Seeing Final Slide Decks 1.17.18pptx

I SEE THROUGH
MY HANDS
SESSION ON LEARNERS
WITH DIFFICULTY IN SEEING
1
Department of Education
How do you perceive darkness
in your lives?
After the session, participants are
expected to:
1. Describe the difficulties in seeing: low
vision/partially sighted and blindness.
2. Cite the characteristics of learners with

difficulty in seeing:
a. low vision/partially sighted
b. blindness
Session Guide
3. Discuss the types of
accommodations to support learners
with difficulty in seeing.
4. Demonstrate teaching strategies in

educating the learners with difficulty in
seeing.
Session Guide
Priming Activity
5
Priming Activity
An estimated 100 million people

live with vision impairment
6
Priming Activity
An estimated 253 million people live with

vision impairment: 36 million are blind and
217 million have moderate to severe vision
impairment
World Health Organization
7
Priming Activity
95 % of pediatric optalmologist in
the country are in Metro Manila.
8
Priming Activity
There are 1,573 ophthalmologists of which

is 22 pediatric ophthalmologists in the
country and 95% of them are in Metro
Manila (capital city of the country).
9
Priming Activity
The prevalence of vision

impairment continue to increase
yearly.
10
Priming Activity
The prevalence of vision impairment worldwide has

decreased since early estimates in the 1990s. This
decrease is associated with:
• overall socioeconomic development;
• concerted public health action;
• increased availability of eye care services;
• awareness of the general population
11
Priming Activity
Louis Braille developed the Braille

Code system.
12
Priming Activity
Louis Braille was a

French educator and
inventor of a system of
reading and writing for
use by the blind or
visually impaired.
13
Priming Activity
Vision impairment is not treatable

or preventable.
14
Priming Activity
Over 80% of all vision impairment can

be prevented or cured.
15
Group Activity
16
Task Card
Station 1: Bring color to my world
Station 2: Show me the way
Station 3: Busy Hands
Station 4: Fancy links and knots
17
Task Card
Station 1: Bring color to my world
While wearing a simulation mask,

participants will choose one
picture of a cartoon character and
color it.
18
Task Card
Station 2: Show me the way
This is a two-part activity where each participant will get a
pair. One will serve as sighted guide while the other will be
blindfolded and provided with white cane.
The pair shall go to the coffee station in the ground floor.

The one with a blindfold will have to prepare a coffee. The
sighted guide will just be there to ensure the safety of their
partner.
19
Task Card
Station 2: Show me the way (cont.)

Once the first task is completed, the pair will switch roles.
The sighted guide will be blindfolded and the pair will return
to session room. The facilitator will issue another
instruction for the pair.
Note: Don’t forget the coffee!
20
Task Card
Station 3: Busy Hands
Participants, while blindfolded, will

fold paper to make a hat, airplane or
boat. Or anything you want to
create thru paper folding.
21
Task Card
Station 4:
Fancy links and knots
Members of this group,

while blindfolded, will have
to create bracelets using the
materials provided in the
station.
22
Analysis Questions
1. How would you describe your experience

with the activity you did?
2. What significant insights did you gain from

the activity?
23
Analysis Questions
3. What do you want to learn about

learners with difficulty in seeing?
24
DIFFICULTY IN SEEING
 refers to a significant functional
loss of vision
 that cannot be corrected by

medication, surgical operation,
or ordinary optical lenses such
as spectacles or eyeglasses.
Department ofGuide
Session Education
DIFFICULTY IN SEEING
The terms low vision/partially

sighted and blind used to
describe and categorize levels
of vision based in a clinical
assessment performed by a
licensed opthalmologist and
optometrist.
Department ofGuide
Session Education
LOW VISION / PARTIALLY SIGHTED
 not totally blind but have visual

impairments that cannot be corrected
to normal with regular eyeglasses or
contact lenses
 able to learn using their visual sense
Department ofGuide
Session Education
BLINDNESS
 lack of usable vision
 receive no stimuli from their visual

channel
 depend entirely on input from other

senses such as touch, hearing,
smelling and tasting.
Department ofGuide
Session Education
CHARACTERISTICS
 sense of touch is very keen
 move slowly and carefully due to

the fear in bumping into things or
objects
 tends to move, feel, and touch

objects especially when travelling to
ensure that they are in the right path
Department ofGuide
Session Education
CHARACTERISTICS
 have the tendency to deviate of their

normal posture for fear of being
hurt
 their learning capacity is the same

as that of the sighted but their rate
of learning is slower due to absence
of sense of sight
Department ofGuide
Session Education
CHARACTERISTICS
 they can become independent,

