WELCOME

Learners with Blindness

or Low Vision
GROUP 8

CALMA, FERNANDO, ROMERO, SACULSAN

02 Welcome to class!
TODAY'S AGENDA

DEFINITION AND CLASSIFICATION

PREVALENCE
LEARNERS WITH BLINDNESS OR LOW VISION

ANATOMY AND PHYSIOLOGY OF THE EYE

IDENTIFICATION OF VISUAL IMPAIRMENT

CAUSES

STEPHEN KUUSISTO’S SENSORY WORLD

PSYCHOLOGICAL AND BEHAVIORAL CHARACTERISTICS

EDUCATIONAL CONSIDERATIONS

EARLY INTERVENTION

TRANSITION TO ADULTHOOD
 Misconceptions About Learners With
03 Blindness or Low Vision
Myth Fact
People who are legally blind have no Only a small percentage of people who are

LEARNERS WITH BLINDNESS OR LOW VISION

sight at all. legally blind have absolutely no vision.
People who are blind automatically Many have a useful amount of functional
develop better acuity in their other vision
senses. Through concentration and attention,
individuals who are blind can learn to
make very fine discriminations in the
sensations they obtain. This is not
automatic but rather represents learning
to use received sensations better.
 Misconceptions About Learners With
04 Blindness or Low Vision
Myth Fact
If people with low vision use their Visual efficiency can actually be improved

LEARNERS WITH BLINDNESS OR LOW VISION

eyes too much, their sight will through training and use. Wearing strong
deteriorate. lenses, holding books close to the eyes,
Guide dogs take people where they and using the eyes often cannot harm
want to go. vision.
The guide dog does not “take” the person
anywhere; usually, the person must first
know where he or she is going. The dog
can be a protection against unsafe areas
or obstacles.
 Misconceptions About Learners With
05 Blindness or Low Vision
Myth Fact
Technology will soon replace the As amazing as some of the technology is in

LEARNERS WITH BLINDNESS OR LOW VISION

need for braille and for mobility aids the field of vision impairment, it’s doubtful
such as the long cane and guide that it will be as effective as braille, the
dogs. In addition, a breakthrough for long cane, or guide dogs anytime soon.
restoring complete sight through Research on artificial vision is exciting, but
technology is just around the corner it too does not promise huge practical
benefits for some time.
TOPIC

Definitions and
Classifications
 Definitions and Classifications 07

LEGAL DEFINITION

Involves assessment of visual acuity and field of vision.

LEARNERS WITH BLINDNESS OR LOW VISION

Visual acuity is the sharpness of an individuals’ vision at a certain distance.
Field of vision is the entire area that a person or animal is able to see when
their eyes are fixed in one position.

A person who is legally blind has visual acuity of 20/200 or less in the better
eye even with correction (e.g., eyeglasses) or has a field of vision so narrow
that its widest diameter subtends an angular distance no greater than 20
degrees.
 Definitions and Classifications 08

LEGAL DEFINITION

In addition to this classification of blindness, is a category referred to as low

vision (sometimes referred to as partially sighted). According to the legal

LEARNERS WITH BLINDNESS OR LOW VISION

classification system, persons who have low vision have visual acuity falling
between 20/70 and 20/200 in the better eye with correction.
 Definitions and Classifications 09

EDUCATIONAL DEFINITION

Many who recognize the limitations of the legal definitions of blindness and low
vision favor the educational definition, which stresses the method of reading

LEARNERS WITH BLINDNESS OR LOW VISION

instruction.

Braille, a system of raised dots by which people who are blind read with their
fingertips.
 Definitions and Classifications 10

SKILL DEFINITION OF BLINDNESS

Castellano (2005) proposes that blindness or visual impairment means using

alternative skills and tools in place or, or in addition to, eyesight in order to

LEARNERS WITH BLINDNESS OR LOW VISION

gain information or perform tasks.
TOPIC

Prevalence
Prevalence 13

In the Philippines, blindness and visual impairment are growing public health
concerns, with a prevalence rate of 1.98% and an estimate of 4 million

LEARNERS WITH BLINDNESS OR LOW VISION

underdiagnosed Filipinos.

