Presentation

Outline
Professional Development Workshop: Visual Impairments
Presented by Rachel Quirbach, Jessica Orrett & Ashley Delaplane
19 April 2016
SPE 222 T/Th 10:30am

Group Member Contributions:

Rachel Quirbach:
o Researched Definition & Characteristics of Visual Impairment
o Researched Components of Legal Blindness
o Researched Types of Visual Impairments & Abilities
o Found YouTube Video on Human Echolocation
o Found Research Article by Barbara Cheadle
o Researched Local & National Community Resources & Services
o Helped Develop Questions for Phone-Answering Activity
o Created Presentation Outline
o Will Be Presenting:
o Definition & Characteristics
o Video of Daniel Kish
o Community Resources & Services
Jessica Orrett:
o Researched Types of Visual Impairments That Dont Qualify as Disabilities
o Added Pictures & Diagrams to Presentation
o Orchestrated Whats in the Box? Activity
o Researched Common Misconceptions
o Researched Potential Needs of VI Students & Ways to Address Them
o Put Together Interactive Phone-Answering Activity for Presentation
o Helped Develop Questions for Phone-Answering Activity
o Will Be Presenting:
o Types of Visual Impairments That Dont Qualify as Disabilities
o Whats in the Box? Activity
o Common Misconceptions
Ashley Delaplane:
o Researched Potential Needs of VI Students & Ways to Address Them
o Thoroughly Researched Barbara Cheadles Article on Tips for Classroom
Teachers of the Visually Impaired
o Helped Develop Questions for Phone-Answering Activity
o Wrote Up All Sources in APA Format
o Created Class Handout
o Will Be Presenting:
o Types of Visual Impairments as Pertained to Teachers
o Potential Needs & Ways to Address Them
o Tips From Barbara Cheadles Research Article
o Going Over Handout



Link to Presentation:
https://docs.google.com/presentation/d/1hQKZsJWgYuPW4a-
SZAOUM2dLWz5ZeWWyMpVV4BU369A/edit?usp=sharing


Presentation Content:

Visual Impairment Definition Slide:
o All-encompassing term to refer to anyone who qualifies for special education
services
o An impairment in vision that, even with correction, adversely affects
a childs educational performance. The term includes both partial
sight and blindness.
o Disorder of visual system interferes with learning
o Combination of visual impairment and blindness -> students who
need support because of visual issues
o Approx. 1 or 2 students in 1,000 have a visual impairment
o Often occurs as part of a another disability, such as autism or cerebral palsy

Characteristics of Legal Blindness Acuity Slide
o In order to be considered legally blind, you must fit into at least one of two
criteria...
o Acuity - Measured by reading letters or symbols from a chart at a distance of
20 feet
o (i.e.: if someone needs to stand 20 feet away to see what most people
can see at 50 feet, they have 20/50 vision)
o Normal = 20/20
o From 20 feet away they can read 20 point font
o Legally Blind = 20/200
o From 20 feet away can only read 200 point font (the big E) even
when using both eyes and wearing glasses
o Pictures of letters comparing font sizes described

Characteristics of Legal Blindness Field of Vision Slide
o Field of Vision - The area around people that they can visually detect while
looking straight ahead
o Normal FoV = 180 degrees
o Legally Blind FoV = 20 degrees or less
o Tunnel Vision
o there is little to no peripheral vision
o a person with this can only see by looking straight at something or
turning their head
o Diagrams of field of vision variations

Characteristics of Visual Impairment Blurred Vision Slide

o Most commonly caused by myopia (nearsightedness), or hyperopia
(farsightedness)
o Typically corrected by prescription lenses
o ***Though it is not technically qualified as a disability, it is still important to
keep in mind for future students**
o Pictures for comparison


Characteristics of Visual Impairment Color Blindness Slide
o A defect in perception of colors, caused by a deficiency of certain specialized
cells in the retina that are sensitive to different colors.
o May be partial (ex. red-green colorblindness) or complete (sees all
colors as gray)
o ***Though it is not technically qualified as a disability, it is still important to
keep in mind for future students**
o Pictures for comparison


Types of Visual Impairments IDEA Slide
o IDEA:
o An impairment in vision that, even with correction, adversely affects
a childs educational performance. The term includes both partial
sight and blindness.
o Interferes With Learning
o 1-2 Students per 1,000 Have a Visual Impairment


Types of Visual Impairments Types of Visual Abilities Slide
o Low Vision
o Rely Primarily on Vision for Learning
o May Depend on Optical Aid or Braille
o Functionally Blind
o Rely on Tactile & Auditory for Learning
o May Rely on Functional Vision for Other Tasks
o Totally Blind
o Use Tactile & Auditory Means for Learning
o Do Not Receive Meaningful Input Through Visual Sense
o Video: https://www.youtube.com/watch?v=A8lztr1tu4o


Whats in the Box Activity

Common Misconceptions Slide

o If you cant see very well, you must have supersonic hearing!
o IF YOU HAVE A VISUAL IMPAIRMENT I BET YOU CANT HEAR SO IM GOING
TO SHOUT AT YOU NOW
o Oh no, your son is blind? He wont be able to live independently.
o I bet you could feel my face and be able to tell its me!
o It must be really hard to do your job when youre visually impaired.
o Youre visually impaired? Wheres your guide dog?
o If you have a visual impairment, you cant see anything, right?
o Did you see that movie? Oh wait, Im so sorry, I said see and you cant see!
o If youre visually impaired, why cant you read Braille?


