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Low Vision - By Jan Duthie & Catherine Rivers-Smith

By Jan Duthie & Catherine Rivers-Smith

Catherine Rivers-Smith

on 25 July 2011

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Transcript of Low Vision - By Jan Duthie & Catherine Rivers-Smith

Reduced Visual Acuity: Distance Vision - reduced clarity of images and fine details
Reduced Visual Acuity: Near Vision - ability to read print size
Reduced Visual Field - can only see what is directly in front of person (tunnel vision).

(Nagel, 2005) Low Vision Reduced Visual Acuity: Distance Vision Reduced Visual Acuity: Near Vision Reduced Visual Field Imagine what it is like to have low vision ??? What is low vision? Low vision is someone who has a vision impairment that cannot be significantly corrected through medical or surgical means, therapy, glasses or contacts.

It may be:
- Congenital (present from birth).
- Hereditary (genetic, congenital or later onset).
- Acquired (through accident, illness or disease).

(Nagel, 2005) Inability to read small print Tunnel Vision Within the learning environment students with low vision or vision impairment are faced with many challenges.

Key issues include being able to access the “learning environment, information, the curriculum, and opportunities for making relationships” (Ministry of Education [MOE], 2011). Other issues include receiving an education that provides equity and equality. Adaption of the learning environment Adaption of teaching and learning approaches Provision of accessible format materials • Minimise obstacles in the classroom such as books on ground.
• Keep doors fully open or fully closed.
• Positions students’ desk in appropriate place.
• Consider lighting, extra space for equipment and access to board.
• Familiarise student with classroom layout.
• Speak aloud when writing on the board.
• Use black whiteboard markers (must be working well).
• Provide student with desk copies of work in advance, in large print. AT SOME TEACHING TIPS... Welcome to our presentation
By Jan Duthie & Catherine Rivers-Smith Welcome to our Prezzie,
In this presentation you will discover what Low Vision is. A short clip will show you what it is like for the person living with low vision and the common types of low vision that occur will be described.
The second part of the presentation will outline the schooling issues and the teaching/learning implications for students with low vision. Teaching tips will be provided on how to address these issues.
To conclude, some resources of useful sites for further information on the topic will be summarised. Allow sufficient time to plan lessons and access materials.
Produce your own materials in collaboration with others such as RTLB Vision and teacher aides.
Find out what large print materials, audio texts and research materials on CD are available.
Use large print books.
Use a photocopier to enlarge worksheets.
Provide worksheets and notes that are in simple font and uncluttered.
Use black print on white paper.
Use writing tools that provide contrast such as pen, heavy lead pencils, black felt-tips. As students with low vision may not see social skills being modeled they are at risk of missing simple cues such as facial expression or body language that make up a part of our daily interactions with people. It is therefore imperative that they are taught these skills. For example:

• Good posture
• Discouraging behavior that may not be socially acceptable.
• Teaching appropriate voice responses (e.g. tone and volume).
• Teaching the rules of socially acceptable behavior (e.g. respect toward each other). Access to Social Interactions • Promote the use of other senses such as auditory, tactile and kinaesthetic.
• Foster independence but give support where needed such as providing peer assistance.
• Use co-operative learning to support student and strengthen relationships.
• Give practical demonstrations.
• Allow student sufficient time: reducing the quantity of work if necessary.
• Present material in appropriate format such as large print.
• Use a range of teaching materials.
• Always use the learners name when addressing them. Schooling Issues: teaching/learning implications By Jan Duthie & Catherine Rivers-Smith Loss of sharpness and finer details like facial features or the classroom whiteboard. The capacity to see no wider than what’s directly in front of the person. This is often referred to as: Most people learn by their observations of the world around them and by their interactions with other people. Areas of learning for students with low vision that are particularly affected are:

Concept development - students need assistance "making the connection between vocabulary
and real objects, body movements and abstract ideas" (Saskatchewan Learning, 2003).

Interpersonal communication skills - students develop their listening skills, speaking skills, self development and socialisation skills to enable them to interact with others.