The federal government in the US classifies only about 0.05% of the

population ranging from 6 to 17 years of age as “visually impaired,” which
includes those who are blind or who have low vision.
TOPIC

Anatomy and Physiology

of the Eye
Anatomy and Physiology of the Eye 16

Cornea - a transparent cover in front of

the iris and pupil), which performs the
major part of the bending (refraction) of
the light rays so that the image will be

LEARNERS WITH BLINDNESS OR LOW VISION

focused.

Aqueous - a watery substance between

the cornea and lens of the eye.

Pupil - the contractile opening in the

middle of the iris, the colored portion of
the eye that contracts or expands,
depending on the amount of light striking
it.
Anatomy and Physiology of the Eye 17

Lens - which refines and changes the

focus of the light rays before they pass
through the vitreous humor (a
transparent gelatinous substance that

LEARNERS WITH BLINDNESS OR LOW VISION

fills the eyeball between the retina and
lens)

Retina - (the back portion of the eye,

containing nerve fibers connected to the
optic nerve, which carries the
information back to the brain)
TOPIC

Identification of Visual
Impairments
 Identification of Visual Impairments 19

E Snellen Chart - which consists of rows of letters (for

individuals who know the alphabet).
F P

LEARNERS WITH BLINDNESS OR LOW VISION

T O Z First, it’s a measure of visual acuity for distant objects, and a
L P E D person’s distance and near vision sometimes differ.
P E C F D
E D F C Z P
F E L O P Z D Second, and more important, visual acuity doesn’t always
D E F P O T E C
L E F O D P C T
correspond with how a student actually uses his vision in
F D P L T C E O
natural settings, which have variable environmental
P E Z O L C F T D

conditions,
 Identification of Visual Impairments 20

Functional Vision Assessment - involves observing the student interacting in different

environments (e.g., classroom, outdoors, grocery stores), under different lighting
conditions to see how well the student can identify objects and perform various tasks

LEARNERS WITH BLINDNESS OR LOW VISION

(Zimmerman, 2011).
TOPIC

SIGNS AND SYMPTOMS

 Signs of Possible Eye Trouble in Children 22

WHAT DO YOUR CHILD’S EYES LOOK LIKE?

eyes don’t line up, one eye appears crossed or looks out

eyelids are red-rimmed, crusted, or swollen

LEARNERS WITH BLINDNESS OR LOW VISION

eyes are watery or red (inflamed)
 Signs of Possible Eye Trouble in Children 23

HOW DOES YOUR CHILD ACT?

rubs eyes a lot

closes or covers one eye

LEARNERS WITH BLINDNESS OR LOW VISION

tilts head or thrusts head forward

has trouble reading or doing other close-up work, or holds objects close to
eyes to see

blinks more than usual or seems cranky when doing close-up work

things are blurry or hard to see

squints eyes or frowns

 Signs of Possible Eye Trouble in Children 24

WHAT DOES YOUR CHILD SAY?

“my eyes are itchy,” “my eyes are burning,” or “my eyes feel scratchy.”

“I can’t see very well.”

LEARNERS WITH BLINDNESS OR LOW VISION

After doing close-up work, your child says “I feel dizzy,” “I have a headache”
or “I feel sick/nauseous.”

“Everything looks blurry,” or “I see double.”

 Common Visual Problems 25
REFRACTION
Bending of light rays through eye structures

LEARNERS WITH BLINDNESS OR LOW VISION

MYOPIA HYPEROPIA ASTIGMATISM
(NEARSIGHTEDNESS) (FARSIGHTEDNESS) (BLURRED VISION

Irregular cornea or
Eyeball too long Eyeball too short
lens
Light focuses in front Light focuses behind
Light rays are
of retina retina
blurred or distorted
Affects distant vision, Affects close vision,
close vision unaffected far vision unaffected
 Most Serious Impairments
26 GLAUCOMA

Damage to optic nerve

Often no symptoms, “sneak theif of sight”
LEARNERS WITH BLINDNESS OR LOW VISION

CATARACTS

Clouding of the lens

Causes blurred vision
Correctable by surgery

DIABETIC
RETINOPAHY
Caused by diabetes
Interferes with blood supply to the retina
27 Causes Primarily Affecting
Children
Leading causes of visual impairments
CRITICAL VISUAL Damage to brain parts responsible for vision
IMPAIRMENT (CVI)
Symptoms: avoidance of new visual info, preference for
LEARNERS WITH BLINDNESS OR LOW VISION

near objects, abnormal visual reflexes

RETINOPATHY OF
PC O
R NECM Abnormal blood vessel growth in the eye
E PAT TAUNR
D IDTEY
FINITION
(ROP) Common in premature infants
Visual reflexes

