blindandvisuallyimpaired

Ø Visual acuity impaired Ø Field of vision impaired Ø May use Braille Ø May use large print or normal print with modification Ø Blinks when reading Ø Holds books and papers in abnormal positions Ø Needs mobility training Ø Dizziness Ø Bloodshot eyes Ø Swollen eyelids Ø Irrelevant actions such as rocking, weaving, fingering or rubbing eyes, waving fingers before face, twisting Ø Claps hands, clicks tongue, or snaps fingers when walking Ø Facial expression not good indicator of motion, hands and fingers are more expressive Ø Uses adaptive device for reading and/or writing Ø Eyes tire easily
 * __ Blind and Visually Impaired __**
 * // Possible Characteristics //**

Ø Treat the student naturally; plan activities with, not for, the student Ø Do not avoid using words like blind, look, and see Ø Expect reasonable standards of performance and behavior Ø Do not overprotect Ø Encourage the student to move around the library media center Ø Give the student a complete tour of the library media center Ø Describe events in the library media center which the signted student knows from seeing Ø Keep the room free from obstacles; doors should be fully open or closed Ø Structure the student’s environment Ø If the student needs assistance in finding his/her way, let him/her take your arm at the elbow. Walk slightly ahead of him/her Ø Never push the student ahead of you Ø Seat the student at a well-lighted, glare-free desk with an adjustable top Ø Do not enter or leave the room without telling the student Ø Address the student by his/her name when he/she is in a group Ø Say what you are writing on a board or white board Ø Encourage the use of residual sight Ø Use large print publications and the special features on computers Ø Have the student use a marker to keep his/her place while reading Ø Let the student position his/her paper or book to his/her own comfort Ø Concentrate on ways for the student to interact and derive meaning from his/her environment Ø Make use of the many resources for the visually handicapped Ø Find adaptive technology, computer equipment, and monitors Ø Collaborate with classroom and all special education teacher(s)
 * // Teaching Implications //**

Source - PSLA Special Needs publication, 1994