Welcome

Points to be covered -
• Concept of Visual Impairment
• Definition of Visual Impairment
• Characteristics/ identification of visual
impairment
• Causes of visual impairment
• Classroom management for visually impaired
students
 Concept of Visual Impairment:-
• A vision impairment refers to when you lose
part or all of your ability to see (or vision). The
impairment must persist even with the use of
eyeglass, contact lenses, medication, or
surgery. Visual impairments refer to any
degree of impairment to a person's ability to
see that affects his or her daily life.
 Definition
According to PWD Act, 1995
“Blindness" refers to a condition where a person suffers from any of the following
conditions, namely:-
• Total absence of sight. or
• Visual acuity not exceeding 6/60 or 20/200 (Snellen) in the better eye with
correcting lenses; or
• Limitation of the field of vision subtending an angle of 20 degree or worse.
According to the RPWD Act 2016 which is in accordance with the UNCRPD Act,
"BLINDNESS" means a condition where a person has any of the following
conditions, after best correction:
i) total absence of sight; or
ii) ii) visual acuity less than 3/60 or less than 10/200 (Snellen) in the better eye
with best possible correction; or
iii) iii) limitation of the field of vision subtending an angle of less than 10 degree.
 What is Visual Acuity ?
It is defined as the ability to recognise the
fine details. Hence it shows the fineness
of vision, meaning thereby how well one
can observe the details of a particular
thing which the person is looking at.
 What is Visual Field?
• It is the total area of the vision in which
objects can be seen on the side above and
below, while looking with both eyes at a
central point
Identification / characteristics of Visual
Impairment
Identification / characteristics of Visual
Impairment
Identification / characteristics of Visual
Impairment
Identification / characteristics of Visual
Impairment
Identification / characteristics of Visual Impairment
 Causes of Visual Impairment
Pre- Natal Cause
• Improper age for pregnancy i.e before the age of
18 and after the age of 40.
• Marriage between blood relatives
• Excessive intake of drugs, Alcohols during
pregnancy
• High Blood pressure, TB, or any disease during
pregnancy
• If weight of mother is below 35 kg
During Birth cause
• Pre mature Birth
• Forecep Delivery
• Low birth weight
• Longtime labor pain
• Lack of experienced doctor
Post natal Cause
• Lack of healthy food
• Accident
• Inappropriate vaccination
 Classroom Management
Physical environment of class
An organized classroom reduces visual clutter, promotes
independence in navigation, and helps the student independently locate
and  clean up materials. ​The next step is to help the student “learn to look”
by respecting where and how the student sees the best (if the student has
any usable vision), and then control the environmental conditions such as
lighting, color, placement, spacing, contrast, size, detail, etc. This will help
ensure that the student has adaptations necessary to be successful and as
independent as possible.

•The first step in arranging the classroom is sketch the classroom and include
features that can't be moved (windows, doors, built in cabinets, built in
counters, etc.). Also draw "x's" to indicate where outlets and
computer/phone modems are located. This will generally dictate where the
teacher's desk and any other electrical equipment will be located
•  Avoid excessive furniture, materials and equipment.  Be
aware of surface changes (wood, carpet, tile, etc) and
highlight edges if there is not a good contrast
• Arrange the furniture to provide clear traffic paths and that
these routes or pathways are safe and accessible to help
develop orientation and mobility skills for students that are
mobile. It is also important to allow enough space for any
wheelchairs, standers and other specialized equipment to be
moved. Position furniture in such a way that it enhances
their freedom of movement.
• Be sure you do not stack shelves and containers higher than
shoulder height. Have materials in a consistent location.
Refer to Labeling System for suggestions on labeling the
materials to make them easy to find and to promote literacy .
• It is important to provide a good trailing surface if the
student is mobile. This allows a student to feel along
the edge of a cabinet or table to help them move
throughout the room.
•  For students with little or no functional vision,
using different floor textures (differentiating
between tile and carpeted areas) may be helpful to
provide the student with extra tactual clues.
• Provide signage at every door / near to door
• Paint the wall and surface according to them.
• Every classroom is a resource room
 Seating Arrangement
• Determine where the student’s best visual field is and their ideal
position.
• If the student uses an electronic magnifier or other electronic
equipment, they will need to be seated near an outlet.
• Keep in mind that other students will be able to view information
that the student with a visual impairment is viewing on their
electronic magnifier (a good point to keep in mind during any test
taking!).
• The student may need extra storage room for equipment./ Books.
• Keep in mind appropriate table and chair heights. Student’s feet
should be flat on the floor and the table at a good height so that it
is neither too low nor too high in order to have proper upper body
support and movement.
• maintain a consistent seating arrangement
 Instructional Strategies

Provide oral Provide first hand

instruction Experience
 Record the Explain the
textbook in audio visuals
Instruct them to clap
during asking a Call them by
question their name
Provide Braille book/ Provide extra time to
Largeprint book complete a task
Write in Bold/ dark Encourage to
according to the use page
board magnifier
 Proper ventilation and
Consistent lighting, use glass slider
classroom instead of using metalic
window
Clearly explain about Treat Equally and
classroom supplies involve VI students
in all activities
 Curricular Adoptation
• For VI children there are 4 principles in the
preparation of modified resources and
materials: (MODS)
• Modification
• Omission

• Duplication

• Substitution