Underdeveloped optic nerve

O
C OPN TC IE C
PT N E DR D
V EEF I N I T I O N
AN
HYPOPLASIA (ONH)
Often associated with brain abnormalities
Can lead tio speech and cognitive disabilities
 Other Causes
28 RETINITIS
PIGMENTOSA
Hereditary degeneration of the retina
Causes tunnel vision and night blindness
LEARNERS WITH BLINDNESS OR LOW VISION

STRABISMUS

Misalignment of eyes (crossed or outward)

Can lead to permanent blindness if untreated
Correctable with exercise or surgery

NYSTAGMUS

Rapid involuntary eye movement

Causes dizziness and nausea
Can indicate brain or inner-ear problems
 Stephen Kuusisto’s Sensory World
Maybe it was a Saturday. I remember that my parents I was a blind child approaching a horse!
30
were still sleeping. I had a plan and dressed quietly. Behind me a cat mewed.
When I was certain that no one was awake I slipped Who would guess that horses sometimes hold their
from the house. I loved to walk in the woods and breath?
follow the beams of light or depths of shade that fell The horse was eying me from his corner.
between the trees. I remember that on this particular Then two cats were talking.
day I got lost while chasing light and found myself Wind pushed forcefully at the high roof.

LEARNERS WITH BLINDNESS OR LOW VISION

standing in front of the university’s horse barn. I knew Somewhere up high a timber groaned.
that somewhere in the cool space before me a horse My horse was still holding his breath.
was breathing. I stood in the door and listened to When would he breathe again?
him breathe. He sounded like water going down a Come on boy!
drain. Then I took one step forward into a pyramid of Breathe for me!
fragrances. Where are you?
I heard him rub his flank against a wall.
What a thing! To be a young boy smelling hay and Then I heard him breathe again with great deflation!
leather and turds! From his place in the dark the He sounded like a fat balloon venting in swift circles.
horse gurgled like water in the back of a boat. Mice And then I imitated him with my arm pressed to my
scurried like beaded curtains disturbed by the hand. I mouth.
stood in that magical nowhere and listened to a full I made great, flatulent noises by pressing my lips to
range of barn sounds. my forearm.
 Stephen Kuusisto’s Sensory World 31

How do you like that, horse?

He snorted. But I had made up my mind to touch a horse.
I noticed a ringing of silence. An insect traveled

LEARNERS WITH BLINDNESS OR LOW VISION

between our bursts of forced air. Judging by his breathing, his slow release of air, that
Sunlight warmed my face. sound of a concertina, judging by this I was nearly
I was standing in a wide sunbeam. beside him. And so I reached out and there was a
great wet fruit of his nose, the velvet bone of his
I was in the luminous whereabouts of horse! I was a enormous face. And we stood there together for a
very small boy and I had wandered about a mile from little while, all alive and all alone. (Kuusisto, 2006, pp.
home. Although I could see colors and shapes in 7–8)
sunlight, in the barn I was completely blind.
TOPIC

Psychological and
Behavioral Characteristics
 POSITIVE THINKING GREAT SENSES
33 Fully embraced his blindness and continues to Unlike non-exceptional people he is great with
explore the depths of his other senses. describing the characteristics of the surroundings
using his senses.
COMMON STRUGGLES:

SUBTLE VISUAL CUES - Facial expressions, such STEREOTYPIC BEHAVIORS

as smiling, is an example of visual cues that don’t
LEARNERS WITH BLINDNESS OR LOW VISION

come spontaneously for visually impaired persons Common movements of the blind such as body
rocking, poking or rubbing the eyes, repetitive
SOCIETY’S DISCOMFORT WITH BLINDNESS - hand or finger movements, and grimacing.
Some non-exceptional people feel uncomfortable
talking or interacting with visually impaired
individuals which disrupts smooth social
interaction.

