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Sensory Impairments

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Assessed by Snellen Chart, the same test you get at the DMV. ... calling me archpriest of the sightless,' wonder woman' and a modern miracle. ... – PowerPoint PPT presentation

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Title: Sensory Impairments


1
Sensory Impairments
  • By Jesse Hall
  • and Almut Zieher

2
Visual Impairments
3
Legal Classifications of Blindness
  • Assessed by Snellen Chart, the same test you get
    at the DMV.
  • Legally Blind-20/200 vision as defined by the
    Snellen Chart person can see 20 feet what a
    normal person can see in 200 feet.
  • Partially Sighted- 20/70 vision as defined by the
    Snellen chart.
  • (Heyward, 2006)

4
Implications of Legal Definitions
  • Library of Congress allows those who are legally
    blind to obtain talking books.
  • The federal government gives financial assistance
    for each student who is legally blind to get
    access to Braille materials through the American
    Printing House.
  • All students who are legally blind must be
    provided resources in Braille.

5
Educational Definitions
  • Totally Blind- A student who receives no useful
    information through their sense of vision and
    must use tactile and auditory senses to learn.
  • Functionally Blind- A student who learns
    primarily through auditory and visual modalities,
    but may use other senses for assistance.
  • Low Vision- A student who uses vision as the main
    pathway for learning but may need to learn
    through the tactile and auditory modalities to
    supplement.

6
Case Study of Frank
  • From ages 4-8, Frank attended a school strictly
    for students with visual impairments.
  • Learned to read Braille.
  • In a setting with many adaptations.
  • As a fourth grader, he started to integrate into
    the sighted community by getting educated in his
    neighborhood school

7
Case Study of Frank
  • Frank started out in self-contained setting, but
    was mainstreamed for some classes, including PE.
  • Frank could participate in jumping rope and
    fitness exercises.
  • The PE teacher learned the rules for Goal Ball
    and ways to adapt the playing field to include
    Frank.

8
Adaptations for Students with Visual Impairments
  • Many technology aids exist to translate the
    written word into Braille!
  • Get student acquainted to classroom surroundings
    and encourage mobility!
  • Talking calculators and Abacus beads for math.
  • Additional Lighting in classroom.
  • Multi-sensory instruction- 3-D models.

9
Hearing Impairments
10
Legal/Medical Definition of Hearing Impairments
  • Assessment of hearing loss based on ability to
    hear loudness and pitch
  • Categorized as slight, mild, moderate,
    moderate-severe, severe, and profound.
  • (Turnbull, Turnbull, Shank, Smith, Leal, 2002)

11
Educational Definition of Hearing Impairment
  • Hearing impairment effects educational
    performance
  • Center around the educational needs that are a
    result of the hearing impairment (I.e. need for
    special education services)
  • (Turnbull, Turnbull, Shank, Smith, Leal, 2002)

12
Case Study Amy
  • Born into a bilingual household (Spanish/
    English).
  • Had moderate to severe hearing loss in both ears
    at the age of three due to high fever with
    measles.
  • Could no longer hear speech.
  • The parents were trying to decide what type of
    instruction would be best oral instruction in
    Spanish or in English or American Sign Language

13
Supporting an Individual with a Hearing Impairment
  • Assistive Technology such as hearing aids
  • Aural Habilitations so child learns to use the
    hearing they have. For example
  • Responding to sound
  • Responding to the direction of sound
  • Noticing differences of sound
  • Deciphering others use of speech
  • Non-oral communication instruction

14
Issues
  • Using American Sign Language (ASL) and oral
    instruction
  • Because oral language and ASL have different
    grammar patterns
  • Because it is more difficult to focus on both ASL
    and oral language skills
  • Often teams have to make a decision about what
    communication system will be taught
  • (Turnbull, Turnbull, Shank, Smith, Leal, 2002)

15
Deaf-Blindness
16
  • Deaf-blindness means concomitant hearing and
    visual impairments, the combination of which
    causes such severe communication and other
    developmental and educational needs that they
    cannot be accommodated in special education
    programs solely for children with deafness or
    children with blindness
  • (IDEA, PL 108-446, Sec. 300.8, 2004)

17
Case Study- Helen Keller
  • Born in 1880 in Alabama
  • As a baby, got an illness that left her without
    the ability to see and hear.
  • Her teacher, Ann Sullivan used Kellers sense of
    touch to eventually teach her to communicate with
    the outside world.

18
Helen Kellers Beliefs
  • Keller was the most famous proponent of the idea
    that societal beliefs on disability were often
    bigger barriers than the disability itself.
  • Gave notice to the link between oppression,
    social inequities and historical determinants of
    disability.

19
Kellers Beliefs Cont.
  • During the early 20th century, many working class
    people, adults and children, died early deaths
    and were maimed as a result of unsafe working
    conditions.
  • Lack of health care, living in a culture of
    poverty.

20
Keller Quote
  • So long as I confine my activities to social
    service and the blind, the newspapers
    compliment me extravagantly, calling me
    archpriest of the sightless, wonder woman and
    a modern miracle. But when it comes to a
    discussion of poverty, and I maintain that it is
    as a result of wrong economics- that the
    industrial system under which we live is at the
    root of much deafness and blindness in the
    world-that is a different matter. It is laudable
    to give aid to the handicapped. Superficial
    charities make smooth the way of the prosperous
    but to advocate that all human beings should have
    leisure and comfort, the decencies and
    refinements of life, is an utopian dream, and one
    who seriously contemplates its realization must
    be deaf, dumb and blind (as cited in Kaufman,
    2003, p. 282).
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