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Visual ImpairedAng Wee Shin
Nur Athirah binti ZaidonAnis Adibah
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Definition
A severe reduction in vision that cannot be correctedwith standard glasses or contact lenses and reduces
a person's ability to function at certain or all tasks.
A decreased visual acuity and field of vision relative
to the fully sighted population.
To qualify as a visually impaired student, certain
criteria must be met, like low visual acuity, visual
field limitation, progressive eyedisease, or corticalvisual impairment.
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Characteristics Physical Signs
Crossed eyes, eyes that turn out, eyes that flutter
from side to side or up and down, or eyes that do not
seem to focus are physical signs that a child has
vision problems
Partially Sighted: A visual impairment that adversely
affects a student's educational performance even
when corrected to the extent possible.
Low Vision: If someone's vision is between 20/70-
20/160 and cannot be corrected, the student has
moderate to low vision.
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Legally Blind: From 20/200-20/400 is legally blind
with severe low vision. From 20/400-20/1000 is
profound visual impairment, and is very close to total
blindness.
Totally Blind: The lack of light perception is known as
total blindness or total visual impairment.
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Common Eye Conditions
1. Amblyopia:
Known as lazy eye. Children with a lazy eye may or
may not be perceptible. Sometimes a lazy eye
visibly turns in or out, but sometimes there is no
outward sign.
It causes the eye to have reduced acuity due to the
poor positioning of the eye and weak muscles. The
treatment is commonly a patch over the normal eyethat makes the lazy eye work harder. Surgical
corrections are also common.
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2. Retinitis Pigmentosa:
This is a degenerative condition that is inherited.Retinitis pigmentosa results in a loss of peripheral
vision, and eventually the student is left with a
severe visual impairment.
3. Retinopathy of Prematurity:
This condition is common in children who were
premature babies that required high concentrations
of oxygen at birth. Scarring and detachment of the
retina can result from this condition.
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4. Strabismus:
In this condition, both eyes are unable to gaze at anobject at the same time. Strabismus is caused by a
muscle imbalance.
5. Cortical Visual Impairment:
Cortical visual impairment is not a problem with the
eye itself, but with the visual cortex area of the brain.
These children may also have other developmental
delays or cerebral palsy. Vision may change
throughout the day, depending on the health, mood
of the child, or his environment.
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Categories of visual impairment
Glaucoma
Age related macular degenaration
Cataract
Diabetic retinotherapy
Myopia
Retinis pigmentosa glaucoma
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Glaucoma
Glaucoma is an eye disease in which the normal
fluid pressure inside the eyes slowly rises,
leading to vision loss or even blindness.
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Age-Related Macular Degeneration
Age-related macular degeneration (AMD) is a
disease that blurs the sharp, central vision you
need for "straight-ahead" activities such as
reading, sewing, and driving.
affects the macula, the part of the eye that
allows you to see fine detail. AMD causes no
pain.
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Cataract
A cataract is a clouding of the lens in the eye that
affects vision. Most cataracts are related to
aging. Cataracts are very common in older
people and by age 80, more than half of alladults either have a cataract or have had
cataract surgery.
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Diabetic Retinopathy
Diabetic retinopathy is the most common
diabetic eye disease and a leading cause of
blindness in adults. It is caused by changes in
the blood vessels of the retina.
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Myopia
Myopia is also known as nearsightedness or
shortsightedness. Those with myopia see
nearby objects clearly but distant objects
appear blurred. This is the opposite of thedefect hypermetropia, also know as
"farsightedness" or "long-sightedness".
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Retinitis Pigmentosa
Retinitis pigmentosa (RP) is a group of genetic
eye conditions. People with RP first experience
night blindness and this can later lead to a
reduction of the peripheral visual field (knownas tunnel vision). Sometimes RP can lead to a
loss of central vision.
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Care, Medical & Need
Mild Functional Restriction
normally be capable of all self-care tasks, such as bathing,
dressing, and attending to toilet and hygiene needs.
may require extra light or glasses to cut out glare or for
reading (large print books) and for fine tasks such as preparing
a meal, combing hair, etc but, in general, adaptations would
not be needed.
be able to read large print, write, use a computer and watch
TV.