Psychological and Behavioral

Characteristics
TOPIC

Treatment and Medication

 Medical Treatment 36

ANTI-VEGF THERAPHY LASER THERAPY CORTICOSTEROIDS

LEARNERS WITH BLINDNESS OR LOW VISION

Used to treat conditions like Employed to treat diabetic Used to reduce inflammation
age-related macular retinopathy, retinal vein in eye diseases like uveitis,
degeneration (AMD) and occlusion and other retinal which can help preserve
diabetid retinopathy by conditions by sealing off vision.
inhibiting the growth of leaking blood vessels in
abnormal blood vessels. reducing retinal swelling
 Surgical Interventions 37

CATARACT SURGERY VITRECOTOMY CORNEAL TRANSPLANT

LEARNERS WITH BLINDNESS OR LOW VISION

Involves the removal of the A surgical procedure to Replaces damaged or
cloudy lens and replacement remove the vitreous gel from diseased corneal tissue with
with an artificial lens to the eye, often used to treat healthy tissue from a donor,
restore clrear vision. retinal detachment, macular helping restore vision.
holes, and vitreous
hemorrhage.
 Educational Considerations 38
Braille: Writing system for blind people using
raised dots.

TYPES:

LEARNERS WITH BLINDNESS OR LOW VISION

Literary Braille: Everyday use.
Nemeth Code: Math and science symbols.

WRITING TOOLS

Perkins Brailler: Six-key device for

embossing braille.
Slate and Stylus: Manual tool for writing
braille
 Use of Remaining Sight
40 LARGE PRINT BOOKS

Text sizes 18-30 points

Bulky and have limited availability
LEARNERS WITH BLINDNESS OR LOW VISION

MAGNIFYING DEVICES

Hand-held magnifiers
CCTV scanners
Require training

LISTENING SKILLS

Use of recorded materials.

Advanced devices can play back recordung at
accelerated speeds.
41 Skills for Everyday Living
ORIENTATION AND MOBILITY TRAINING

Long cane: helps users navigate by providing

LEARNERS WITH BLINDNESS OR LOW VISION

and tactile feedback about the environment.

Guide dogs: trained for navigation, it requires

proper interaction etiquette.
42 Skills for Everyday Living
TACTILE MAPS AND HUMAN GUIDES

Tactile Maps: Embossed maps help individuals

LEARNERS WITH BLINDNESS OR LOW VISION

with visual impairments orient themselves in

various environments.

Human Guides: Individuals who assist visually

impaired people in navigating their environment
safely and efficiently.
43 LASER CANE

Uses infrared light to detect obstacles,

providing audio feedback.
LEARNERS WITH BLINDNESS OR LOW VISION

MINIGUIDE

Helps avoid obstacles and locate doorways but

requires additional aids for complete navigation.

ITINERANT TEACHER
SERVICE

Vision teachers travel between schools to work with

students with visual impairments, ensuring they
receive appropriate support.
44 Communication and
Information Access
A scanner that reads printed material aloud or converts
KURZWEIL: 1000
it to braille.
LEARNERS WITH BLINDNESS OR LOW VISION

BRAILLE
CO
N ONTC E
EPT TA AKNED RDSE F I N I T I O N Devices that offer speech-synthesizer and word-
processing capabilities.

Tools that magnify on-screen information and convert

S OCNRC E
C E PET NA NRD E DAE D
F IE
N IRT S
ION
text to speech.
 Assesment of Early
Progress Intervention
CURRICULUM-BASED IMPORTANCE OF EARLY
MEASUREMENT INTERVENTION
LEARNERS WITH BLINDNESS OR LOW VISION

CBM is effective for tracking academic Early and intensive intervention is crucial for
progress in students with visual infants with visual impairments to aid in motor
impairments. Braille versions of CBM and cognitive development. Inclusive preschool

passages are available, providing settings are beneficial if interactions between

sighted and visually impaired children are
comparable technical adequacy to print
actively facilitated by teachers. Parental
versions.
involvement is also essential in supporting early
development and coping with the emotional
aspects of raising a visually impaired child.
46 Transition to Adulthood

INDEPENDENT LIVING

With early training, individuals with visual impairments can lead independent
lives. However, many students do not receive adequate training in daily
LEARNERS WITH BLINDNESS OR LOW VISION

living skills due to the emphasis on general education curricula.

EMPLOYMENT

Unemployment rates among adults with visual impairments are high, and
many are overqualified for their jobs. Effective transition programming at the
secondary school level can improve employment outcomes. Job
accommodations, such as minor workplace adjustments, can significantly
enhance job performance for employees with visual impairments.
 THNX.

THANK YOU SO MUCH (CALUDINE BARRETO ACCENT)