DIFFICULTY IN SEEING

GRACE G. OBIEN
Master Teacher I
Catalino Acosta Memorial Elemantary School
Special Education Center
City Schools Division Of Batac
Visual impairment/Difficulty in seeing
- is a physical loss of useful
vision

In dealing with pupils with difficulty in

seeing, it is important to remember that:
 pupils with difficulty in seeing should be
considered as a child first.
 entitled for opportunities for growth and
development
 needs for belongingness, acceptance,
achievement, self-actualization, opportunity for
learning and encouragement to grow and gain
independence
CHARACERISTICS OF PUPILS WITH
DIFFICULTY IN SEEING

1. Physical
 Absence of eyeball deformities in the area of the
eyes
 Discolored eyes

 Severe cross eyes

 Excessive involuntary movement

 Poor posture and unnatural gait

 Restriction in mobility and spatial orientation

2. Social and Emotional Characteristics
 Extremely dependent

 Inferior

 Fearful

 Unduly sensitive

 Easily discouraged/frustrated

 Self-conscious

 Easily embarrassed

 Exhibits brief and superficial criticism

 Develops emotional problems not as a result of a

visual handicap but as a response to the attitude
of others towards him
3. Intellectual Learning Characteristics
 intellectual development children with difficulty
in seeing who are not mentally handicapped is
the same as that of the sighted.
 The lack of normal vision may retard mental and
development( remediation must be implemented
to make up the developmental lag).
 Some children with difficulty in seeing begin to
talk later than the sighted
 In mathematics, spelling, and general
information, blind children are retarded
educationally as compared to seeing in these
areas.
 The children with difficulty in seeing who have
the talent and interest in music may show
exceptional ability in these area.
OTHER DISTINCTIVE CHARACTERISTICS
 Groping
 Wearing dark glasses
 No eye contact
 Slow in moving
 Use of cane
 Sensitive to sound and smell
 Cannot read printed materials
 Color and light blindness
 Peering characteristics
 Screening and identification of suspected
disability
 Evaluation of student’s strengths, weakness,
and overall progress.
 Eligibility for special education services, and
Diagnosis of the nature of student’s problems
are disability.
 IEP development and student placement
 Develop instructional plans appropriate to the
child’s special needs
 SCREENING /ASSESSMENT OF
CHILDREN WITH DIFFICULTY IN
SEEING
a. Pre-Screening
Home Visitation
b. Screening
Vision
screening test
Interview clients

Psychoeducational
Assessment
STEPS IN EYE SCREENING:

A –SK

B- EHOLD

C -HECK
CHECK THE VISUAL ACUITY
 Distance and near vision test should be given to
all people being assessed. Usually, a person is
tested with both eyes open.
 1st step - test the distance visual acuity (testing
the smallest symbol that can be recognized)
 It does not matter if the person cannot read

 Vision can be tested using E cards.

ACUITIES
 6/18 – at least 3 out of 4 small Es(size18)
identified from 6 meters.
- normal vision (may able to see smaller
symbol but are not used in the distance test)
 6/60 – at least 3 out 4 large Es (size 60) identified
from 6 meters.
 3/60 - at least 3 out of 4 large Es identified from
3 meters but not from 6 meters
 3/60 – If at 3 meters the large E cannot be
recognized
- may have usable vision but determine the
amount and quality of the vision
- blindness
TESTING INSTRCUTION
 Check the best available lighting during testing
 Choose a well area inside
 Outside, a well lit but shady area
 The normal test distance is 6 meters(20 feet) for
distance vision
 Ehen teaching the young children to do the test,
stay close to the child. Then move away to 6
meters and make sure that the child knows
where to look and can concentrate on the test.
 Hold the test card at eye level of the person being
tested
 Use the side of the card with small Es (size 18)
and ask the person to indicate the direction that
the legs of the E are pointing- up, down or to
either side.
 When testing young children to with the smaller
Es, it may be necessary to point to each E on the
card so that there is no confusion over the E to
which the child is responding.
 If 3 o or 4 of the smaller Es are correct, no further
testing of distance vision.Vision is within the
“normal range” . Record visual acuity 6/18.
 If less than 3 of the small Es are correct, turn
the card over and test with the large E(size 60).
 Turn the card so that the legs of the E point in a
different direction. Repeat this so that the E is
shown 4 times in different directions.
 If 3 or 4 of the large E’s are correct, record the
distance visual acuity as 6/60
 If less than 3 of the large Es(size 60) are correct.
Repeat the test with the person standing 3
meters from the card and use the Large E.
 If 3 or 4 of the Large E’s are correct at 3 meters ,
record distance visual acuity as 3/60.
Record two numbers for the measure of distance
visual acuity. The first number is the distance
used for testing. Record the result either 6 or 3
meters. He second number is the size of the
symbol read.
Ex: 6/18
6/60
3/60
TESTIN VISION IN EACH EYE
 Test the vision in each eye separately as there
may be a difference in vision between the two
eyes. If it is thought that there is little or no visio
in 1 eye, it may be useful to test each eye
separately.
 Test the right eye first. Ask the person to cover
the left eye with the palm of the hand keeping
both eyes open. Make sure the eye is properly
covered. Record the visual acuity.
 Cover the right eye with the right hand. Test the
left eye. Record the visual acuity for the left eye.
ACTIVITY:
 Analyze the procedures in conducting the visual
acuity test using the E-chart.
 Get a partner and get his/her visual acuity.
 Interpret the result
 Topics covered in the interview may be include
the following.

 Child’s general Information

 Child’s birth history

 Child’s health (eyesight, hearing etc.)

