visual impairement ppka
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TRANSCRIPT
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Special MethodsIn Teaching Individuals with
Visual Impairment
Reported by:Loraine B. EstaBeed – Sped III
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What is visual impairment?
• Visual impairment is a physical loss of useful vision.
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The Structure of the Eye
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Classifications Of Visual Impairment
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Classifications Of Visual Impairment
1. For educational purposes1.1 Totally blind1.2 Low vision
2. Kinds and types of blindness2.1 According to age onset
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1. For Educational Purposes
1.1 Totally blind
- very little or no vision perception at all
- Visual acuity of 20/200 or less in the better eye
- braille
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1. For Educational Purposes
1.2 Low vision
- better visual perception
- can read large print or regular print under special conditions
- remaining visual acuity of 20/70 in the better eye
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2. Kinds and Types of Blindness
2.1 According to age onset
2.1.1 Congenitally Blind
- born blind- impairment is
present at birth
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2. Kinds and Types of Blindness2.1 According to age onset
2.1.2 Consequently Blind- Acquired blindness
before age 5- may have no
experience on visual imagery
- may have retained very little including color
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2. Kinds and Types of Blindness
2.1 According to age onset
2.1.3 Adventitiously Blindthose who lost
vision from 6 years or above
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Common Eye Conditions
Refractive, Directive and Receptive Parts
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* Refractive Part1. Myopia (Nearsightedness)
• The result of the eyeball being too long
• The lens is too far from the retina
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*Refractive Part2. Hyperopia (Farsightedness)
• The result of the eyeball being too short
• The lens is too close on the retina
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*Refractive Part3. Cataract • The result of the
opacity of the crystalline lens
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* Refractive Part4. Astigmatism • Refractive error resulting
from an irregularity of the cornea or lens of the eye
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*Refractive Part5. Glaucoma • Cause damage to the eye due
to increased pressure from accumulation of aqueous fluid
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*Protective Part1. Trachoma • Serious form of
conjunctivitis or pink eye
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* Directive Part
1. Strabismus (cross eyes)
• Failure of both eyes to direct gaze simultaneously at the same object
• Faulty muscle coordination
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*Directive Part2. Nystagmus • Rapid and voluntary
movement of the eyeball• Can occur as a secondary
characteristic of a variety of visual disorders and brain injury
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*Directive Part3. Amblopia ex Anopsia
• Dimness of vision due to disuse of the weak eye from improper muscle balance
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Causes
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Causes of Blindness
• Prenatal Causes• Perinatal Causes• Postnatal Causes
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Causes of BlindnessPrenatal Perinatal Postanatal
• Viral diseases • Traumatic experience during delivery
• Diseases/aliments
• Toxic conditions • Anoxia or loss of oxygen during delivery
• Accident/injuries
• Blood incompatibility
• Heavy sedation • Other causes
• Congenital malformation
• Retrolental fibroplasia (RFL)
• Exposure to radiation
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Characteristics
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Physical Social & Emotional Intellectual/Learning
• Absence of eyeball • Tends to be extremely dependent
• Lack of normal visual stimulation may retard growth
• Discolored eyes • Inferior • Some visually impaired children may begin to talk later than the sighted
• Severe cross eyes • Fearful • Those who have talent and interest in music may show exceptional ability in this area.
• Excessive involuntary movement
• Unduly sensitive
• Poor posture and unnatural gait
• Easily discouraged /Frustrated
• Restriction in mobility and spatial orientation
• Self conscious
• Easily Embarassed
Characteristics of Visually Impaired
Children
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Characteristics of Visually Impaired Children
Other distinctive Characteristics:
1. Groping2. Wearing dark glasses3. No eye to eye contact
4. Slow in moving5. Use of cane
6. Sensitive to sound and smell7. Cannot read printed materials
8. Color and light blindness
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Visual Acuity Test
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Visual Acuity Test
• A visual acuity test is an exam that determines how well a person can see the details of a word or symbol from a specific distance away.
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Visual Acuity Test
• Different types are:
Snellen TestRandom E’s/Tumbling E ChartBroken Ring ChartAllen ChartTeller Acuity CardsOptokinetic Drum
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Visual Acuity Test• Snellen Chart • Tumbling E Chart
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Visual Acuity Test• Broken Ring
Chart• Teller Acuity
Cards
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Visual Acuity Test• Lea Grating • Optokinetic
Drum
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Program Models
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Program ModelsA. The Residential School ModelB. The Self-contained Classroom ModelC. The Resource Room ModelD. The Itinerant Or Teacher Consultant
ModelE. Early Childhood ModelF. Special Education CenterG. Homebound Instruction
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Special Equipment And Materials
Tactual Aids, Auditory Aids and Auditory Aids
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Tactual Aids• Braille Writer
• Slate and Stylus
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Tactual Aids• Raised-line Drawing
Boards• Abacus
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Tactual Aids• Cubarithm Slate • Raised-line Paper
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Tactual Aids• Templates and Writing
Guides• Braille Books
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Auditory Aids• Cassette Tape Recorders • Talking Boards
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Optional Aids (for partially sighted)
• Eyeglasses
• Magnifiers • Telescopic Aids
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Educational Support Services
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1. Opthalmologist
• Physicians who specialize in the diagnosis & treatment of all defects and diseases of the eye.
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2. Optometrist
• Licensed, non-medical practitioner who measures refractive errors and eye muscles disturbances.
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3. Orientation and Mobility Specialist
• Teaches students to familiarize themselves with new surroundings to travel independently.
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4. Parents
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Special Methods
Individualization, Concreteness, Multisensory Instruction Approach,
Additional Stimulation & Self-Activity
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1. Individualization
• Special Classes should be kept small 6 to 8 pupils (elementary) up to about 12 (later on)
• Only one blind child in an integrated class
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2. Use of Concrete Objects and Experiences• By touch, blind children gain actual
knowledge of the objectsShapeSizeWeightHardnessSurface qualitiesPliabilityTexture
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2. Use of Concrete Objects and Experiences• Listening/hearing is a medium
of social contact–A source of descriptive information–Provides a sense-giving clue to the
PresenceLocationCondition of objects
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2. Use of Concrete Objects and Experiences
• Concreteness in teaching helps the child to avoid falling into a pattern of unreality and verbalism which may prevent his realistic awareness of the world and its social and economic demands upon him.
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3. Unified Multisensory Instruction Approach
• A blind child gains many impressions by:HearingSmellingFeeling air currentsTemperature changesTouching objects or parts of them
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3. Unified Multisensory Instruction Approach
• A blind child is presented with “units of experience” such as that of a grocery store, post office or farm.
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4. Additional Stimulation
• The teacher of a blind child must provide him with opportunities for experiences which he cannot gain on his own.
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5. Self – Activity (Learning by Doing)
• They need hands-on experiences. We know that everyone learns best by active involvement with ideas, and the same is true for students with visual impairments.
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Quotes of the Day #QOTD
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Thank you for listening!