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42 Cards in this Set
- Front
- Back
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legally blind |
visual acuity of 20/200 or less in better eye even w/ correction or has a field of vision so narrow that its widest diameter subtends an angular distance no greater than 20 degrees |
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low vision |
(partially sighted) have visual acuity between 20/70 & 20/200 in better eye w/ correction |
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braille |
a system of raised data by which people who are blind can read w/ fingertips |
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prevalence |
primarily an adult disability *many blind children also have other disabilities & schools are instructed to report only the primary condition |
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light rays do the following: |
1)pass through the cornea (a transparent cover in front of iris & pupil) 2) pass through aqueous humor (watery substance between cornea & lens) 3) pass through pupil (contractile opening in middle of iris 4) pass through lens & vitreous humor (transparent substance that fills eye) 5) come to focus on retina, connected to optic nerve |
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snellen chart |
consists of rows of letters *for those that cannot read- chart has rows of letter E arranged in various positions |
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functional vision assessment |
involves observing the student interacting in different environ under different lighting conditions to see how well student can identify objects & perform tasks |
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refraction |
the bending of the light rays as they pass through the various structures of the eye |
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myopia, hyperopia & astigmatism |
myopia: nearsightedness hyperopia: farsightedness astigmatism: blurred vision |
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glaucoma |
a group of eye diseases that cause damage to the optic nerve *usually caused by excessive pressure of fluid in the eye *occurs w/no symptoms |
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cataracts |
caused by a clouding of the lens of the eye, results in blurred vision *congenital cataracts: when it occurs in children, distance & color vision are seriously affected |
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cortical visual impairment (CVI), retinopathy of prematurity (ROP), optic nerve hypoplasia (ONH) |
CVI - the brain *co-occurs w/ other neurological disabilities ROP - occurs in eyes *results in abnormal growth of blood vessels in eye, & retina detaches ONH - occurs in nerve cells between the eye & brain *underdevelopment in optic nerve, accompanies by other neurological disorders |
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retinitis pigmentose |
hereditary condition that results in degeneration of the retina *usually causes the field of vision to narrow (tunnel vision) & affects night vision |
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strabismus |
condition in which 1 or both eyes are directed inward (crossed eyes) or outward *can result in permanent blindness b/c brain will eventually reject signals from deviating eye |
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nystagmus |
a condition in which rapid involuntary movements of the eyes occur, usually resulting in dizziness & nausea *sometimes a sign of brain malfunctioning &/or inner-ear problems |
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orientation & mobility (O & M) |
the ability to have a sense of where one is in relation to other people, objects, & landmarks (orientation) & to move through the environment (mobility) |
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cognitive mapping |
mental spatial representations of the environment *involves the ability to integrate the relative position of various points in the spatial environ in order to navigate it more efficiently |
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echolocation |
the ability to detect objects in the environ by auditory echoes created by footsteps, tapping a cane, or clicking ones tongue |
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academic achievement + VI |
tests are available in braille & large-print forms *blind are sometimes behind their sighted peers |
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social adjustment + VI |
social smiling is a reciprocal event *sighted feel ill at ease interacting w/ people w/ VI |
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stereotypic behaviors |
repetitive, stereotyped movement such as body rocking, poking, or rubbing eye, repetitive hand/finger movements & grimacing *more prevalent for blind vs. low vision *attempt to provide self w/ more stimulation to make up for lack of sensory/social stimulation * OR attempt to self regulate ones stimulation in face of overstimulation |
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educational considerations |
student who are VI should be educated in the same general way as sighted *explicit instuctions |
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special modification + edu + VI |
1) braille 2) use of remaining sight 3) listening skills 4) O & M training |
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literary braille |
used for most everyday situations *nemeth code: used for math & scientific symbols *unified english braille: combined several codes into one |
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perkins brailler |
has 6 keys, 1 for each of the 6 dots of the cell *when depressed, the keys emboss the paper |
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slate & stylus |
pen shaped instrument is pressed through the opening in slate, which holds the paper between the 2 halves |
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braille bills |
1) braille must be available for students if any members of the IEP team, incl parents, indicate that is is needed 2) teachers of students w/ VI need to be proficient in braille |
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long cane |
much longer than canes typically used for support & balance. *can be straight, folded, or telescopic *user receives auditory & tactile info about the environ by moving the cane along the ground |
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guide dogs |
must undergo extensive training *dogs not only need to guide owners around obstacles, expected to maintain steady pace, stop at curbs, bottom/top of stairs, recognize openings too small for owner to fit *users need extensive training too |
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tacile maps |
embossed representations of the environ *can be displayed in public places, or more portable version |
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braille notetakers |
can serve the same function as the Perkins braille but they also offer addf'l speech synthesizer & word processing capabilities |
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NFB Newsline |
a free service available through the NFB that allows indiv to access magazine & newspapers 24 hrs a day from touch tone telephone |
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screen readers |
can magnify info on the screen, convert on screen text to speech, or do both |
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4 major edu placements for students w/ VI |
residental school, special class, resource room & general edu class w/ itinerant teacher help |
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itinerant teacher service |
wherein a vision teacher visits several different school to work w/ students in their gen edu classroom |
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residential placement + VI |
the advantage is that serves can be concentrated to this relatively low-incidence population |
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Assessment of skills |
CBM is effective for VI *printed versions of passages can be translated into braille to monitor reading rate & accuracy *CBM can be translated into Nemeth code |
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testing accommodations |
presentation accommodations (braille, test in regular print w/ magnification, large print) *response accommodations (use of braille) *scheduling accommodations (student reading rate in braille is usually slower) |
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early intervention |
* O&M training should be component of pre-k *teachers facilitate interactions between children * strong potential for social isolation |
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transition to adulthood |
2 areas difficult for adolescent/adults: independence & employment |
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accessible pedestrian signals (APSs) + Raised down detectable warnings |
ASP: alert people when it is safe to walk across an intersection Raised: alert people who are blind to unsafe areas (eg. ledges in subway station) |
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employment + VI |
transition programming should be intensive & extensive & incl numerous well-supervised experiences *job accommodations: improved transportation, better lighting, reg scheduled fire drills, prompt snow removal, hallways free of obstacles, & computer software & reading machines that translate braille |