Potential Needs & Ways to Address Them Slide
1. Need: The student(s) may not be able to see small print
a. Way to Address: Large print books/materials or Braille
2. Need: The student(s) may be afraid to ask for help finding or understanding
something
a. Way to Address: Contrast on blackboards/whiteboards
b. Way to Address: Verbalize all information as you are writing it on the
board
3. Need: The student(s) may not be able to see certain colors of marker on a
white board
a. Way to Address: Find what works for them, and stick to using that
when presenting information
4. Need: The student(s) may not understand visual organizers (i.e. mind map)
a. Way to Address: Provide student with alternative organizational
medium
5. Need: The student(s) may not be able to navigate the school independently
a. Way to Address: Have a friend guide them to other classes/activities


Research Article 12 Tips for Classroom Teachers by Barbara Cheadle Slide
1. Read the IEP/504
6. Utilize Tactile Cues
2. Verbalize Everything
7. Large & Sharp Print
3. Avoid Questions w/see:
8. Dont Allow Teasing or
a. What do you see?
Harassment of VI Students
4. Careful w/ Visual Work
9. Independent Note Taking
a. Whiteboards,
10. Expect Student to Do Work
PowerPoints
11. Expectations Matter
5. Be Flexible
12. Attitude Matters

Resources and Services State of Arizona Slide

o Arizona Center for the Blind and Visually Impaired (ACBVI)
o Central Phoenix
o Focus on enhancing quality of life
o PRIDE: Promoting Resourcefulness, Independence, Dignity &
Employability
o American Foundation for Blind Children (AFB)
o West Valley, East Valley & Central Phoenix
o Provides opportunities to improve quality of life for blind children &
families
o Focus on Education
o Arizona State Schools for the Deaf and Blind (ASDB)
o Assessment Tools
o Technology
o Transition Services


Resources and Services National Slide
o National Federation of the Blind (NFB)
o Information, Resources, Research & Technology
o Live the life you want.
o American Printing House for the Blind, Inc. (APH)
o Printing Resources, Educational Materials
o Raise Awareness
o Vision Screening
o National Association of Parents of Children w/ Visual Impairments (NAPVI)
o Workshops & Conferences
o Networking w/Other Parents
o Support Groups (Tele-Support)

Wrap-Up Activity Review Handout

Voting Poll Questions:

Question #1 [Test Question]: What is the topic of this presentation?
A. Not the right answer
B. Visual Impairments
C. Also Not the Right Answer
D. Probs Shouldnt Vote for This One Either

Question #2: What has to happen for a student to qualify for special education
services with a visual impairment?
A. The student cant see the writing on the board clearly from the back of the
class.
B. The student doesnt like when the instructor writes on the board with a
black marker.
C. The student has a disorder of their visual system that interferes with
learning.
D. The student wears corrective lenses.

Question #3: What qualifies someone as legally blind in the state of Arizona?
A. Someone with a visual acuity of 20/200 or greater
B. Someone with a field of vision of 20 degrees or less
C. Someone who has a color deficiency, like tritanopia
D. All of the above
E. Both A and B

Question #4: Which of the following are NOT used to characterize legal blindness?
A. Acuity
B. Blurred Vision
C. Field of Vision
D. Visual Deficit Causing Learning Impairment

Question #5: Which of these is NOT a type of visual ability?
A. Low Vision
B. Totally Blind
C. High Vision
D. Functionally Blind

Question #6: Text in one potential need for students with visual impairment and a
way to address it.

Question #7: What are two examples of resources and services for the visually
impaired?

Question #8: What is one thing youve learned from this presentation?

Handout:

Visual Impairments Handout!

Fill in the blanks:

1) A visual Impairment is a disorder of the ______________ system that interferes
with ____________.

2) Approximately 1 or 2 students in __________ have a visual impairment.

3) The ___________ of vision is the area around people they can visually detect
while looking ___________ ahead.

4) List one potential need of a student and a way to address that need.





Types of visual abilities:

1) Low vision
1)

2)
2) Functionally blind
1)

2)

3) Totally blind
1)

2)

True/False:

1) Using large and sharp print is one of the 12 tips for classroom teachers________.
2) Blurred vision is most commonly caused by partial eye development__________.
3) If someone is blind that means all their other senses are heightened._________.