POPIN Friday Fact: 07/15/11

POPIN Friday Fact

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Blindness/Visual Impairment

Definition

The terms partially sighted, low vision, legally blind, and totally blind are used in the educational context to describe students with visual impairments. They are defined as follows:

"Partially sighted" indicates some type of visual problem has resulted in a need for special education;
"Low vision" generally refers to a severe visual impairment, not necessarily limited to distance vision. Low vision applies to all individuals with sight who are unable to read the newspaper at a normal viewing distance, even with the aid of eyeglasses or contact lenses. They use a combination of vision and other senses to learn, although they may require adaptations in lighting or the size of print, and, sometimes, braille;
"Legally blind" indicates that a person has less than 20/200 vision in the better eye or a very limited field of vision (20 degrees at its widest point); and
Totally blind students learn via braille or other non-visual media.

Visual impairment is the consequence of a functional loss of vision, rather than the eye disorder itself. Eye disorders which can lead to visual impairments can include retinal degeneration, albinism, cataracts, glaucoma, muscular problems that result in visual disturbances, corneal disorders, diabetic retinopathy, congenital disorders, and infection.

Incidence

The rate at which visual impairments occur in individuals under the age of 18 is 12.2 per 1,000. Severe visual impairments (legally or totally blind) occur at a rate of .06 per 1,000.

Characteristics

The effect of visual problems on a child's development depends on the severity, type of loss, age at which the condition appears, and overall functioning level of the child. Many children who have multiple disabilities may also have visual impairments resulting in motor, cognitive, and/or social developmental delays.

A young child with visual impairments has little reason to explore interesting objects in the environment and, thus, may miss opportunities to have experiences and to learn. This lack of exploration may continue until learning becomes motivating or until intervention begins.

Because the child cannot see parents or peers, he or she may be unable to imitate social behavior or understand nonverbal cues. Visual handicaps can create obstacles to a growing child's independence.

Educational Implications

Children with visual impairments should be assessed early to benefit from early intervention programs, when applicable. Technology in the form of computers and low-vision optical and video aids enable many partially sighted, low vision and blind children to participate in regular class activities. The law also requires that schools provide accessible instructional materials to all students who need them-this can include large print materials, books on tape/CD, and braille books. Consult the "Additional Resources" section of this fact sheet for more information on how to obtain such materials for students.

Info Especially for Educators

The organizations listed below will offer valuable guidance regarding effective practices for educating students with visual impairments or blindness. We'd also recommend these resources, which are designed especially for educators:

Connect with the Expertise of Special Education
www.nichcy.org/schoolage/effective-practices/speced#visual

Accommodations to the Physical Environment: Setting up a Classroom for Students with Visual Disabilities - A training module from the IRIS Center.
http://iris.peabody.vanderbilt.edu/v01_clearview/chalcycle.htm

Instructional Accommodations: Making the Learning Environment Accessible to Students with Visual Disabilities - Another training module from the IRIS Center.
http://iris.peabody.vanderbilt.edu/v02_successsight/chalcycle.htm

Serving Students with Visual Impairments: The Importance of Collaboration
This module, another from the IRIS Center, underscores the importance of the general education teacher's collaborating with professionals and other individuals knowledgeable about the needs of students with visual disabilities.
http://iris.peabody.vanderbilt.edu/v03_focusplay/chalcycle.htm

Students with visual impairments may need additional help with special equipment and modifications in the regular curriculum to emphasize listening skills, communication, orientation and mobility, vocation/career options, and daily living skills. Students with low vision or those who are legally blind may need help in using their residual vision more efficiently and in working with special aids and materials. Students who have visual impairments combined with other types of disabilities have a greater need for an interdisciplinary approach and may require greater emphasis on self care and daily living skills.

Resources:

* NICHCY (National Dissemination Center for Children with Disabilities)

www.nichcy.org/disability/specific/visualimpairment

* NICHCY Disability Fact Sheet 13 (FS 13) 2004

* American Foundation for the Blind

800.232.5462

afbinfl@afb.net

www.afb.org/default.asp

* American Council of the Blind

800.424.8666

www.acb.org

* Blind Children's Center