Students with Visual Impairments What causes visual impairments?

Some conditions affect both adults and children o Glaucoma/ Cataracts/ Diabetic retinopathy Improper muscle functioning Some conditions affect primarily children o Cortical visual impairment/ Retinopathy/ Optic nerve hypoplasia/ Retinitis pigmentosa Psychological and Behavioral characteristics of learners with visual impairments: Language development unaffected Delays in conceptual development may occur but do not last long Motor delays in infancy are common Orientation and Mobility (O & M) skills depend on spatial abilities Studies suggest that some students who are blind experience low academic achievement, which is most likely due to low expectations or lack of exposure to braille Phonological awareness is important for learning to read print or braille Any social adjustment problems that people with visual impairment have are largely due to sighted societys reactions to blindness Educational Considerations for learners with visual impairments: The ability to read braille is a crucial skill: o Many authorities believe that the use of braille has slipped to dangerously low levels o Braille bills have helped to ensure that students receive instruction in braille o Federal law requires that braille be available if any member of the IEP team, including parents, thinks it necessary o Authorities point out that many people with low vision can benefit from braille instruction The use of remaining sight is an important skill: o Large-print books are useful, although the need for storage space is a drawback o Magnifying devices can be used for close or distance vision Listening skills are important O & M skills are of critical importance: o Learning to use a long cane is very important o Unfortunately, some individuals with blindness or low vision resist using a long cane because they think it stigmatizing o Preschoolers and young children can learn cane techniques o There is a debate about whether those who are blind can be good mobility instructors Some find using a guide dog very helpful: o Guide dogs are much more practical for adults than for children, and they and their owner need extensive training in order to be useful

Guide dogs do not take people anywhere; people usually need to know where they are going o guide dogs can alert their owners to dangerous areas Tactile maps can be very helpful Human guides, although not recommended as a primary means of mobility, can be helpful at times Technological aids are available for O & M/ however they should not become so dependent on technology that they neglect basic techniques, such as braille, the slate and stylus, and the long cane Professionals assess the progress of students with visual impairments in academic and functional skills and make testing accommodations for them: Teachers can monitor progress in braille skills involved in reading and mathematics using curriculum-based measurement (CBM) Professionals can assess academic outcomes using braille versions of standardized academic tests Testing accommodations often include testing in braille, large-print, or extended time Some important considerations with respect to early intervention for learners with visual impairments: Intensive intervention should begin as early as possible Inclusive settings can be beneficial, but it is important that the teacher facilitate interactions between students with visual impairments and sighted students It is important to try to involve parents Many authorities now recommend that preschoolers be taught cane techniques Some important considerations with respect to transition to adulthood for learners with visual impairments: Most people who are blind can lead very independent lives The current emphasis on inclusion needs to be viewed with caution to make sure it does not come at the expense of learning independent living skills Sighted society needs to be careful not to treat those with visual impairments as helpless Explicit teaching of independent living skills is essential More sources for helpful information: Council for Exceptional Children. (2003). What every special educator must know: Ethics, standards and guidelines for special educators (5th ed.). Arlington, VA: Author. Erin, J. N. (2006). Teaching social skills to elementary and middle school students with visual impairments. New York: American Foundation for the Blind. Hatlen, P. (1998). A report to the nation: The national agenda for the education of children and youths with visual impairments, including those with multiple disabilities. New York: AFP Press.
o