Blindness

Here is a power point presentation prepared by me! it is about blindness in general and the ways that help blind students educate themselves.

1. Prepared by: Ruba Al- Berjaoui Presented to: Prof. Badriya El Daou Ch:11 low vision and blindness How will this affect learning?

2. Table of content Definitions Characteristics Prevalence Causes Prevention Assessment : Early intervention How to teach students with hearing losses ? Transition Collaboration

3. The Federal government in Idea includes blindness as part of its visual impairments category and doesn’t define low vision or blindness separately Definitions : Both are vision impairements

4. So, Visual loss results when the body’s mechanism for vision is damaged or obstructed in such a way that objects in the environment cannot be perceived or understood

5. Low vision : a level of vision which, with standard correction, hinders and individual in the planning and/ or execution of a task, but which permits enhancement of the functional vision through the use of optical or no optical devices, environment modifications . Blindness: visual acuity of 20/400, with the best possible correction, or visual field of 10 degrees or less

6. Approximately 1.3 million Americans are legally blind and some 10 million with low vision or blindness. Vast majority of these people are over the age of 65. only 4% of all blind people are children Prevalence :

7. Almost half of the children who are deaf are blind have the disability because of prenatal factors, mostly hereditary. Genes that causes retinitis pigmentosa has now been located and isolated, and there is hope for a cure in the near future. Medical technology increases in this disability T oday more infants survive premature birth and very low birth weights of even less than two pounds. the result, however, is often the child having multiple disabilities, frequently including visual disability Causes

8. Early identification Is very important not only to reduce its impact on learning but also to prevent the problem from worsening For Ss’ who are very young or have multiple disabilities, other testing are available for example photo screening Ss’ visual acuity often is tested in the school nurse’s office or by a pediatrician using the snellen chart Assessment :

9. Identification: Visual A ssessments Two types of eye specialists provide diagnosis and treatment: Ophthalmologists Optometrists optician

10. Types of Visual Loss visual efficiency is influenced by many factors, including the person's acuity and peripheral vision, environmental conditions , and psychological variab les Visual acuity : is how well a person can see at various distances Peripheral vision : is the width of person’s field of vision, it helps people move freely through their environment and see large objects and movement. And severe limitation in peripheral vision is sometimes called tunnel vision or restricted central vision The vast majority of people with visual disabilities use vision as their primary method of learning for many their residual vision , which is the amount of vision they have left, can be further developed Thus the eye is a very complicated mechanism. Since any damage of any part of the eye can result in serious limitations in one’s abilities to see and process information through the visual channel

11. Early intervention A good preschool program can give preschoolers with visual disabilities” the right start” so that the disadvantages this disability can cause are minimized. The teacher of a preschool with visual disabilities should coordinate a multidisciplinary team of specialists including an ophthalmologist, occupational therapist, physical therapist, orientation and mobility instructor and social worker

12. Degree of Visual Loss 1-low vision 2-blindness Individuals with low vision use sight to learn, but their visual disabilities interfere with daily functioning.

13. What does blindness mean? Blindness means that the person uses touch and hearing to learn and does not have functional use of sight.

14. We can categorize individuals with visual disabilities according to the Age of Onset: Congenital blindness Adventitious blindness

15. The later the disability occurs, the more they remember. For this category : Visual memory is an important factor in learning, for it can influence one’s development of concepts and other aspects important to learning.

16. Characteristics The needs of students with low vision differ from the ones of students who are blind.

17. Students with low vision: Read print (12 pt. type)(slower than the others) Typically access the general education curriculum Require some extra assistance and some accommodations from classmates and teachers. Hold the book closer to their eyes. Adjust the size of print

18. However, audio versions of books, personal readers, or computer-generated print to voice systems may be good alternatives.

19. Students who are Blind Need non print formats such as (recorded, print-to-speech, or Braille) Need aids to move around independently. Should learn how to socialize and interact easily with others.

20. Reading Braille Braille is a coded system of dots embossed on paper so that individuals can feel a page of a text.

21. The number of people who use Braille is declining because: Teachers not knowing how to use or teach the Braille method. Unavailability of teachers who know to teach Braille. Increasing numbers of audio versions of books Cost and time of getting Braille versions of books

22. Orientation and Mobility Orientation is the mental map that people have of their surroundings. Mobility is the ability to travel safely and efficiently from one place to another.

23. Blind individuals use the cane to help them know the hallways ends, when stairs begins, and when the doors are reached. Some use dogs to guide them.

24. transition Why do so many individuals who are blind have difficulty finding good jobs? Bias and discrimination Lack of job skills and work experience During high school, many sighted classmates hold jobs after school or during summer. They learn about finding and keeping jobs and also about salaries, wages and benefits. For Ss’ who are blind, however, their high school years are focused on educational tasks, and they often spend their summer learning important skills(such as orientation and mobility) that they need for independence

25. Collaboration Collaborative services from experts in the field of visual disabilities should be available to all Ss’ who have low vision or are blind, regardless of where they go to school

26. Social skills For those whose vision is restricted, the process of developing social skills happen with more instructions and efforts. Children learn how to gain access to play groups, resolve conflicts, attract the attentions of peers, maintain friendships. All these steps are done with a great HELP!

27. Prevention Visual disabilities can be greatly reduced by protecting against eye injuries. Parents should not put sharp objects in front of their kids. Toys should be safe.

28. Overcoming challenges: Technology The telephone and the phonograph are examples of technological advances that were created for the general population but have special benefits for people with visual disabilities.

29. Large-print books, computerized versions of popular novels, audio versions of books, and computers have opened the door to facilitate the life of the impaired students.

30. Teaching students with visual loss: Educational and developmental goals should be set to benefit students who are blind.

31. Access to general education curriculum Students with visual disabilities can spend their day in general education classrooms. They participate in the general education and if they do not have coexisting disabilities, they perform well academically. They may use several aids (such as glasses or technology that enlarges type)

32. Partnerships with families and communities Family members play very special roles as they help their children grow up, and this is is especially true of mothers of children with visual disabilities. Parents must repeat, rephrase, fascilitate , always give directions and instructions.

33. Parents should help their children develop many skills across: communication, independent living, mobility, sensory development, fine and gross motor skills, cogn ition,and social skills.

34. Thank you!