Teaching The Blind and Low Vision in College - Coursework Example

 Running head: Teaching The Blind and Low vision in College Outline Introduction a) Partially sighted b) Low Vision c) Legally blind d) Totally blind Teaching method i. Teacher for the visually impaired (TVI) ii. Information access iii. Visual Environment iv. Curriculum review v. Psychosocial support Conclusion A summary of the essay, a comparative analysis. Teaching the Blind and Low Vision in College Introduction In any given society about 90% of people face some kind of visual challenge, the rest are what is considered blind. In learning institutions students with visual challenges are often ignored. A number of terms are used interchangeably in the learning context to refer to fractional blindness. These terms include: a) Partially sighted- This refers to some form of a visual defect that has resulted in a need for one to acquire special education. b) Low vision- This refers to severe visual challenge that goes beyond the challenge of distant vision. These are individuals who are unable to read materials within arm length even with the help of reading glasses or even contact lenses. They employ a combination of their vision as well as other senses to learn (Smith, &O'Donnell, 1990). Some may require an adaptation to the size of print or the intensity of light and sometimes be forced to use Braille. c) Legally blind- Refers to an individual who has less than 20/200 vision acuity in the better eye or whose visual angle subtends the angle of 50 degrees or less. d) Totally blind- Refers to individuals who use the Braille or other non-visuals learning aids. The effect of visual impairment on a student’s development and adaptability is dependent on the type of loss, its severity, the age at which it occurs and the overall wellbeing of the student (Wiazowski, 2009). Teaching methods i. Teacher for the Visually Impaired (TVI) A TVI is a qualified professional who works with learners who are visually challenged. Every student who meets the set standard of visual impairment is allowed to receive the assistance of a teacher for the visually impaired. In such cases once a learner enters a school system and is identified as visually impaired, the student is assessed. The TVI is charged with the responsibility of identifying and assessing such students, determining their needs and helping in the adaptations and modifications into the education system (D'Andrea, 2000). Once this is done the TVI creates a personalized education program for the leaner. Where it is impossible to design such the TVI will perform general functions in directing the learning process. ii. Information access One of the challenges visually impaired students face is accessing information especially in print, in libraries and other learning centers. While some students can read large prints some may require translation to Braille. Smith and O’Donnell (1992) note that large print books can be made through modern copy equipment although the challenge with this is that the quality is compromised. A company can be contracted to produce the required large print and materials in Braille. Large volume books and materials can be translated to audio tapes. This makes these materials less bulky and readily available. Audiotapes are more practical as they can be used by a large number of students besides college students must access a lot of information from a multiplicity of sources. Technology can be used to access information through a computer. Students can download academic materials straight from the publisher bypassing the need for print media. Materials on computer can be produced through speech, visible print or either Braille form. Students can also make use of a combination of large print, Braille, technology and optical devices such as reading glasses or contact lenses. iii. Visual Environment Students with visual impairment face the challenge of understanding the visual environment around them. Visually challenged students can access the visual environment through optical devices (Corn, 2006). These include magnifiers, microscopes to access information in a close distance and bioptic lenses and telescopes for distant information. Every student is different so is their vision, an optical devices should be prescribed by a certified professional. A student will low vision should have a low-vision evaluation test conducted from an optician who specializes in it. iv. Curriculum Review Visually impaired students may need additional help with the equipment as well as modifications in the traditional school curriculum so as to emphasize their communication and listening skills. Orientation as well as mobility of such students may also help (D'Andrea, 2000). Students with a visual impairment are disadvantaged when presented with information in the normal class setting. If the method of instruction is that of a regular classroom such students find it hard to learn (Cowan. C & Shepler, 1990). Some have a difficulty in identifying objects at a distance therefore cannot see writings on the chalkboard. When instructions are given manually such students fail to coordinate