Characteristics of Students with Blindness and Visual Impairments - Report Example

Vision Impairment People with vision impairment may often experience difficulty in the learning environment because so much of the classroom instruction is based upon visual communication. Instructors familiar with some of the common characteristics and challenges faced by people with low vision or blindness may facilitate better learning and empowerment of these children. There are several terms employed by educators and medical professionals in order to determine eligibility criteria for funding and services for these children which must be understood as educators attempt to address the needs of these students. By participating in simulation projects, in which the instructor is given a chance to experience to a small extent what low vision might be like, greater understanding of these learning challenges can be acquired leading to more effective use of teaching strategies geared specifically toward these children’s needs. Legal definition To adequately discuss the issue of vision impairment, it is first critical to understand a couple of definitions. Vision impairment can be defined as “the reduced vision caused by eye disease, accident or eye condition present from birth” (Low Vision Online, 2008). Through such various treatments and corrective measures as eye-glasses, contacts or surgeries, vision can be improved for many people with vision impairment. It is reported that as many as 80 percent of vision impaired people are officially classified as having ‘low vision’, meaning they can benefit from these types of services. “Low vision is significantly reduced vision, that is, visual acuity is less (worse) than 6/18 (20/60) in the better eye or visual fields are less than 20 degrees in diameter” (Low Vision, 2008). According to this source, people with low vision are able to use their visual acuity for learning about the visual aspects of their world and for doing tasks that require vision, but even with treatment, glasses or lenses, they cannot be corrected to ‘normal.’ The IDEA Amendments of 1997 define children with visual impairment as those who have “visual impairments which even with correction, adversely effects… educational performance.” This is a slightly different means of defining vision impairment, focusing primarily upon what the child cannot do as opposed to identification of the various abilities and disabilities. When an individual is only capable of learning about their world through tactile or auditory channels, despite all attempts to correct vision impairments, they are considered blind (Corn & Koenig, 1996). Describing the Characteristics of Students with Blindness and Visual Impairments Students with blindness or visual impairments often share several specific learning challenges. One of the primary issues dealt with by these students is the ability to generalize skills. Many students with visual impairments may exhibit difficulty transferring skills acquired in one context to anther. It is important that instruction takes place in natural contexts and at appropriate times so the students internalize meaning to the task. Vision impaired students will also often have issues in concrete versus abstract learning. Some students with visual impairments require hands-on learning experiences through their educational program in order to make sense of concepts and strategies for instructions that are more abstract. Often, the only way that students can learn new skills is through repetitive learning. For example, students who have visual impairments and exhibit cognitive delays may be taught a specific route to the cafeteria. Any change in route may confuse the student. Students with visual impairment typically exhibit short attention spans and become easily distracted. When initiating instructional programs for students who have visual impairments and other disabilities, the teacher must determine how long a student can attend to a specific task with and without supervision. Also, the environment is an influence on the student’s ability to stay on task and to maintain appropriate behavior. Many students with visual impairments are distracted by loud noises. Examples include the hum of fluorescent lights, a visually cultured classroom, and verbal communication by others in the same environment. They require auditory, tactical, or visual cues to anticipate the transition from one activity to the next. Most students with visual impairments learn effectively through auditory methods although they have exhibited difficulty with auditory memory and with following sequence directions. Some students who have low vision typically use a combination of visual and auditory skills in the learning process. There isn’t a great deal of difference noted between the learning styles of the visually impaired as compared to the learning styles of visual children. By nature students exhibit a range of personality types (some are shy where others more active and outgoing). These behaviors are influenced to a great extent by the individual’s culture. One additional special instance must be introduced here as well. Students who experience visual impairments in conjunction with other disabilities present at birth may exhibit intolerance of certain textures and foods. They may also resist being touched or held by family members or teachers. These students may require more order and structure in their daily routine in order to anticipate people and activities. It is important for students to understand the causes and effects of certain objects, foods and toys so that tactile exploration becomes purposeful (Sacks, 1998). Simulation of Low Vision The purpose of this simulation is to increase the learner’s knowledge about the impact of vision impairments or low vision on student learning and to outline and discuss instructional strategies that maximize access to learning for those students who are visually disabled. During this particular activity, I spent three hours wearing sunglasses designed to limit vision. During this time, I attempted to carry on with normal daily activities, such as watching television, going shopping, eating in a restaurant, or other regular life activities. Prior to participating in this project, I believed I would have to deal with frustrations associated with straining to see, and having difficulty following a TV show, or deciphering a menu, or dealing with paying a cashier, or even running the vacuum cleaner. In the simulation, I admitted to taking the sunglasses off at least once because I could not stand trying to see while attempting these daily tasks. This is significant because removing the vision