Orientation and mobility skills - students need to learn techniques that will enable them to move safely and efficiently around their learning environment.

Life skills - students have better self esteem with greater independence.

These skills are taught to students with low vision as part of the core curriculum.

(Saskatchewan Learning, 2003) How are the educational requirements for students with low vision addressed? A summary of useful sites for further information

BLENNZ: Blind and Low Vision Education Network, NZ- Provides services to the blind, and low vision learners, their families and educators.

Low Vision Online - Provides information on how to develop a visual training programme for children with low vision.

Macula Lutea - Probably the largest International database on resources for vision and visual impairment.

Royal New Zealand Foundation of the Blind Main provider of sight loss-related services to blind and partially sighted people. The learn section gives information about blindness and educational resources and they can be contracted to convert written material into accessible formats.

Pacific Vision and HumanWare - New Zealand Companies that produce technology for low vision and blind.

TKI: The Three Rs of Diversity: Resources - This website includes resources on diverse learning and inclusive school practice. Of particular interest are the teaching strategies for cooperative learning, peer tutoring and reciprocal teaching. http://www.tki.org.nz/r/diversity/resources/resources_e.php Figure 1. Decreased Visual Acuity (Source: Quizlet, 2011) Figure 2. Print size (Source: Ministry of Education [MOE], 2011) Figure 3. Tunnel vision (Source: Glaucoma Research Foundation, 2011) Figure 4. Question mark (Source: Fay, 2010) Figure 5. Magnifying glass (Source: Discovery Education, 2011) Figure 6. Blackboard (Source: Lindsay, 2007) (MOE, 2011) (MOE, 2011) (Nagel, 2005) (Saskatchewan Learning, 2003) (Dedebeno, 2007) Dedebeno. (2007, June, 5). What’s it like to be visually impaired? [Video file]. Retrieved fromhttp://www.youtube.com/watch

Figure 1. Decreased Visual Acuity. From Quizlet website, retrieved April 04, 2011, from http://quizlet.com/3093611/eyes-flash-cards/

Figure 2. Print size. From Ministry of Education website, retrieved April 02, 2011, from http://www.minedu.govt.nz/NZEducation/EducationPolicies/SpecialEducation/PublicationsAndResources/AccessToLearning/Understanding_Vision_Impairm

Figure 3. Tunnel vision. From Glaucoma Research Foundation website, retrieved April 02, 2011, from http://www.glaucoma.org/

Figure 4. Question mark. From Transitions website, by Denise Le Fay, 2010, retrieved April 15, 2011, from http://deniselefay.wordpress.com/2010/08/23/got-a-question/question-mark-guy-green/

Figure 5. Magnifying glass. From Discovery Education website, by Mark Hicks, n.d., retrieved April 15, 2011 from http://school.discoveryeducation.com/clipart/clip/look---.html

Figure 6. Blackboard. From Ashton Lindsay website, by Ashton Lindsay, 2007, retrieved April 15, 2011 from http://students.ou.edu/L/Ashton.E.Lindsay-1/philosophy.html

Glaucoma Research Foundation, (2011). Glaucoma: What you should know about glaucoma. Retrieved fromhttp://www.glaucoma.org/

Lowvision. (2011). Low vision. Retrieved from http://www.lowvision.org.

Ministry of Education (2011). Access to learning. Retrieved from http://www.minedu.govt.nz

Nagel, G. (2005). Learners Who are Blind and Low Vision. In D. Fraser, R. Moltzen & K. Ryba (3rd Ed.), Learners with Special Needs in Aotearoa New Zealand (3rd Ed., pp. 351-380). Victoria, Australia: Thomson/Dunmore Press.

Saskatchewan Learning. (2003) Retrieved from http://www.education.gov.sk.ca/adx/aspx/adxGetMedia.aspx?DocID=190,211,107,81,1,Documents&MediaID=1379&Filename=VI.pdf References: Visual Functions are affected by either: Thank you for viewing our Prezzie, we hope
you have enjoyed it.
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