assertive and adventurous like
sighted children
 generally, they have exceptional

talents and interest in music, arts
and sports
Department ofGuide
Session Education
CHARACTERISTICS
LOW VISION/PARTIALLY-SIGHTED
 have vision between 20/70-20/160 and

cannot be corrected;
 use correctional glasses and contact

lenses;
 can use limited vision for functional

tasks but need their tactile and
auditory channels for learning;
Department ofGuide
Session Education
CHARACTERISTICS (TOTALLY BLIND)
 lack of light perception;
 use tactile and auditory channels

for learning and functional tasks
 use cane for mobility
 learn via Braille and other non-visual

media
Department ofGuide
Session Education
Session Guide
http://www.pathstoliteracy.org/blog/next-step-intervention-formal-evaluation
Session Guide
ACCOMMODATIONS - INSTRUCTIONAL
LOW VISION AND BLIND
 Give descriptive verbal instructions to

direct the learners inside and outside
the classroom
 Allow sighted guide (classmate on

rotation) for orientation and mobility
Department ofGuide
Session Education
 Give clear, concise and specific

directions when giving lectures
 Encourage peer support to help them

in their academic activities
 Encourage “buddy” system during

recess/lunch break
Department ofGuide
Session Education
 Allow them to rest and give them ample

time to recover from visual stress and
fatigue
 Use tactile materials to present lesson
 Allow them to record the lesson if

needed using audio recorder
 Use adaptive materials

Department ofGuide
Session Education
• Expose learners to use assistive

technology, audio and media materials
(e.g. recorder, CD, DVD, Braille note taker,
computer, cellphone, talking calculator,
talking watch)
 Use of applications and software

(e.g. Talkback, JAWS, NVIDIA) to enhance
lesson
Department ofGuide
Session Education
For Low Vision
 Provide optical devices
 Observe color contrast
 Avoid cluttered pictures

and illustrations
Department ofGuide
Session Education
ACCOMMODATIONS - TESTING
For both Low Vision and Totally Blind:
 Read or dictate aloud the test

questions.
 Allow extended time when taking

examinations
Department ofGuide
Session Education
For Low Vision
 Provide large print version of the texts
 Allow the learner to use symbols

to answer questionnaire
 Use of magnification and illumination

devices
Department ofGuide
Session Education
For Low Vision:

 Make use of a thicker and darker pen to
provide better contrast
 Maintain a well-ventilated classroom
 Use portable lamp (fluorescent) when
needed
Department ofGuide
Session Education
For Totally Blind:
 Brailled test papers/materials and

transcribed answer sheets
(by the SPED teacher
Department ofGuide
Session Education
STRATEGIES
Instructional Strategies are general

strategies designed to support
individualized reasonable
accommodations for which a learner
is eligible.
Department ofGuide
Session Education
Session Guide
INSTRUCTIONAL STRATEGIES
1. Modelling
o Hand-over-hand-under
o Speaking slowly and clearly
o Modelling the language, you want the
learners to use
o Providing examples of learners‟ work
Department ofGuide
Session Education
2. Assistive Technology
o Use of computer software

o Use hand-held magnification with
regular text.
o Enlarge small amounts of text, pictures,
diagrams, charts on photocopier
Department ofGuide
Session Education
3. Contextualization
o Familiarize unknown concepts through

direct experience
(demonstrations, media, manipulatives,
repetition, oral opportunities)
o Provide large print version of the text
Department ofGuide
Session Education
4. Schema-Building
o helping students see the relationships

between various concepts
(e.g. compare and contrast, jigsaw

learning, peer teaching/cooperative
learning and projects)
Department ofGuide
Session Education
5. Bridging
o establishing link between the learners‟

prior knowledge and the material
(e.g. think-pair-share; quick writes,
anticipatory charts)
Department ofGuide
Session Education
6. Adaptive materials
o Use felt-tip pen produce a dark bold

line that learners to see the
picture/diagram/written text clearly
o Use colored chalk whenever

possible
Department ofGuide
Session Education
o Use whiteboard and darker marker

in writing. This will give a better
contrast of the material.
o Use materials such as foam paper,

cardboard, yarn or any dimensional
materials
Department ofGuide
Session Education
STRATEGIES
Environmental Strategies consider the
learners‟
 visual condition,
 type of educational program,
 child‟s age
 and other challenges the learners need
depending on the eye condition,
Department ofGuide
Session Education
STRATEGIES
In general it is necessary to consider

