Simulation of low vision - Essay Example

Visual performance may be affected. A person with low vision can use her reduced vision for learning about the world and for planning and doing tasks that need vision” (Low Vision, 2008). The IDEA Amendments of 1997 have yet another definition. They define children with visual impairment as those who have “visual impairments which even with correction, adversely effects… educational performance.” 1. Generalization of 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 internalizes meaning to the task. 2. Concrete versus abstracts 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. 3. Attention span and distractibility: 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. 4. Auditory versus visual learning: most students with visual impairments