Visual Impairments
The legal definition of blindness is established by the Social Security Act of 2007. It is used to determine eligibility for special allowances from the government. IDE defines visual impairment in terms of how an individual sees and experiences the world. IDEA defines visual disability (including blindness) as impairment in vision that, even with correction, adversely affects a child’s educational performance.
Students with visual impairments can range from a variety of different visual challenges. Some people may have low vision (these individuals can read print material but may rely on a magnifying glass or other optical aids to help them see); functionally blind (individuals who normally use Braille for efficient reading and writing. They are still able to move around using their limited vision); totally blind (individuals who do not receive meaningful input through the visual sense. They sue tactile and auditory means to learn about their environment and generally read Braille).
Characteristics of the Visual Impairement
Incidental Learning is when a person learns about their environment from observation. The see an object and have the opportunity to organize, synthesize, and give meaning to their perception of their environment. We can distinguish between a table, a counter, a desk and other objects that have flat surfaces and the dimensions of a table. Students with visual impairment need special instructions and practice about their environments before they can begin to perceive and work in it.
Limitations in the range and variety of experiences
Students with visual impairments cannot experience the world from a distance and although their other senses may provide information about the location or scent of their surroundings, they still cannot determine the properties of the things in those surroundings with touching it. However, some things may be too big or too small to touch, therefore theses students at a disadvantage of truly experiencing those things in their environment. Likewise limited vision may affect their social interactions. Where students of vision can discuss the latest movie, TV show or video games, they may not be able to participate in these discussions, hence leaving them to feel socially awkward.
Limitations in the ability to get around
Individuals with visual impairments cannot move have around as freely as those without visual impairment. They are restricted to environments in that they are familiar with; “this restriction influences a child’s early motor development and exploration of the world; in turn the same restriction affects the child’s knowledge base and social development” (Turnbull, et al., 2010) The inability to experience the world spontaneously can lead children to become passive which means they will have less opportunities for intellectual and social stimulation.
Limitations in interactions with the environment
Students with vision impairment have limited knowledge and control over their environment, which means they cannot easily receive and translate information from their environment. This also means that they cannot quickly assess the situation and draw appropriate conclusion and reactions to their surrounding. For example, they may smell fire but cannot immediately tell where the fire is coming from, making their reaction to the smell of fire difficult. They may move towards it instead of away from it. In younger children, this limitation in interacting with their environment can lead to decrease motivation in wanting to move through their environment or initiate interactions. Students with a poor sense of their ability to affect change in their lives may lead to poor academic achievement, low self-esteem, and lower language and social skills.
Causes of Visual Impairment
The eye and the brain function together, damage to any part of this system can lead to vision impairment. “Damage to the structures involved in the visual process can be the result of an event during the development of the embryo, at or immediately after an infant’s birth, or at any time during development”( Turnbull, et al., 2010)
Congenial Visual Impairment: This damage occurs at birth, or in the case of blindness, before visual memories have been established. Since this condition happens so early in a child’s life, it can have tremendous impact on their earliest access to information and experiences.
Adventitious Visual Impairment occurs after a person has had normal vision but then lose that vision. They may lose their sight due to a hereditary condition or an event that cause trauma to the vision structures.
Inclusion Ideas
To include students with visual impairments teachers will need to design specialized instructions. Students may need to learn through tactile means, such as using Braille to read and write. These students will also need adaptive materials such as large print, manipulative, magnifying lenses, telescope or other optical aids. Theses students may also need assistive technology.
Support for Vision Impairment
American Council of the Blind
1155 15th Street, Suite 720
Washington, DC 20005
(202) 467-5081
(202) 467-5085 (FAX)
American Printing House for the Blind
P.O. Box 6085
1839 Frankfort Avenue
Louisville, KY 40206-0085
(502) 895-2405
Kansas Association for the Blind and Visually Impaired
603 S. W. Topeka Blvd.
Suite 304B
Topeka, KS 66603