what they see and what they hear. Preferential seating, use of optical devices and the use of handouts to disseminate information will help. In subjects such as sciences that require the use of sophisticated equipment and hands on activity is also a challenge. This can be tackled by use of specialized instruments with larger, more visible digits as well as encourage inventive methods of counteracting such challenges (Cowan. C & Shepler, 1990). The use of groups to complete assignments is useful as it provides support from the other students. This ensures that low vision students are integrated with the other proper vision students. Instructors should foster a culture that encourages students who encounter challenges in learning either through the access of information, completion of tasks or understanding a concept or skill to seek help or speak out (Smith. A &O'Donnell, 1990). The instructor should read instructions aloud in class to allow students with a low vision to follow what is going on in class. The instructor should pay close attention to the students with low vision impairment to ensure they are following. In any case the close interaction between the TVI, the classroom teacher and the low vision student no challenge cannot be overcome. v. Psychosocial Support Students experiencing visual impairment experience many negative challenges especially among their peers. Some feel inferior because they cannot participate fully in visual dependant activities, feeling clumsy because they keep bumping into things or feeling different because they have to learn differently or wear optical devices. It is therefore important for such students to see their visual impairment as a part of the and not who they are (Blind, 2012). vi. Assistive Technology With the advancement in technology Braille can now be presented in computer keyboards. This has empowered blind people to be able to write and type on a computer. Such computers produce their material in Braille just the way a computer produces its output in print. Technology has enabled low vision students to have reading devices that can be carried around. This device can download books from the publisher or the internet and then reads out the book in a voice familiar to the student. Another challenge blind student’s face in college is being able to read the books available. Schools can counter this challenge by installing a computer reading software. This software imitates the human voice when reading whatever is presented on the screen. The software can also produce a hard-copy of the material presented in Braille (Lori, 2012). Conclusion The effect of visual impairment on a student’s development and adaptability is dependent on the type of loss, its severity, the age at which it occurs and the overall wellbeing of the student. A number of teaching methods can be employed to assist low vision and blind students. These include use of teachers for the visually impaired (TVI), information access, access to their visual environment, revision of the curriculum and psychosocial support. All these methods combined can ensure that blind and low vision students are equipped to learn. References Blind, A. F. (2012, March). American foundation for the blind. Retrieved April 6, 2012, from Corn, A. (2006). Optical aids in the classroom. Education of the Visually Impaired. London, Nd, 114-221. Cowan. C & Shepler, R. (1990). Techniques for teaching Young Children to use low vision devices. Journal of Visual Impairment & Blindness , 376-379. D'Andrea, F. &. (2000). Looking to Learn: Promoting Literacy for students with Low Vision. New York: American Foundation for the Blind Press. Wiazowski, J. (2009, October). Assistive Technology for Students who are Blind or have Low Vision.Retrieved on April 6, 2012, From < www.wati.org: http//www.wati.org/content/supports/free/pdf/Ch12-Vision.pdf> Smith. A &O'Donnell, L. (1990). Beyond Arm's Reach: Enhancing Distance Vision. Philadelphia: Pennsylvania College of Optometry Press. Lori, B. (2012). Assistive technology for the Blind. Retrieved April 9, 2012, from www.disaboom.com: http://www.disaboom.com/blind-and-visual-impairment/assistive-technology-for-the-blind Annotated Bibliography Blind, A. F. (2012, March). American foundation for the blind. Retrieved April 6, 2012, from Blind conducted this research and his main aim was to establish the ways in which the students with sight impairments could be helped such that they are able to use the low vision devices to ease their sight problems and thus proper learning. This study is very essential since it puts forward several ways which can be utilized in an effort towards helping these students improve their performance with the help of low vision devices. In the study, Blind used unbiased techniques and as such, the author’s authenticity is increased. Therefore, this research is worth being referenced in other related studies due to relevancy in the coverage of the topic. Corn, A. (2006). Optical aids in the classroom. Education of the Visually Impaired. London, Nd, 114-221 In this book, Corn’s main aim was to establish the most effective aids that can be used in a