difficulty with copying from the board inability to finish homework in a timely manner
  • 23.  Mild Visual Impairment Acuities ranging from 20/70 to 20/80 (both eyes)  Moderate Visual Impairment Acuities ranging from 20/100 to 20/200 and/or field loss of more than 40%
  • 24.  Severe Visual Impairment Acuities ranging from 20/400 to 20/600 and/or field loss of more than 60%  Profound Visual Impairment Acuities ranging from 20/800 to light perception to total blindness and/or field loss of 80%
  • 25. Limited oppourtunities for incidental learning  Limitatin in the range and variety of experiences  Limitations in the ability to get around and interacting with the environment  Limitations in interactions with the environment 
  • 28.  Braille interliner/ Braille Wooden Slate  Braille Frame/ German Slate  Styllus / Pen  Pocket Frame
  • 29.  Taylor Frame  Abacus  Talking Calculator  Number Board  Braille Clock  Spur Wheel  Geometrical Shapes/ Figure
  • 30.  Raised Relief Plastic Maps  Relief Globes  Braille Atlas
  • 32.  It is an upward writing machine for writing on one side of the paper, enabling the Braille to be read as it is written. This machine can be compared to a normal tyewriter with a major difference that it has only nine keys, three for paper setting and six for the embossing, the brailler embosses combinations of six dots in a Braille cell
  • 33.  The material recorded on cassettes/CDs has emerged to be the most popular mode of imparting education to visually impaired persons. As Braille books are very heavy and many newly blind persons are not able to learn Braille easily, talking books are emerging to be the most viable alternative. For listening to the talking books, the conventional cassette player with the compact cassettes with a playing time of either 60 or 90 minutes is generally used
  • 35.  Black Pens / Black Felt Pens  Exercise Book/ Note Books with thicker lines of good contrast e.g. black  Writing Stand
  • 36.  Reading Slit/ Typoscope  Hand and Stand Magnifieres According to need of the Child  Reading Stand
  • 39.  It is a design PLAN for learning that requires the purposeful and proactive , organization sequencing, and management of the interactions among the teacher, the students and the content knowledge we want students to acquire..
  • 40.  According to G. Hass “The curriculum is all of the experiences that individual learners have in a programme of education whose purpose is to achieve broad goals and related specific objectives, which are planned in terms of a framework of theory and research or past and professional practice.”
  • 41.  In India schools are governed by several boards of education. Apart from national boards, such as the CBSE and ICSE, there are several others with smaller jurisdication- such as those at the state level, in case of Chhattisgarh, Chhattisgarh Shiksha Mandal, Raipur). Each one of thesse boards prescribes a curriculum that is given to schools to follow. (Kapur,
  • 43.   The adaptation should not change the original concept of the curriculum used because the objective of adaptation is to provide the some learning experiences to both normal and CWVI For providing same experiences, compensatory activities should be planned in such a way that the child gets a wholistic picture of the concept taught in the regular classes. The objective of the instructional materail should remain same for both normal and CWVI
  • 44.    Modification in the instructional material should not distrub the majority of normal children in IED classes The adaptation in instructional material and methods is done in the light of the educational needs of disabled child studying in the IED class A possible stratgey of adjustment in the instructional material can be outline the proposed teaching and learning points, analysising the needs and type of adjustments at various level, prepration of supportive materials and planning of group atcivities
  • 45. More auditory and tactile aids should be given to compensate for visual deficits  More verbal cues should be provided while explanning the cooncept in class  Three dimensional teaching and learning aids should be providd ti the children to provide a whole experience of the concept 
  • 46.    The management of the class should be determined in the light of child‟s limitation A multisensory approach should be used to provide complete learning experience to the child The teacher should take care of words in instruction like „see‟, „look‟ etc. and at the time of use of these word a special attention may be given to the CWVI e.g. By calling the name of any CWVI, deal the point or facts as well as provide the tectile TLM to him/ her
  • 47.  Basically based on MODES  Modefication  Omission  Duplication  Substitution
  • 49.    The student with Visual Impairment should be provided language book in Braille, or enlarged print along wiht the tape recorded version Most of the teachers use oral-aural method of teaching. Some of them write on the blackboard which may pose difficulties. The teachers should be encouraged to speak while writing The teahers should also inform the students regarding the text being used in the next few days so that s/he can bring only the required text to classroom as the Braille Books are bulky and the students need to read and write
  • 50.    Non-verbal content which includes pictures, maps, globes, diagrams etc. may pose problems. It can be taught by using supplementary material in Braille, Tectile Aids, and verbal discriptions of the graphic material The Visually Impaired Students can be included in all activities like disscussions, stories, singing, actual visits to palces etc Some concepts need to be explained more in deatil because of lack of experience
  • 51.    The students with Visual Impairment would not face any problem with the verbal content The Geography mostly and History partially relies on maps and globes. These textbooks may contain graphs, diagrams,and tables that related relevant data It is important that The students with Visual Impairment must be given the concept of Maps from an early age
  • 52.     Braille Books are not available and also depend upon a different Brailled Code which again causes difficulty In addition to Textbooks, educational aids are important for learning mathematics Oral Mathematics need to be practiced and use of calculaotr with speech outputs, enlarged displays is helpful Teachers should give only representaional samples of home works and very long assingments as the child may required a long time to do the computational work
  • 53.  Children with Visual Impairment need to be taught using the multisensory approach that involves all modalities other than vision
  • 55.    A.F.B. () The American Foundation for the Blind's Josephine L. Taylor Leadership Institute, Education Work Group http://www.afb.org/section.aspx?FolderID= &Se ctionID= &TopicID= &DocumentID= Arya, R. K. (2013) Education of Children with Special Needs: A Critical Analysis with Special Reference in Chhattisgarh State of India published in Europena Academic Research in Volume: I Issue : VI September, 2013 www.euacademic.org/UploadArticle/ pdf pp Barua, M. (2013) Curricular Adaptation for Children with Autism, Sarva Shiksha Abhiyan: Confluence, Inclusive Education, August 2013, Vol.14
  • 56.     Bhushan, P.; Rawal, N Visual Impairment Hand Book Ahmeddabad: Blind People Association (India) Govt. of India (1996) The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995 (No. 1 of 1996), Ministry of Law, Justice & Company Affairs New Delhi: The Gazette of India Julka, A Curricular Adaptaion for Visually Impaired Children Sarva Shiksha Abhiyan: Confluence, Inclusive Education, August , Vol Kapur, A Transforming Schools Empowering Children, New Delhi: Sage Publications
  • 57. A Teacher‟s Handbook Children with Special  Sharma, P. L  National Council Eductional Research & Training Smith, D. D. & Tyler; N. C   on IED Helping Needs, New Delhi: of Introduction to Special Education Making a Difference Ohio: Merrill Students With Visual Impairment: A Hand Book, North Carolina Dept. Of Public Instruction World Health Organization (1992) Management of Low Vision in Children