the following:
 seating arrangement
 good illumination
 and adaptive workspace
Department ofGuide
Session Education
STRATEGIES
Similarly, orient the learners in the

receiving class about the
accommodation of the low vision/blind
learner that will be mainstreamed in
their class.
Department ofGuide
Session Education
Environmental Strategies
1. Seating arrangement
o Keep a front row seat open for a

learner with a visual impairment.
Close proximity to the teacher and
activity/materials.
Department ofGuide
Session Education
Carefully consider the arrangement

of the classroom so that mobility is
encouraged and comfortable for the
learner.
Department ofGuide
Session Education
2. Good Illumination
o Provide good illumination by

incorporating combination of natural
and artificial light.
o Consider environmental adaptations

such as lighting conditions, and
contrast between material
Department ofGuide
Session Education
o Use brightly colored or tactile cues in the

room to promote independence, mobility,
and signal location and things.
 Avoid glaring environment
 Reduce visual clutter
Department ofGuide
Session Education
3. Adapted workspace
o Assess the safety level of the
environment and modify what needs
be changed and alert the learner in the
different areas of the classroom
o Provide the learner with a full orientation

to the outdoor and indoor area
Department ofGuide
Session Education
o Learning station for tactile activities
o Use of book stand for reading activity

for low vision learner
o Observe proper position of learners‟

table or chair
Department ofGuide
Session Education
Considerations to Remember
A. Cane Skills
 Long, straight cane with or without a crook
 made up of either aluminum or fiber glass
 usually covered with a quite reflective
material with a small portion of the lower
shaft is covered with a red reflective
material
 Folding cane
 made up of nylon or metal
Department ofGuide
Session Education
long straight cane folding cane
Session Guide
Diagonal Technique
• is used primarily in familiar indoor
environment to detect low objects
such as chairs and tables.
Department ofGuide
Session Education
Touch Technique
• Is used in any environment, indoors
or outdoors, familiar and unfamiliar.
The cane of the learner is held on
his/her dominant hand.
Department ofGuide
Session Education
Shoreline Technique
A basic technique to locate an
intersecting sidewalk. The learner walks
parallel to the shoreline.
(Shoreline can be a line between the
grass and the sidewalk.)
Department ofGuide
Session Education
Shoreline Technique
A learner walks, his/her arc
increases on the side or the body closest
to the shoreline, alternately touching the
shoreline and the walking surface until
the intersecting sidewalk is located.
Department ofGuide
Session Education
B. Clues
• any sound, odor, temperature, tactile
or visual stimulus that the learner can
use to help identify where he/she is in
space.
• a clue maybe something moving
or stationary. It is not permanent.
Department ofGuide
Session Education
C. Formal Orientation Skills
The learner must first have
understanding of his body and the
notion of himself as a separate entity.
Therefore, the learner must master the

skills such as identifying landmarks,
trailing and route travel.
Department ofGuide
Session Education
C1. The purpose of trailing is

to determine one‟s position in
a particular setting;
to locate specific objective
such as the door; to maintain
a parallel line of travel.
Department ofGuide
Session Education
C.2. Route Travel
Parents can reinforce early route travel

by encouraging their child to travel the
final steps to a certain location such as
the bathtub at bathing time, the high
chair at meal time, or to the toy basket
in the living room.
Department ofGuide
Session Education
C.3. Landmarks
• It is a fixed object (wall,

post) or tactile marker such
that has a known location
within the environment.
• It is permanent to determine
a reference point and to
locate specific objectives.
Department ofGuide
Session Education
D. Systematic Search Patterns Technique
 Is used to locate items that
have fallen or rolled away
from the learner.
 Encourage him/her
to listen where the sound
is rather than automatically
reaching for it.
Department ofGuide
Session Education
E. Self-Protective
Technique
 Help a learner travel in
the environment by his
own self
 Upper-Hand-And-
Forearm Technique
 Lower-Hand-And-
Forearm Technique
Department ofGuide
Session Education
Upper-Hand-And-Forearm Technique
• Helpful in protecting the upper body,
especially the head and chest.
• Protects the learner from high hazards
• Protects the head when searching for

a dropped item
Department ofGuide
Session Education
Lower-Hand-And-Forearm
Technique
• helpful in protecting
the lower body
Department ofGuide
Session Education
F. Sighted Guide Technique
• the learner holds onto the sighted
guide by grasping the arm
just above the elbow
• the learner is position

half step behind the guide
and actively follows
him/her
Department ofGuide
Session Education
G. Squaring Off
 the learner may
either turn left or
turn right and
proceed to the
chosen direction
Department ofGuide
Session Education
H. Narrow Passageway Technique
 A technique that allows for

safe and efficient passage
through a restricted space that
cannot be negotiated using the
basic sighted guide procedure
Department ofGuide
Session Education
Suggested Activities
Orientation and Mobility (Movement)