impairment even temporarily is obviously not an option for a student who is visually impaired. They must find a way to work through the frustration and difficulties regardless of the difficulty level or their emotional state. According to Vision Rehabilitation Services (2008), “Wearing a simulator does not portray what it is like to have low vision, as that is a permanent situation that affects a person in ways beyond his or her ability to read or walk about. However, spending some time wearing a simulator and attempting to do various everyday tasks can quickly give fully-sighted persons a sense of some of the issues involved. Often, people are impressed with how much they can do and, sometimes, the simplest task becomes extremely frustrating.” Vision Rehabilitation Services also notes that it is important for educators and prospective educators to be fully aware that every individual is unique, along with their own personal experience of low vision. Just because two people have the same diagnosis does not mean that they will have the same abilities or disabilities as the other person. In addition, some people experience low vision in combination with other disabilities which makes their own personal situation even more challenging to care for in the classroom. There were a variety of daily tasks that I had trouble doing during the simulation project. These included making meals; seasoning meals; eating; writing; moving around; getting oriented; watching television; reading; looking at photographs or graphics; pouring liquids; dialing the telephone; walking inside after walking outside; distinguishing the features of other individuals such as their face, what they are wearing, how their hair looks, and if they are wearing glasses or jewelry; finding the restroom or a specific room in an unfamiliar location and locating and using its facilities; using vending machines; drinking from fountains, making everyday purchases from stores; and identifying money and its amounts. I had believed I would experience some frustration prior to the project date, but hadn’t dreamed it would be to such a large extent. Academic Achievement of Students with Visual Impairments Based on my experiment from the simulation, there are a variety of ways to help students who suffer from low vision in the classroom. The educational needs of students with visual impairments will vary. Depending on the age and development of the student, it can be helpful for them to have a person with clear vision assist them with their learning and on certain assignments (such as giving them a reader or a scribe). They can have a system available such as Braille to also assist with reading or taking notes. This is a system of reading and writing, and teachers of students with visual impairments need to be proficient in Braille. The Individuals with Disabilities Education Program (IEP) specifies that Braille service and instruction must be part of the IEP unless all members of the team including parents agree that it should not used in a particular case. It can also be helpful if the teacher and other students identify themselves upon approaching and speaking with the low-sighted individual. There should also be adequate lighting, signs for the individual’s specific needs, and alternative forms of communication which may take the form of books or papers with large print, viewers that enlarge the print of publications, tape recorders or similar technologies. Visually impaired students may even require being given assignments in advance so that someone at home can assist them in reading and completing the assignments. In addition, in order for most students with visual impairment to achieve success, close collaboration with the general education teacher, special education teacher and related services are required. Also, some parents are not prepared to raise a child with a visual impairment, and they need to learn how parents can enhance their child’s motor, language, and social development. If the parents and teachers have a well-established relationship, it becomes more natural to discuss any issues and solve any problems (Turnbull.1995.). “The Individuals with Disabilities Education Act (IDEA) guarantees children with disabilities access to a free, appropriate public education, and appropriate support and services, such as instruction in Braille, orientation and mobility instruction, and textbooks and other instructional materials in accessible formats. The visually impaired students especially seem to ‘fall through the cracks’ of special education, since their mobility is usually quite good for familiar areas. When they are put through the rigors of all-day intensive lessons in unfamiliar locations, their problems with confident and efficient way finding soon come to the surface” (Baldwin, 2008). Teachers can aid students best by training them to find their way around unfamiliar areas. One way in which this can be accomplished is through field trips. The training should teach skills that will allow them to “arrange for their own transportation, to eat with friends in restaurants without adult supervision, to use public bathrooms, to ask for help from appropriate people, and to handle money and be responsible for time management.” Eventually, the skills they use in this community skill learning will transfer to their own neighborhoods which will greatly increase their mobility (Baldwin, 2008). References Baldwin, D. (2008). Teaching orientation and mobility to blind children. Wayfinding Technologies. Retrieved February 20, 2008, from http://www.wayfinding.net/refhome.htm Burgstahler, S., & Doe, T. (2004). Disability-related simulations: If, when, and how to use them. Review of Disability Studies, 1(2), 4-17 Definitions. (2008). Low Vision Online. Retrieved February 19, 2008, from http://www.lowvisiononline.unimelb.edu.au/LowVision/LowVision_def.htm Hallanhn, D . P. & Kauffman, J.M. (2005) Exceptional Learners: An introduction to special Education. (10rhEd) . Boston : Pearson Education Company Low Vision Simulation Activities. (2008). Vision Rehabilitation Services, LLC. Retrieved February 19, 2008, from http://www.lowvisionsimulators.com/Low%20Vision%20Simulator%20Activities.htm Sacks, S. & R. K. Siberman. (1998) education student who have visual impairment with other disabilities. Baltimore, Maryland: Paul H. Brookes Publishing Co. Strategies for achieving the goal statements. (2008). American Foundation for the Blind. Retrieved February 20, 2008 from http://www.afb.org/Section.asp?SectionID=56&DocumentID=2469 .Turnbull, Ann P. &H. Rutherford. (1995). Exceptional lives : Special education in Today’s schools. New Jersey: Prentice Hall Inc. Read More