 Self – help skills (eating, sleeping, dressing, toilet

training)
 Temperative (e.g. Active cries easily)

 Ability to use language and to follow directions.

 Illness

 Home situaton
PSYCHOEDUCATIONAL ASSESSMENT
Functional Vision

 Test the visual acuity of the child for the

suspected clientele for choice of
educational format and see if the eye
condition is curable.
 Services of psychologist/ specialist can be
solicited for further pshyshological and
medical evaluation.
CHECKLIST FOR PSYCHOEDUCATIONAL
ASSESSMENT
LANGUAGE Date Accomplished
Can do Cannot Do
1.Uses word for bathroom need
2. Name items of clothing
3. Combines two words to express a request
( drink water)
4. Names environmental sounds when familiar with source(car,
lawn sprinkler)
5. tells familiar name after hearing real or taped animal sound

6. Describes items as open or closed(“door is open” or “door is

closed”
7. Tells full name when requested
8. Repeats a series of three digit numbers or words in same order

9. Touches and names own body planes, top of head, bottom of

foot sides, front and back of body

10. Names common objects described by use (“what do you brush

your teeth with?)
11. Tells daily experiences
12. Uses words sister, bother, grandmother, grandfather

13.Tells address(includes street and number, city, state and

zipcode)
14.Tells opposites(hot-cold, tall-short, empty-full)

15. tells month and day of birthday

 COGNITIVE Date Accomplished
Can do Cannot Do
1. Names 4 children as boy or girl
2. Names objects as same or different
3. Names shapes, circle, square and triangle
4. Finds own name (printed or brailled) when
presented with dissimilar names
5. Locates with sound cue objects or people that
are near and far(Find someone who is near you.
6. Names objects or picture that does not
belong in particular class
7. Tells what is missing when one object is
removed from a group of 5 ojbects
8. Imitates sounds rhythm pattern(short, short,
long)
9. Names missing part of picture or object
10. Tells whether sound is loud or soft, high, low,
long or short
11. Names 10 colors
12. Tells which objects are bigger or smaller
when the objects are not present
 FINE MOTOR Date Accomplished
Can do Cannot Do
1. Matches long objects
2. Matches solid shape with picture of shape or
embossed shape
3.Tells which objects go together(shoes and
socks)
4.Manipulates object to see how it works (new
musical toy, gadgets)
5.Sorts 2 kinds of tactually dissimilar
objects(nuts from bolts or dried corn from dried
peas)
6.Copies peg pattern on 6 hole pegboard(1-6
pegs)
7.Finds symbol that is different in a line of print
or braille
8.Locates long and short printed or raised lines
 SOCIALIZATION Date Accomplished
Can do Cannot Do
1. Walks upstairs/downstairs holding onto
adult’s hand or using hand rail
2. Kicks large, brightly colored or beeping ball
when rolled to him or her
3. Runs changing direction( Adult assures child
that area is clear of obstacles)
4. Walks forward and backward 4 feet on
balance beam
5. Jumps forward 10 minutes without falling
6. Bounces and catches large, brightly colored or
beeping ball
7. Gallops
8. Climbs o and off bus/jeep
9. Rides tandem bicycle or bicycle with training
wheels
10. Jumps rope by self(turning own rope)
 SOCIALIZATION Date Accomplished
Can do Cannot Do
1. Verbalizes feelings of love, anger, sorrow,
or joy
2.Follows rules in group games led by adult
3. Takes turns in playing with 2-3 children
4. Ask permission to play with another child’s toy
5. Says “please” and “Thank you” without
reminder
6. Seeks and accepts help when needed(asks for
assistance in tying shoes and lets person tie them)
7. Engage in socially acceptable behavior in public
8. Verbally communicates persona8 state(hungry,
thirst, tired)
9. Says “excuse me” and I’m sorry” at appropriate
times
10. Works alone at activity for 15-20 minutes
11. Practice good health habits (covers mouth
when coughing)
12.Shows patience in waiting for needs to be met
(waits 15 minutes for adult to get toy, lunch or
clothing)
13. Tells roles of family members
14.Stands or walks in line of people
15. Comforts friend in times of distress
16. Choose own friends(Jencel is my bestfriend)
MATH Date Accomplished
Can do Cannot Do
1. Names top. Bottom, front, back, sides of
objects
2. Matches 1 to 1 (1 napkin for 1 plate, 1 candy
for 1 child)
3. Tells how objects in a set after counting
objects
4. Matches simple sequence or pattern of 5
blocks, beads, or pegs
5. Gives no object when asked for zero
6. Locates one peso, then centavos and fifty
centavos from group of coins
7. Place 5 objects in size orders
8. Matches symbols(print or braille letters or
numerals)
9. Tells which set contains “more” or “less”
10. Names position of objects first, second, third
11. Tells what number comes before or after (1-
20)
SUGGESTED ACIVITIES:
 1. Read the Psyhcoeducaional report about Jeric.
 2. List down the activities Jeric can/cannot do.a
Group them by developmental areas.
 Read the enclosed sample checklist which help
you in assessing children with difficulty in
seeing.
(Add some skills under each developmental area
which you think are appropriate for pre-school
children with difficulty in seeing)
EVALUATION:

 Devise your own checklist/rating scale which will

determine developmental lag of a child with
difficulty in seeing that you have identified.
• Education is the gateway to
future success for all children.
• However, not all children learn
at the same rate.
• Some children have special
educational needs and require
assistance to learn.
• One of the early steps in
successfully providing education
to all children is assessing
children for special educational
needs.
  THANK YOU!!!

 God bless you all!!!

 GRACE G. OBIEN

 CAMES Sped Center