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Supporting Children
with Vision Impairment
Teacher Professional Development
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Why do teachers need to know
about vision impairment?
ACARA and DECD policy both mandate the need for children of diverse
abilities to be able to access and progress through the education system.
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Some statistics
http://www.ridbc.org.au/fact-list
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Vision Impairment
http://raisingchildren.net.au/articles/
vision_impairment_overview_video.html
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Major Causes of Vision
Impairment
Structural
damage to the visual pathways in the brain (may have reduced visual
field or blindness in half of their visual field- usually have some vision).
Refractive Errors
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Simulation
http://www.inclusivedesigntoolkit.com/betterdesign2/si
msoftware/
simsoftware.html
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Checklist for identification
http://visionloss.org.au/childrens-vision/
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Supporting Learning
To support successful learning, students with VI may need:
Ensure child is able to reorient themselves with the room after any changes are
made.
Clear and organised storage for equipment (and power access if necessary).
Clear floor space with direct path to main areas in the room
Doors- fully open or fully closed Cupboards and drawers all must be kept closed
ACTION POINT
What changes can
Avoid standing in front of windows when delivering instructionsbe made to your
classroom and school
Use blinds or curtains to reduce glare
to promote access ?
Allow extra time for students to complete tasks to the same standard
as their peers.
Require students to raise hand and wait until called upon during class
discussions and call on the student with vision impairment as much
as you would their peers.
Consider contrast. Students may also use black markers on white paper.
CCTV
Monocular telescope
Pocketviewer
Laptop computer
Be sure to
provide
adequate
storage for
these
assistive
devices
Consider the
individual needs of
the student with
vision impairment.
Curriculu
m and
Assessme
nt
Be flexible in
assessment and
setting assignmentsallow for use of other
senses and other
presentation methods
e.g. use of computer
for written tasks.
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Expanded Core Curriculum
Research shows that students with VI usually require
planned and structured delivery of an expanded core
curriculum with explicit teaching and assessment.
Braille
Self- Determination
Social Skills
http://www.sasvi.sa.edu.au/curriculum.htm
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Supporting children
with vision
impairment
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Where to from here.
What are you currently
doing that would assist
a child with vision
impairment in your
classroom?
What funding or
leadership support is
needed to commit to
the successful
inclusion of students
with vision impairment
at our school?
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Educational Planning Case
Study
What are the needs of the child?
Then consider the following..
Vision Impairment
What is Nystagmus?
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Further Reading
ACARA. (2012). The Shape of the Australian Curriculum. Retrieved September 20, 2013, from Australian Curriculum,
Assessment and Reporting Authority:
http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum.pdf
Cook, R. E., Klein, M. D., & Tessier, A. (2008). Adapting Early Childhood Curricula for Children with Special Needs (7th
Edition ed.). New Jersey: Pearson Prentice Hall.
DECD. (2006). Students with Disabilities Policy. Retrieved September 20, 2013, from Department for Education, Training
and Development: http://www.decd.sa.gov.au/docs/documents/1/StudentswithDisabilitie-1.pdf
Ferrell, K. A. (2011). Reach Out and Teach: Helping Your Child Who is Visually Impaired Learn and Grow (2nd Edition ed.).
New York: AFB Press.
Holbrook, M. C., & Koenig, A. J. (2000). Basic Techniques for Modifying Instruction. In Foundations of Education, Vol 11,
Instructional strategies for teaching children with visual impairments (pp. 173-195). New York: AFB Press.
Hyde, M., & Palmer, C. (2010). Understanding Sensory Impairment. In M. Hyde, L. Carpenter, & R. Conway, Diversity and
Inclusion in Australian Schools. South Melbourne: Oxford University Press.
Kapperman, G., & Sticken, J. (2000). Assistive Technology. In A. J. Koenig, & M. C. Holbrook, Foundations of Education,
Instructional Strategies for Teaching Children and Youths with Visual Impairments (Vol. 2, pp. 500-528). New York: AFB
Press.
Pagliano, P. (2005). Using the Senses. In A. Ashman, & J. Elkins, Educating Children with Diverse Abilities (2nd Edition ed.,
pp. 319-358). New South Wales: Pearson Education Australia.
Palmer, C. (2014). Understanding Vision Impairment. In M. Hyde, L. Carpenter, & R. Conway, Diversity and Inclusion and
Engagement. 2nd edition, South Melbourne: Oxford University Press.
Salend, S. J. (2011). Creating Inclusive Classrooms. New Jersey: Pearson.
South Australian School for Vision Impaired. (2013) Curriculum, Retrieved 20 February, 2015, from SASVI:
http://www.sasvi.sa.edu.au/curriculum.htm
Vision Australia. (2012). Nystagmus. Retrieved October 10, 2013, from Vision Australia: Blind and Low Vision Services:
http://www.visionaustralia.org/eye-health/eye-conditions/nystagmus
Ward, M. E. (2000). The Visual System. In M. C. Holbrook, & A. J. Koenig, Foundations of Education: Vol. 11, Instructional
Strategies for teaching children and youths with visual impairments (pp. 77-110). New York: AFB Press.
Wilkinson, M. (2000). Low Vision Devices: An Overview. In F. M. D'Andrea, & C. Farrenkopf, Looking to Learn: Promoting
Literacy for Students with Low Vision (pp. 117-136). New York: AFR Press.