Activities
• Give clear and descriptive verbal

instructions/cues
(e.g. when giving instructions mention
the name of the learner being
addressed to)
Department ofGuide
Session Education
Orientation and Mobility (Movement)
Activities
• Give light/gentle touch cues (e.g.

tapping one‟s shoulder to say
something)
• Orient the learners „classroom and its

facilities e.g. going to the comfort room,
throwing garbage to the trashcan)
Department ofGuide
Session Education
• Orient the learners to his/her school

environment and its facilities (e.g.
going to the canteen, going to stage)
• Demonstrate the correct way of

holding and using the cane in
traveling independently or with a
sighted guide (classmate, peer)
Department ofGuide
Session Education
• Expose the learners to different
sports
(Goalball, Athletics, Swimming)
• Adaptive Physical Education (PE)
Department ofGuide
Session Education
Language and Literacy Activities
 Determine what medium of instruction

(braille, print, dual media, computer
devices, auditory strategies, objects,
symbols, or a combination of available
devices) is suited to the needs of the
learners
Department ofGuide
Session Education
 Provide books and literacy tools in a

format that is accessible to the learners
Department ofGuide
Session Education
• Read aloud using stories and books

that are interesting and age
appropriate for the learners
• Create a literacy-rich classroom

environment, in which the learners
know that others are reading and
writing
Department ofGuide
Session Education
Writing Activities
• Trace over pictures or shapes with a

dark pen
• Use bold line copies, black fell-

tipped pens and other devices for
writing
Department ofGuide
Session Education
Writing Activities
• Use pen or marker to draw pictures
• Use of magnifying glass and eye

glasses Braille books
• Use of Slate and stylus
Department ofGuide
Session Education
• Use of Brailler/Electronic Brailler
• Use of assistive technology (e.g.

android cellphone or tablet, JAWS
software)
Department ofGuide
Session Education
Numeracy Activities
 Use tactile materials
 Paper folding for fractions, graphs, and

maps
 Use of talking calculators, talking

watch/clock, talking thermometer
Department ofGuide
Session Education
Games with different sounds
 Running with a guide rope
 Passing the ball over-head and under
 “The boat is sinking” through clapping
with sighted guide
 Matching numbers with Braille Number
Cards
Department ofGuide
Session Education
Auditory Activities
 Learner needs to be trained on the

manipulation of computer technology
in order to access to digital audio files.
 If digital audio files are being used in

classroom, headphones are required.
Department ofGuide
Session Education
Auditory Activities
 To facilitate listening to classroom

activities/instructions and digital
audio material, headphones should
cover only one ear.
Department ofGuide
Session Education
 When the digital audio device is
integrated with a computer, certain
settings may need to be changed for
accessibility.
 There are conversion programs available

to change commercially produced text
materials to digital audio formats.
Department ofGuide
Session Education
 Books in digital audio format can
either be recordings of human
voices, reading books or computer
voices.
Books in this format can be played

on a computer or a digital audio.
Department ofGuide
Session Education
Art Activities
• Add textures to paints
(e.g. Rice – lumpy; Shaving cream –
foamy; sawdust – rough; Sugar – shiny
and grainy)
• Add scents to dough/clay

(e.g. Red – apple scent; Orange – orange
scent; Yellow – banana scent; Green –
mango scent
Department ofGuide
Session Education
Art Activities
• In assembling a “craft,” introduce

first a model of the finished craft,
then, guide the learner‟s hands to
locate important features and
associations in the project.
Department ofGuide
Session Education
• Use a black felt tip pen to highlight
outlines of pictures. Help the learner
trace the outline.
• When gluing objects on paper, it may

be helpful to show the learner a finished
model first, so that the learner can see
the end result.
Department ofGuide
Session Education
• Encourage to use low vision devices to
identify color words on crayons/markers
and on worksheets.
Department ofGuide
Session Education
• Create a tactual outline or border of the
area they need to color in.
Use dimensional glue or paint, a glue

gun/stick, or a sewing pattern wheel
poked from the underside to provide
tactual information of lines.
Department ofGuide
Session Education
Music Activities
• To develop listening skills
 Exploring, distinguishing, playing

and controlling sound sources to
observe what the student is able
to detect or respond to
Department ofGuide
Session Education
Music Activities
 Go on a “Sensory Adventure”
 Using a rhythm signal