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Moderate Functional Restriction
A person with moderate visual impairment should be able, in
general, to look after own personal hygiene but there aresome people whose vision is impaired to the extent that they
may be unable to complete this activity without assistance.
should be able to prepare and cook a main meal but there may
be some people whose visual impairment is such that theymay not be able to peel and chop vegetables, and handle hot
pans safely.
They may have considerable difficulty reading recipes, and
checking cooker dials, but in some cases these difficulties may
be overcome by using visual aids.
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unable to read labels on medicine bottles, and check
medication levels on syringes, and would normally need
assistance to take tablets, and administer injections (in the
case of diabetics).
likely to have problems with small fastenings, and, with some
people, their ability to see fine detail is affected to the extent
that they may need assistance in checking that clothes areclean, match and are appropriate. A person with moderate
visual impairment would only be able to work or study in an
environment which is adapted to visual impairments.
Extra vigilance and indeed assistance may be needed on stairs.They may be registered Partially Sighted.
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Severe Functional Restriction
The person would normally have difficulty in checking that
clothes are appropriate, and that they are clean, and match,
and would normally need assistance in this activity, but should
be able to dress and attend to toilet needs.
would normally need assistance in having a bath or shower, as
would not normally be able to do this safely on his own.
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The person would normally need help with administering
medicines, checking needles (in the case of diabetics) reading
instructions, and would not normally be able to peel or chop
vegetables safely, handle pans of boiling water safely or turn
cooker knobs to the correct temperature. Assistance would
normally be required for cutting up food.
The person would be unable to read, but may use Braille.
Writing would not normally be possible.
In the home, they would be likely to need a clear space forgetting around, without obstacles, and some people may need
assistance. The person would normally not be able to use
stairs safely on their own.
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Awareness
Meet with the student, parents and the student's
previous teacher.
Learn the correct way to act as a sighted guide for the
student and teach this method to peers.
Consult with a specialist to acquire information
regarding any necessary accommodations to ensure
the student's safety in the school building (e.g.,markings on stairs, additional or reduced lighting).
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Collaborate with school staff, the school jurisdictional
team and community partners to identify and
coordinate supports and services required to address
the nine areas of the Expanded Core Curriculum forstudents with visual impairment, including:
compensatory or functional academic skills (e.g.,
Braille reading, keyboarding, tactile discrimination
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Instructions Adapt the Classroom
Make it easy for the visually impaired child toget around. Leave lots of space between desks
or tables and keep classroom furniture in the
same places.
Think about your posters. Too many posters
will just turn into a blur for a visually impaired
child. Choose the most important ones, suchas academic reminders, and leave lots of
space between them. Use a contrasting
background color for their borders.
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Write with dark colors. Use dark markers on
class charts, posters and whiteboards to make
the letters easier to see.
Keep the visually impaired student in front.
Keep his or her desk nearest to where you
usually teach. If you have students sit on the
floor in front of you, make sure the visually
impaired student is consistently in front of
you.
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Increase illumination and contrast while
reducing glare. Keep the room well-lit. Pair
dark colors with light colors. Reduce glare by
avoiding all-white backgrounds and/or using
filters on the lights.
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Adapt Your Teaching Style
Emphasize the auditory experience. Talk your
way through everything you are doing and
through what anyone else is doing. Use words
that describe your actions as you solve a math
problem.
Record experiences. Record important lessons
and stories so that the visually impaired child
can listen to them again.
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Enlarge your activities. When you make copies
of worksheets, diagrams and other work make
sure to enlarge them enough to make them
easy to see.
Use concrete examples. Don't just talk about
rocks--bring some in and pass them around.
Encourage touch and active participation as
much as possible.
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Remove clutter from the work space. Don't split
your whiteboard, with social studies info on one
side and homework info on the other. Only put
one subject on the board or the chart at a time.
Maintain your high expectations. While you will
need to adapt certain things for your visually
impaired student, you should still have the sameacademic and behavioral expectations for her as
you do for your other students.
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Thank you...