Assignment 2, Part B Peer Modelling

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Assignment 2, Part BPeer Modelling

• Visual Impairment

Katie Brown, Paul Dack, Tim Lincoln, David Routh
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Overview

• Definition of Visual Impairment (VI)
• Personal Experiences
• Implications for Curriculum Design and Delivery
• Audience Suggestions
• Audience Participation
• Reflection
• Resources for Teachers
• Summary
• Bibliography

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Definition of VI

• A person is regarded as legally blind if the
  visual acuity in both eyes with proper refractive
  lenses is 6/60 or less with the Snellen chart, or
  if the greatest diameter in the field of vision
  in both eyes is less than 20 degrees. That means
  that a person is regarded as blind if when
  wearing glasses or contact lenses, he can only
  see at a distance of 6 metres or less, those
  things that a person with normal eyesight can see
  at a distance of 60 metres. (Ashman Elkins
  1998, p. 386)

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Personal Experiences

• Examples of visually impaired students
• Paul Fellow classmate in schooling years
• David Year 2 Student
• Tim Stage 1 Student
• Have you taught any visually impaired students in
  your pre-service teaching experiences?

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Implications for Curriculum Design Delivery

• Teachers need to be aware of all students
  visual status
• OHT The Vision Checklist
• Educate all class members to accommodate the VI
  student.
• Include a myriad of concrete experiences and
  tactile graphics.
• Construct lessons which include the use of all
  senses.
• Time management and planning are essential.

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Continued

• Encourage the development of positive self esteem
  and memory skills.
• Include a focus on social and language
  development.
• A consistent classroom layout is essential
• Notify VI student immediately of any changes
• Doors must be open or shut
• Extra space is required for storage of equipment
• Teach listening skills explicitly to VI students.
• Always use VI students name when addressing them.

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Continued

• Adaptations to curriculum can be considered under
  four main headings
• Use of Remaining Sight
• Listening Skills
• Braille
• Orientation and Mobility Training

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1. Use of Remaining Sight

• Incorporate visual training and visual
  stimulation.
• Allow VI students to hold work closer to their
  face to read.
• Consider the seating plan
• Seat VI students closer to the board
• Provide a suitable vision support environment
  considering light and glare.

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2. Listening Skills

• Good listening skills are most important for VI
  students.
• Conduct explicit lessons to teach listening
  skills.
• Audio format resources are more extensive than
  Braille.
• Use synthetic voice machines where possible.

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3. Braille

• Variety of Braille grades.
• More difficult to learn than print.
• Students reading via Braille read at a slower
  rate than those reading print.
• Employ the assistance of a trained specialist if
  possible.
• Use of Braille represents competence,
  independence and equality for VI students.

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4. Orientation and Mobility Training

• Knowing ones position in relation to their
  environment and to other people and being able to
  safely and independently move about are essential
  for integration in society.
• Considerable attention must be given to motor
  development of VI students.
• Use an O M instructor where possible.
• May involve use of human guides, guide dogs, the
  white cane and various electronic devices.

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Audience Suggestions

• What adaptations to curriculum design and
  delivery for VI students have you seen in your
  pre-service teaching experiences?
• Which were effective?
• Were any ineffective?

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Audience Participation

• Rotate through the following stations
• VI Simulation
• Braille Activity
• VI Paths
• Life Skills
• Work with the instructor at each station.

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Reflection

• What is the most significant thing you have just
  learnt?
• What would you do to cater for a VI student in
  your classroom?

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Resources for Teachers

• Books
• Chasing Rainbows Lucinda Haslinger
• I can read in the dark Hawker Withall
• Journals
• Visual Impairment and Blindness Journal
• Internet Sites
• See Handout

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Continued

• Organisations
• Education Queensland
• Australian and New Zealand Association of
  Educators of the Visually Handicapped (ANZAEVH)
• World Blind Union
• DAISY Consortium
• Visual Impairment Services Brisbane
• Low Incidence Support Unit Brisbane

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Continued

• Human Resources
• Advisory Visiting Teachers (AVTs)
• Medical Staff
• Orientation and Mobility Staff
• Denise Kable Special Education Unit
• Fairview Heights State School
• Videos
• Joan living with blindness

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Summary

• Educators have a moral responsibility to
  consider the effects of their educational
  practices on blind childrens perceptions of
  themselves as whole blind persons or as defective
  sighted persons If educators do not help
  children define themselves as competent blind
  people, then inevitably they will allow society
  to define the value of blind children for them
  Educators cannot allow their best practices to
  guide them to a condition in which blind children
  are well trained but incapable of conceiving a
  first-class roll for themselves in society.
  (Ashman Elkins 1998, p. 391 392)

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Bibliography

• Ashman, A. Elkins, J. (eds) 1998, Educating
  Children with Special Needs third edition,
  Prentice Hall, Australia.
• Friend, M. Bursuck, W. 2002, Including Students
  with Special Needs A Practical Guide for
  Classroom Teachers third edition, Allyn and
  Bacon, United States of America.
• Gale, G. Cronin, P. 1990, A Blind Child in My
  Classroom A Handbook for Primary Teachers, RVIB
  Burwood Educational Series, Australia.