Now I See working with VI students

NOW I SEE WORKING WITH VI STUDENTS

Harlingen CISD 8-19-2013

Pat Roberts, Teacher for Visual Impairments, Harlingen CISDAshley Meza, Braillest, Harlingen CISDCharlotte Smith, COMS, Region One ESCTwinkle Morgan, Ed. Specialist, Region One ESC

Presented by:

General Housekeeping

Please turn off or mute cell phones

Take care of yourself Confidentiality – no use of

student names

AGENDA FOR THE DAY

Vision Basics Simulation Activities Accommodations Safety/Sighted Guide Q & A/Closing

Harlingen CISD

Currently has 29 students are identified as visually impaired

This involves 13 of 29 campuses including 6 students that are currently served in their homes

This would approximately include 56 classroom teachers that are responsible for the instruction for these students

VISION BASICS

Diagram of the Eye

HandoutPgs. 3-4

Student may have: Acuity problems Field vision problems Muscle imbalances Processing problems

HandoutPgs. 3-4

EYE CONDITIONS

Handout: Specific Eye Conditions

Astigmatism

Specific Eye Conditions

Pgs. 3

blurred vision due to irregular curvature of the eye – light rays can not focused on a single point on the retina

Cataracts cloudiness of the lens which restricts the passage of lite. usually in both eyes. Pupil may be white; may require surgery results in reduced visual acuity, blurred vision, poor color visions, some photophobia

Specific Eye Conditions

Pg. 5

Coloboma - Irisa birth defect that causes a notch or cleft in the pupil, iris, ciliary body, lens, retina, choroid or optic nerve. A keyhole pupil often occurs causing decreased acuity, photophobia, field loss, and other factors

Specific Eye Conditions

Pg. 8

Cortical Visual ImpairmentDamage to the visual cortex or the posteriorvisual pathways.

Specific Eye Conditions

Pg. 8

Diabetic Retinopathy

Specific Eye Conditions

Pg. 9

may be caused by juvenile and maturity diabetes which causes changes in the blood vessels to the retina which causes hemorrhaging; may also retinal detachment and blindness; may develop sensitivity to glare, double vision, lack of accommodation

Glaucoma

A eye disease which causes increased pressure in the eye because of blockage in the normal flow of the fluid in the aqueous humor usually caused by changes in the lens or uvula tract, trauma, reaction to certain medications

Specific Eye Conditions

Pg. 11

Optic Nerve Atrophy

dysfunction of the optic nerve resulting in the inability to conductelectrical impulses to the brain causing loss of vision. Loss of pupilaryreaction.

Specific Eye Conditions

Pg. 17

Strabismus

a muscle imbalance; both eyes cannot look directly at an object at the same time, often secondary to other visual impairments; affects binocular vision

Specific Eye Conditions

Pg. 24

Retinopathy of Prematurity (ROP)

The Stages of ROP Stage 1: Demarcation line

Stage 2: Ridge Stage 3: Ridge with

extraretinal fibrovascular proliferation

Stage 4: Retinal detachment

Specific Eye Conditions

Pg. U

Strabismus

Specific Eye Conditions

Pg. X

a muscle imbalance; both eyes cannot look directly at an object at the same time, often secondary to other visual impairments; affects binocular vision

STIMULATION ACTIVITIES

Identify Partners A & B

Simulation Activities First Activity: Partner A will wear eye simulators Partner B may read instructions ONLY Partner A will complete the task without any

supportsSecond Activity: Partner B will wear they eye simulators Partner A will read instructions ONLY Partner B will complete the task without any

supportsMONITOR YOUR PARTNERS ACTIONS – SAFETY !

How did you do with the activity?How did you feel?

Simulation ActivitiesDiscussion

ACCOMMODATIONS

Classroom Accommodations Each student will have two types of assessment regarding their vision:

Functional Vision Evaluation Learning Media Assessment

These reports are in the student folder.

You will be provided a summary or accommodations page that explains needs of the studentHandout

Pg. 9

Accommodations Some accommodations may be completed by

the classroom teacher: Large print Clean copies of handouts Outlining maps, graphs, dark line paper

Some accommodations may require more time Once lesson plans are determined, follow

process for providing TVI or TVI assistant with needed accommodations. (Minimum of one week).

Areas of ConsiderationsWhiteboards Overheads Elmos/LCD Projection

TimeTestsPEOrientation and Mobility

HandoutPg. 9-11

“Low Vision Accommodations” Depending on the impact of vision loss a

variety of accommodations may be needed for each student:

Some students may need time to adjust to different lighting

Pictures may be highly distorted when enlarged, consider magnification devices

Student may need extra space for equipment Student may need frequent breaks to avoid

eye fatigue

Low Vision AidsMagnification Systems CCTV Transformer Portable Magnification Magnification Software

Accommodations for Students That Are Blind

Braille and Tactual Graphics E Books Models Environmental Experiences Hand under Hand techniques Manipulatives Technology Organization and Study Skills

Example of a Calendar Box

Using real objects to note schedule, routine, activity

Handout Pg. 12-13

Use of a Calendar System Remember – It is very important that we recognize

the calendar, not only as a tool associated with time (a timepiece), but also as a literacy tool….. A way to label things, actions, and people.

These events and/or things that we label enable our students to have topics for conversation – When we label an event we are also labeling an event in that sequence of time – we’re putting cards in our kids rolodex. We are helping to establish Function, and giving a reason to communicate.

Adapted from TSBVI website/calendars

“Suggestions and Considerations” Use word like “look” and “see” Encourage the student to answer questions about

his/her eye condition Include the student in all activities Let the student assume leadership roles in the same

manner as his classmates Give verbal descriptions about what is going on if

needed Remember the student may not take cues from facial

expressions Meet with the TVI or O & M during your conference time

when needed ( plan in advance)

HandoutPg. 14

SAFETY/SIGHTED GUIDE

Orientation and Mobility

Safety/Sighted Guide Never grab a person that is blind – Announce

your presence to the student Let person take your arm Keep your arm bent loosely Walk at comfortable pace for both of you You don’ t need to “narrate’ as you walk Always announce changes in terrain

Stairs up or down, Railing left or right Arm behind you for narrow spaces Announce doors as you grasp the handle

HandoutPgs. 16-18

Safety/Sighted Guide Guide the person that is blind to chair if they

wish to sit down Theater rows. Shuffle sideways. Stop at seat

after yours. Car. Explain the orientation of the vehicle Restroom. Guide to the door. If same

gender go in and orient student to the restroom.

(this may be done outside of class hours or request O &M )

HandoutPgs. 16-18

SIGHTED GUIDE ACTIVITY

Sighted Guide ActivityFind your same partner – After ademonstration by O & M Specialist Partner B will wear the vision goggles

provided Partner A will utilize sighted guide

techniques to designated areas Support your partner Upon direction, partners will trade

positions BE SAFETY CONSCIENCE!!!

Q & A and Wrap Up Questions Reflections/Resources Evaluations

Contact Information

Pat Roberts – campus phone 956-427-3800 Cell phone: 956-357-7287 Email: [email protected]

Ashley Meza – campus phone 956-427-3800 Email: [email protected]

Charlotte Smith – 956-984-6000 Email: [email protected]

Twinkle Morgan – 956-984-6165 Email – [email protected]