Learning Guide in

Educ 8 – Foundation of Special and Inclusive Education

ASSIGNMENT

Name: Rose Marie T. Revilla

Program & Year: BEED 2
Instructor: Christine V. Cubillo
Date: December 11, 2022

VISUAL IMPAIRMENT
Definition of Exceptionality
An exceptionality is defined as any condition or situation that may significantly interfere
with a child's ability to learn in school.  In some cases of Visual exceptionalities, the
student may only need a related service and not special education.  It is important to
remember that the inability to see does not mean an inability to learn! In most cases,
Blindness and Visual Impairment can be grouped together in both characteristics and
definition:

 visual impairment and blindness are low-incidence disabilities, a student with vision loss
may be the only student with this disability in his or her school or community
 students cannot access information beyond those things that they can touch or hear
 students are unable to organize their environment or develop concepts that are
important in understanding connections in their world
 need to access information through direct experiences and hands-on, tactile
exploration 
 require instruction from a trained professional in such disability-specific skills as Braille
literacy and numeracy, assistive technology skills, use of low-vision devices, career and
life management skills, social interaction skills, independent living and personal
management skills, and orientation and mobility skills

Explanation of Visual Impairment

The term visual impairment has varying definitions across North America. Partially
sighted, low vision, and legally blind are other terms often associated with those with a
visual disability. From an educational perspective, students described as having
visual impairments or low vision are generally those who are able to use their
remaining vision for learning but need to use a combination of compensatory
visual strategies, low vision devices, and environmental modifications to access
and respond to visual information.

Visual impairment can involve a loss of visual clarity (visual acuity), peripheral vision
(visual field), or both. Some visual conditions also may result in reduced or complete
loss of colour vision, sensitivity to even normal levels of light (photophobia), or rapid,
involuntary eye movements (nystagmus). All of these factors affect the student's degree
of visual efficiency or how well the student is able to use vision for learning. It is critical
that students receive specific instruction and practice in the effective use of their
vision to develop an optimal level of visual efficiency and functioning in various
environmental settings.
Visual acuity is measured by comparing one's ability to identify symbols of various sizes
viewed at a given distance (6 metres/20 feet). A normal visual acuity is 6/6 or 20/20.
Near vision is measured in a similar manner using a test distance of 40 centimetres or
16 inches. Visual field is measured in degrees. Low vision is denoted as having a visual
acuity of less than 6/18 (20/70) or less with corrective lenses, or a field of view restricted
to 20 degrees or less.

Vision is a dynamic process that integrates sensory and motor information to derive
meaning. A student's ability to use vision for learning is dependent upon many
factors, such as the severity and age of vision loss, the timeliness and type of
intervention, and the presence of additional disabilities. Therefore, student
programs and services must be based on the assessed needs of each student.

Blindness
A student/child with severe vision impairment is one who: 
a) has corrected vision so limited that it is inadequate for most or all instructional
situations, and information must be presented through other means; and 
b) has a visual acuity ranging from 6/60 (20/200) in the better eye after correction, to
having no usable vision or a field of vision reduced to an angle of 20 degrees. 
For those students/ECS children who may be difficult to assess (e.g., cortical blindness–
developmentally delayed), a functional visual assessment by a qualified specialist in the
field of vision or a medical professional may be sufficient to support eligibility. 

EXPLANATION OF BLINDNESS 
Students with little or no functional vision for learning are considered educationally blind
and primarily use Braille, tactile (e.g., raised maps) and audio resources to access
instructional materials. Many of these students may have some residual vision, which
can provide cues to enhance tactile learning or access to information. This can be an
advantage in such tasks as learning to travel independently around the
school. Students who have residual vision should receive specific instruction and
practice in the effective use of this vision to help them develop an optimal level of
visual efficiency.

Visual acuity is measured by comparing one's ability to identify symbols of various sizes
viewed at a given distance (6 metres/20 feet). A normal visual acuity is 6/6 or 20/20.
Near vision is measured in a similar manner using a test distance of 16 inches or 40
centimetres. Visual field is measured in degrees. The term legally blind is sometimes
used to identify people with a severe vision loss. An individual is considered legally blind
if central visual acuity is 6/60 (20/200) or less in the better eye, even with corrective
lenses or if the visual field is restricted to a diameter of 20 degrees or less. Only 1 in 10
people, who are legally blind, see nothing at all.
Contents:
1. Types of Visual Impairment
2. Signs of Visual Impairment
3. Help Under IDEA
4. Tips for Parents
5. Tips for Teachers

IDEA Definition of Visual Impairment

 An impairment in vision that, even with correction, adversely effects a child’s

educational performance.
 This definition includes both partial sight and blindnes.

Help Under IDEA

 Early Intervention- A system of services infants and toddlers with disabilities
(before 3 years old) and their families.

 Special Education and Related Services- Services available though the

public school-aged children including preschoolers. (age 3-21)

 If a child meets the definition of visual impairment under IDEA as well as the
state’s criteria, then they are eligible to receive the services they qualify for.