class whose students have sight impairments. In the book, he mentions a number of equipments that are capable of facilitating reading and as such, the author brings forth the commonly used aids. He says that for a sight impaired student to learn without any strain, it is necessary that the teacher establishes the teaching aids he thinks best and which will be favorable to each student. This book has addressed the matter well and has been selected in this discussion because it is very relevant to the topic of discussion. Moreover it gives clear ideas in regards to the teaching aids. Cowan. C & Shepler, R. (1990). Techniques for teaching Young Children to use low vision devices. Journal of Visual Impairment & Blindness , 376-379. Cowan & Shepler conducted a research which concerned the various techniques that can be used to assist the young children in using low vision devices. The research establishes the viable techniques that can be utilized when a sight problem in a youlg child is noticed. The authors advices that the established techniques ought to be introduced early enough so that the child can read effectively. The authors employ unbiased methodology and therefore, the authencity of the research is enhanced and maintained. The research findings of this study are essential in this discussion because, the ideas brought forth are according to the experiences of the participants and therefore realtime experiences. The participants, especially the teachers, share their experiences in using techniques to aid in teaching the low visioned students and with this, they are able to identify the most viable techniques and disregard those that are not. It is out of this reseach that this discussion will take in the techniques that were perceived positively. D'Andrea, F. &. (2000). Looking to Learn: Promoting Literacy for students with Low Vision. New York: American Foundation for the Blind Press. The author of this book, D'Andrea has adressed the importance of developing the most effective strategies in which the students with low vision abilities can be assisted. He further adresses the ways in which the teachers in blind schools can better improve the teaching practices in regard to the blind student’s performances. The book gives ample details related to the topic of discssion and as such, it helps in clarity of ideas in regard to the topic of discussion. Again, the book gives clear evidences of the sucessful strategies that have previously been implemented. The author indicates examples of teaching strategies that have proved to be beneficial, that is, the strategies that have resulted to great performance among the blind and the low visioned students. Wiazowski, J. (2009, October). Assistive Technology for Students who are Blind or have Low Vision.Retrieved on April 6, 2012, From < www.wati.org: http//www.wati.org/content/supports/free/pdf/Ch12-Vision.pdf> In a study conducted by Wiazowski, different aspects of technology which can be used to effectively assist in teaching of the completely blind or low visioned students were identified. The researcher employs an unbiased methodology and consequently, he is able to establish the most utilized technological aspects. In regard to this diswcussion, the findings as well as the recommendations of the research by Wiazowski are worth since, not only do it increase the idea base to approach the underlying topic but also improves the understanding of the notion of technology concerning how it applies in teaching of the blind students. Smith. A &O'Donnell, L. (1990). Beyond Arm's Reach: Enhancing Distance Vision. Philadelphia: Pennsylvania College of Optometry Press. The authors of this book, Smith and O'Donnell had an aim of advancing the ways in which the teachers in blind and low visioned schools can effectively teach. The book puts forward what the teachers ought to do with respect to every student’s need and in the end leave every student satisfied. The scope of this book proves to be essential as it gives numerous ideas to handle this topic. It gives a range of ideas in regard to the teacher’s perspective. Moreover, the simplicity in which the book adresses the issue is worth mentioning as it is due to this simplicity that clarity and free flow of ideas is enhanced. Lori, B. (2012). Assistive technology for the Blind. Retrieved April 9, 2012, from www.disaboom.com: http://www.disaboom.com/blind-and-visual-impairment/assistive-technology-for-the-blind While conducting this research, the main underying idea of Lori was to acess the range of technological apects that would be assistive in facilitation of teaching of the blind students. He identifies various categories of technologies associated with vision of a human that would prove essential in ensuring that the best teaching services are given to these special needs students. In the study, the author is vey keen since he employs the notion of unbiased qualitative techniques and as such, he is able to heighten his authensity and thus research credence. It is due to this fact that this study has been chosen as a reference since it is rich in ideas relevant to the topic under discussion. Read More