NOW I SEE WORKING WITH VI STUDENTS
Harlingen CISD 8-19-2013
Pat Roberts, Teacher for Visual Impairments, Harlingen CISDAshley Meza, Braillest, Harlingen CISDCharlotte Smith, COMS, Region One ESCTwinkle Morgan, Ed. Specialist, Region One ESC
Presented by:
General Housekeeping
Please turn off or mute cell phones
Take care of yourself Confidentiality – no use of
student names
AGENDA FOR THE DAY
Vision Basics Simulation Activities Accommodations Safety/Sighted Guide Q & A/Closing
Harlingen CISD
Currently has 29 students are identified as visually impaired
This involves 13 of 29 campuses including 6 students that are currently served in their homes
This would approximately include 56 classroom teachers that are responsible for the instruction for these students
VISION BASICS
Diagram of the Eye
HandoutPgs. 3-4
Student may have: Acuity problems Field vision problems Muscle imbalances Processing problems
HandoutPgs. 3-4
EYE CONDITIONS
Handout: Specific Eye Conditions
Astigmatism
Specific Eye Conditions
Pgs. 3
blurred vision due to irregular curvature of the eye – light rays can not focused on a single point on the retina
Cataracts cloudiness of the lens which restricts the passage of lite. usually in both eyes. Pupil may be white; may require surgery results in reduced visual acuity, blurred vision, poor color visions, some photophobia
Specific Eye Conditions
Pg. 5
Coloboma - Irisa birth defect that causes a notch or cleft in the pupil, iris, ciliary body, lens, retina, choroid or optic nerve. A keyhole pupil often occurs causing decreased acuity, photophobia, field loss, and other factors
Specific Eye Conditions
Pg. 8
Cortical Visual ImpairmentDamage to the visual cortex or the posteriorvisual pathways.
Specific Eye Conditions
Pg. 8
Diabetic Retinopathy
Specific Eye Conditions
Pg. 9
may be caused by juvenile and maturity diabetes which causes changes in the blood vessels to the retina which causes hemorrhaging; may also retinal detachment and blindness; may develop sensitivity to glare, double vision, lack of accommodation
Glaucoma
A eye disease which causes increased pressure in the eye because of blockage in the normal flow of the fluid in the aqueous humor usually caused by changes in the lens or uvula tract, trauma, reaction to certain medications
Specific Eye Conditions
Pg. 11
Optic Nerve Atrophy
dysfunction of the optic nerve resulting in the inability to conductelectrical impulses to the brain causing loss of vision. Loss of pupilaryreaction.
Specific Eye Conditions
Pg. 17
Strabismus
a muscle imbalance; both eyes cannot look directly at an object at the same time, often secondary to other visual impairments; affects binocular vision
Specific Eye Conditions
Pg. 24
Retinopathy of Prematurity (ROP)
The Stages of ROP Stage 1: Demarcation line
Stage 2: Ridge Stage 3: Ridge with
extraretinal fibrovascular proliferation
Stage 4: Retinal detachment
Specific Eye Conditions
Pg. U
Strabismus
Specific Eye Conditions
Pg. X
a muscle imbalance; both eyes cannot look directly at an object at the same time, often secondary to other visual impairments; affects binocular vision
STIMULATION ACTIVITIES
Identify Partners A & B
Simulation Activities First Activity: Partner A will wear eye simulators Partner B may read instructions ONLY Partner A will complete the task without any
supportsSecond Activity: Partner B will wear they eye simulators Partner A will read instructions ONLY Partner B will complete the task without any
supportsMONITOR YOUR PARTNERS ACTIONS – SAFETY !
How did you do with the activity?How did you feel?
Simulation ActivitiesDiscussion
ACCOMMODATIONS
Classroom Accommodations Each student will have two types of assessment regarding their vision:
Functional Vision Evaluation Learning Media Assessment
These reports are in the student folder.
You will be provided a summary or accommodations page that explains needs of the studentHandout
Pg. 9
Accommodations Some accommodations may be completed by
the classroom teacher: Large print Clean copies of handouts Outlining maps, graphs, dark line paper
Some accommodations may require more time Once lesson plans are determined, follow
process for providing TVI or TVI assistant with needed accommodations. (Minimum of one week).
Areas of ConsiderationsWhiteboards Overheads Elmos/LCD Projection
TimeTestsPEOrientation and Mobility
HandoutPg. 9-11
“Low Vision Accommodations” Depending on the impact of vision loss a
variety of accommodations may be needed for each student:
Some students may need time to adjust to different lighting
Pictures may be highly distorted when enlarged, consider magnification devices
Student may need extra space for equipment Student may need frequent breaks to avoid
eye fatigue
Low Vision AidsMagnification Systems CCTV Transformer Portable Magnification Magnification Software
Accommodations for Students That Are Blind
Braille and Tactual Graphics E Books Models Environmental Experiences Hand under Hand techniques Manipulatives Technology Organization and Study Skills
Example of a Calendar Box
Using real objects to note schedule, routine, activity
Handout Pg. 12-13
Use of a Calendar System Remember – It is very important that we recognize
the calendar, not only as a tool associated with time (a timepiece), but also as a literacy tool….. A way to label things, actions, and people.
These events and/or things that we label enable our students to have topics for conversation – When we label an event we are also labeling an event in that sequence of time – we’re putting cards in our kids rolodex. We are helping to establish Function, and giving a reason to communicate.
Adapted from TSBVI website/calendars
“Suggestions and Considerations” Use word like “look” and “see” Encourage the student to answer questions about
his/her eye condition Include the student in all activities Let the student assume leadership roles in the same
manner as his classmates Give verbal descriptions about what is going on if
needed Remember the student may not take cues from facial
expressions Meet with the TVI or O & M during your conference time
when needed ( plan in advance)
HandoutPg. 14
SAFETY/SIGHTED GUIDE
Orientation and Mobility
Safety/Sighted Guide Never grab a person that is blind – Announce
your presence to the student Let person take your arm Keep your arm bent loosely Walk at comfortable pace for both of you You don’ t need to “narrate’ as you walk Always announce changes in terrain
Stairs up or down, Railing left or right Arm behind you for narrow spaces Announce doors as you grasp the handle
HandoutPgs. 16-18
Safety/Sighted Guide Guide the person that is blind to chair if they
wish to sit down Theater rows. Shuffle sideways. Stop at seat
after yours. Car. Explain the orientation of the vehicle Restroom. Guide to the door. If same
gender go in and orient student to the restroom.
(this may be done outside of class hours or request O &M )
HandoutPgs. 16-18
SIGHTED GUIDE ACTIVITY
Sighted Guide ActivityFind your same partner – After ademonstration by O & M Specialist Partner B will wear the vision goggles
provided Partner A will utilize sighted guide
techniques to designated areas Support your partner Upon direction, partners will trade
positions BE SAFETY CONSCIENCE!!!
Q & A and Wrap Up Questions Reflections/Resources Evaluations
Contact Information
Pat Roberts – campus phone 956-427-3800 Cell phone: 956-357-7287 Email: [email protected]
Ashley Meza – campus phone 956-427-3800 Email: [email protected]
Charlotte Smith – 956-984-6000 Email: [email protected]
Twinkle Morgan – 956-984-6165 Email – [email protected]