Signs of Visual Impairment

 Eyes that don’t move together when following an object or a face.

 Crossed eyes, eyes that turn our or in, eyes that flutter from side or up and
down, or eyes that don’t seem to focus.

 Eye that bulge, or bounce in rapid movements.

 Pupils that are unequal in size.

Signs of Visual Impairment Content

 Repeated shutting or covering of one eye

 Unusual degreee of bumping into things or knocking things over

 Frequent quinting, blinking, eye rubbing

 Sitting too close to toys, books or TV.

Types of Visual Impairment

Strabismus- where the eyes look in different direction and do not focus
simultaneously on a single point.

Optic Nerve Hypoplasia- which is caused by underdeveloped fibers in the optic

nerve and which affects depth perception, sensitivity to light, and acuity of vision.

Cortical Visual Impairment- which is caused by damage to the part of the brain
related to vision, not to the eyes itself.

Types of Visual Impairment Content

Coloboma- where a portion of the structure of the eye is missing.

Congenital Cataracts- where the lens of the eye is cloudly.

Retinopathy of Prematurity- which may occur in premature babies when the

light-sensitive retina hasn’t developed suffeciently before birth.

Retinitis Pigmentosa- a rare inherited disease that slowly destroys the retina.

Children Affected and Types of Impairment

 Vision difficulty refers to children who have difficulty seeing even when
wearing corrective lenses and those who are blind.

 Severe Vision Impairment refers to children who are unable to see words and
letters in ordinary print.

 Legally blind refers to children who have 20/200 vision or worse and that the
vision cannot be corrected witj corrective lenses.

Severity Children Affected

Vision Difficulty 490,420

Severe Vision Impairment 42,000

Legally Blind 59,341

Tips for Parents

 Learn as much as possible about the specific visual impairment

 Encourage curiosity and help your child explore

 Work with school staff

 Talk to other parents

Tips for Teachers

 Ask to be a part of the IEP team

 Talk to special education teachers about lerning strategies

 Find the materials or resources needed to support the student

 Talk to the student’s parents

DIFFERENTIATED INSTRUCTION

Contents

1. Academic Needs

2. Social Needs

3. Daily Living Needs

4. Support Sensorial Learning

5. Classroom Accommodations

Academic Needs

 Find out if school has technology needed to help student succeed in the
classroom.

 Practice auditory skills since hearing will be primary learning tool.

 Keep information on braille books available

 Practice analytic touch to get a sense of object

Social Needs

 Help distinguish between behaviors that are socially unacceptable in public,

yet acceptable in private.

 Understanding social distance for various communicaion ituations.

 Make student comfortable when asking for help when appropriate.

 Showing acceptable social behavior in a multitude of group situations.

Daily Living Needs

 Help undertand importance of.

 Basic personal hygiene

 Dressing skills

 Preparing meals

 Practice eating skills

 Managing money

 Using technology like cellphones, computers, etc.

 Basic understanding of time and keeping schedules.

Supporting Sensorial Learning

 Require uses of other senses to make up for lack of vision

 Ask questions like:

 “Do you smell dinner?”

 “Can you hear the bird singing outside?”

 “Isn’t the dog’s fur soft?”

 Allow them to hold objects in their hands to get a complete picture.

Making Classroom Accommodations

 Keep aisles clear debris

 Notify students if any changes in the classroom are made

 Make extra space for equipment like books in braille, enlarge print materials
or other hardware

 Be clear when giving instructions

 Allow for extra time to finish assignments

 Assign a peer to help in case of emergency

TEXAS SCHOOL FOR THE BLIND AND VISUALLY IMPAIRED

Contents

1. Educational Programs

2. Comprehensive Programs

3. School Information

Educational Programs

 Academics - designed for students who are functioning within two years of
their grade level. This is the regular, public school curriculum for grades K-
12, including the Texa Essential Knowledge and Skills adopted by the state.

 Elementary Concepts- designed for students ages 6-12 years of age who
are blind or visually impaired and may have additional impairments. This
approach is for students who are at te readiness level for academic learning,
but are not yet reading, writing or doing math on a first grade level.

Educational Programs Content

 Practical Academics- designed for students 12 year of age or older who are
functioning more than two years below their chronological age, with at least
kindergarten equivalent reading and writing skills. Practical Academics
courses focus on teaching students to use their academic skills in a variety of
meaningful, functional tasks in preparation for adult life.

 Basic skills- designed for students aged 6-22 who have visual impairments
combined with other disabilities who learn best with the support of consistent
routines and meaningful functional activities.

Comprehensive Programs

 These programs focus on a more expanded curriculum.

 This skill include:

 Braille and other modes to access the general curriculum

 Orientation and mobility

 Assistive technology

 Career education

 Independent living skills

 Recreation and leisure

 Sensory efficiency
 Social interaction skills

Sources:

https://blindandvisuallyimpairedstudents.weebly.com/differentiated-
instruction.html

https://www.slideshare.net/MauroGarcia32/visual-impairment-information-and-
teaching-strategies