Visual Impairment: AT Content # 1

Visual Impairment : 

Visual Impairment Philip Xander Almonte

OBJECTIVES : 

OBJECTIVES By the end of this presentation, audience will: Learn the definition of visual impairment. Distinguish between the two classifications of visual impairment. Enumerate some of the causes of visual impairment. Become familiar with the transition to adulthood of people with visual impairments. Enumerate different kinds of assistive technology for people with visual impairments. Know what it’s like to be visually impaired.

Definition : 

Definition According to the Association for Education and Rehabilitation of the Blind and Visually Impaired (www.aerbvi.org), visual impairment is a general term for a visual loss that affects learning in a school environment. Visual impairment is divided into two sub categories on the basis of their ability to use the visual sense for learning after maximum concentration (legally blind and low vision).

BLIND : 

BLIND Legally blind- is one who can see at 20 feet an object that a person with normal sight can see at 200 feet but can still be responsive to light and darkness and may have some visual imagery. Blind- destitute of the sense of seeing, either by natural defect or by deprivation; without sight (http://www.brainyquote.com/words/bl/blind137495.html).

CAUSES : 

CAUSES Cataracts – defined as the clouding of the lens of the eye. Retinoblastoma – a tumor behind the eye. Refractive errors – nearsightedness, farsightedness, astigmatism. Malformations – clefts in the iris and dislocated lens. Ocular Trauma – occurs when the eyeball is hit, lacerated, or punctured.

Characteristics and Educational Implications : 

Characteristics and Educational Implications The effect of visual impairment to a person’s development depends on the severity, type of loss, age at which the condition appears, and overall functioning level of the person. People with visual impairments may need additional help with special equipment and modifications in the regular curriculum. To emphasize listening skills, communication, orientation and mobility, vocation/career options and daily living skills.

TRANSITION : 

TRANSITION The transition from school to work is an extremely important aspect of the total educational program. Although there have been attempts to use sheltered workshops, where students produce goods in a protected setting that is publicly subsidized, the newer emphasis is on placement in real job settings whenever possible (Sacks, and Bullis, 1988). The secondary school program then becomes a part-time academic and part-time workplace program to give the student a chance to experience employment while still in a supervised setting. The academic program focuses on functional reading and other skills that can enhance the student’s chance of success in the workplace.

U.S. Employment Statistics for the Blind(1994-1995) : 

U.S. Employment Statistics for the Blind(1994-1995) Estimated number of blind and visually impaired people who live in households of all ages including homeless people. 7 to 10 million (2 to 3 million are of working age) Employed: estimated number and percentage of working age (18-69 years old) blind and visually impaired people that are employed. 1 to 1.3 million or 40 to 45 percent Unemployed: estimated number and percentage of working age (18-69 years old) blind and visually impaired people that are unemployed. 1 to 1.7 million or 55 to 60 percent http://www.afb.org/Section.asp?DocumentID=1529&SectionID=7

EMPLOYMENT FOR THE BLIND : 

EMPLOYMENT FOR THE BLIND Assistive Technology Instructor Cashier Stocker Assistant Store Manager Teacher of the Visually Impaired Zip-lock Bag Machine Coordinator T-Shirt Bag Machine Coordinator Bag Folder Box Erector http://www.afb.org/Section.asp?SectionID=7

Accommodations/Assistive Technology : 

Accommodations/Assistive Technology Alternative Print Formats Magnification Devices Bright Incandescent Light Adaptive Computer Equipment Readers for Exam Priority Registration Taped Lectures Lab or Library Assistants Braille Computers (synthesized voice or Braille output devices)

Family and Lifespan Issues : 

Family and Lifespan Issues The majority of the blind and low vision students spend their after-school time alone. Many of the students who were visually impaired, particularly those with low vision, required extensive support to succeed academically in inclusive school environments. Adaptive computers and other devices specially designed for such students were not widely used. The students with visual impairments spend more time on the telephone, participated in more sedentary activities, and were bound to their home by their inability to travel independently, which also affected their vocational opportunities.

VIDEO : 

VIDEO What’s It Like to be Visually Impaired? Tags: dedebeno, ingen, hindring, visually, impaired, see, here Link: http://www.youtube.com/watch?v=v9CawJSUy2c&feature=related

Resources : 

Resources Text: Education Exceptional Children: 11th Edition by Kirk, Gallagher, Anastasiow, and Coleman  Services for Students with Disabilities (SSD) http://www.northwestern.edu/disability/Types_of_Disability/visualimpairments.html National Dissemination Center for Children with Disabilities http://www.kidsource.com/NICHCY/visual.html Guam System for Assistive Technology When You Meet a Person Who is Blind http://www.cincyblind.org/what_do_you_do___.htm

Slide 14: 

AFB Career Connect http://www.afb.org/Section.asp?DocumentID=1529&SectionID=7 Some Causes of Visual Impairment http://www.tsbvi.edu/Education/infant/page15.htm