Chapter Summary:
Chapter 10 explains that legal blindness is defined as visual acuity of 20/200 or less in the better eye after correction with glasses or contact lenses or a restricted field of vision of 20 degrees or less. You will also learn about characteristics, prevalence, types and causes of visual impairments, and educational approaches for children with blindness and low vision.
Learning Outcomes:
• State and briefly describe the instructional implications of the three general classifications of visual impairments used by educators.
• Describe how blindness and low vision affect learning, motor development, and social interaction.
• Identify the estimated prevalence of children with visual impairments.
• Explain why is it important that teachers know about the types of visual impairments affecting children in their classroom.
• Compare the educational goals and instructional methods for children with low vision and children who are blind.
• Explain how the educational placement of a student with visual impairments can affect her opportunities to learn the expanded core curriculum of nonacademic skills necessary for overall success in life.
Reflection Questions:
1. It has been suggested that children with visual impairments are the easiest group of students with disabilities to integrate into the general education classrooms. Would you agree or disagree with this statement? Explain.
2. How can students without disabilities benefit from the integration of students with visual impairments and other disabilities into general education classrooms?
3. Why do you think there has been a decline in the use of braille in the visually impaired population?
Chapter Activity:
1. Complete the module: Instructional Accommodations: Making the Learning Environment Accessible to Students with Visual Disabilities: http://iris.peabody.vanderbilt.edu/module/v02-successsight/challenge/#content.
Answer the following questions:
What does Ms. Milton need to know about students with visual impairments?
What should Ms. Milton consider when creating lesson plans to ensure the inclusion of Evan and Emily?
How can Ms. Milton facilitate Evan’s and Emily’s social adjustment?