(e.g. clap back means “stop
and listen to me”)
Department ofGuide
Session Education
• To develop music appreciation
 Expose the learners to a variety

of music
 Use tactile musical notations or

enlarged musical notation, Braille
Music Book, Braille Music Charts
Department ofGuide
Session Education
• To develop skills in playing musical
instruments
 Instruments that give the most tactile-

aural feedback are usually the most
appropriate for the blind or partially
sighted such as piano, violin and
guitar
Department ofGuide
Session Education
• To develop skills in playing musical
instruments
 For learners who have difficulty scanning

from left to right, an instrument which
requires circular or static motion is the
most appropriate such as drum or cymbal.
 Music devices can be improvised
Department ofGuide
Session Education
Reminders for the Receiving Teachers
• Preferential seating is often necessary

for a learner with low vision.
• Let the learner sit as close to the board

as practical.
• Reduce glare from windows and lights,

as much as possible by putting curtains
or venetian/window blinds.
Department ofGuide
Session Education
• Let the learner sit with his/her back to

the windows.
• Provide clear copies of printed materials.

Contrasting (light and dark) colors
printed materials should be considered.
Department ofGuide
Session Education
• Preferably bold fonts must be used

for printed materials
• Take in consideration the adaptive

devices such as caps, sun shields, book
stand or reading stand, tinted lenses,
computers with speech and tape
recordings helpful to learners if available
in the community
Department ofGuide
Session Education
• Provide more time for learners to

complete written activities
• Give the learner the grade he/she

earns. Giving much consideration may
not help the learner at all
• Use the words “look and see” instead

of “touch and feel”
Department ofGuide
Session Education
• Use the words “look and see” instead

of “touch and feel”
• Recommend the learner for a vision test

for further assessment
Department ofGuide
Session Education
Application
Video Showing: Roselle Ambubuyog Story
Department ofGuide
Session Education
Application
With this session, I realized that as a SPED

Trainer ______________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Department ofGuide
Session Education
https://www.penningtonlibrary.org/braille-talking-books-program/
https://www.pinterest.com/pin/58546863880504226/?autologin=true
https://www.youtube.com/watch?v=v9CawJSUy2c
https://www.youtube.com/watch?v=VOXB3bsCFIE&t=121s
https://www.youtube.com/watch?v=EJLmTsuHgmQ&t=133s
Session Guide

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I SEE THROUGH

2. Cite the characteristics of learners with

4. Demonstrate teaching strategies in

An estimated 100 million people

An estimated 253 million people live with

World Health Organization

There are 1,573 ophthalmologists of which

The prevalence of vision

The prevalence of vision impairment worldwide has

Louis Braille developed the Braille

Louis Braille was a

Vision impairment is not treatable

Over 80% of all vision impairment can

Station 1: Bring color to my world

Station 2: Show me the way

Station 3: Busy Hands

Station 4: Fancy links and knots

Station 1: Bring color to my world

While wearing a simulation mask,

The pair shall go to the coffee station in the ground floor.

Station 2: Show me the way (cont.)

Note: Don’t forget the coffee!

Station 3: Busy Hands

Participants, while blindfolded, will

Members of this group,

1. How would you describe your experience

2. What significant insights did you gain from

3. What do you want to learn about

 that cannot be corrected by

The terms low vision/partially

 not totally blind but have visual

 receive no stimuli from their visual

 depend entirely on input from other

 move slowly and carefully due to

 tends to move, feel, and touch

 have the tendency to deviate of their

 their learning capacity is the same

 they can become independent,

 generally, they have exceptional

 have vision between 20/70-20/160 and

 use correctional glasses and contact

 can use limited vision for functional

 lack of light perception;

 use tactile and auditory channels

 use cane for mobility

 learn via Braille and other non-visual

LOW VISION AND BLIND

 Give descriptive verbal instructions to

 Allow sighted guide (classmate on

 Give clear, concise and specific

 Encourage peer support to help them

 Encourage “buddy” system during

 Allow them to rest and give them ample

 Use tactile materials to present lesson

 Allow them to record the lesson if

 Use adaptive materials

• Expose learners to use assistive

 Use of applications and software

For Low Vision

 Provide optical devices

 Observe color contrast

 Avoid cluttered pictures

For both Low Vision and Totally Blind: