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Students With Vision Impairments
An Inclusive Classroom Presentation
by Joy Zukerman
Purpose:
Inform: students about class mates who are blind or visually impaired Educate: students with sight about vision impairment Confidence: self efficacy of students with a visually impairment Graduate: from the M.Ed. Program, University of British Columbia
Introduction
Students - Kindergarten through Grade 6
University of British Colombia - Master of Education Cohort
Audience
To encourage students to connect to experiences of others in an effort to develop a common knowledge of a shared democratic consciousness through empathy, self awareness, and a collaborative existence for the benefit of society.
Topic’s Importance
What do we mean by inclusion?
Inclusion
Affective Behavioural Cognitive
Current Research and Issues
{ Presentation
Elementary K-6
Vision In-Service
What does vision mean and why is it important to you?
What would it mean to you if you were blind?
Being born with vision loss or blindness. Due to an accident, illness or disease.
How can a person loose their vision?
First Person Narrative
What does it mean to be a student with a vision impairment or blindness?
My story…
Christopher Duffley
Blind Beginnings
Use a white cane. May have a seeing eye dog.
How do you know someone is blind or has a visual impairment?
Can someone who is blind …
read a book write a short story know colours solve math problems walk to school play ball games at recess or in gym class
I wonder…
Helen Keller (1880-1968)
Braille
Louis Braille (1809-1852)
Braille Code
Perkins Brailler Mountbatten
BrailleNote
How can you understand colours if you can not see them?
Mathematical Aides
White Cane
Why? For protection
How? Ask if assistance is required. Offering help.
Sight Guide Technique
Hold onto the elbow or rest hand on
a shoulder. Guide walks a step or two ahead. Navigating narrow passages.
Sight Guide Technique
Sitting in a chair Stairs Ending sighted guide
Sight Guide Technique
Demonstration
Ball Games: Goalball
Keep your class clutter free. Put things you use away where they
belong. Pick up any items from the floor. Push in your chair. Your classmate needs more room for their
learning supplies.
Did you know…
Activities
The Braille Code
The alphabet in Braille.
Braille your name.
Follow the Braille trail.
Center 1
{ {Louis Braille
Louis Braille Museum
Helen Keller
Helen Keller Museum
Games
Center 2: Websites
Games
Feeling Bag
Ball toss
Center 3
Books
Braille books
Braille text books
Book in a box
Center 4
Sensory art activity
Center 5
Cool School Tools
Talking Calculator
Braille Metre Stick
Slate and Stylus
Monocular
CCTV
Center 6
What are three important things
you learned today?
Final thoughts.
Conclusion
End of In-Service Presentation
Consult with classroom teachers Include the Orientation and Mobility Instructor
and the Educational Assistant Collaborate with the student co-presenter Confer with parents and administration
Recommendations
The Museum of the American Printing House for the Blind:
http://www.aph.org/museum/BooksBlindness
Centers for Disease Control and Prevention Kids’ Quest, Vision Impairment:
http://www.cdc.gov/ncbddd/kids/vision.html
Braille Bug:
http://braillebug.afb.org
NCBI:
https://www.ncbi.ie/information-for/friends-and-relatives
Teaching Visually Impaired Students:
https://teachvisimpstudents.wordpress.com/blind-students/braille/
Hellen Keller:
http://projecthelenkeller.weebly.com/
Classroom Strategies for Teachers:
http://www.perkinselearning.org/strategies/classroom-organization-management
Classroom Teacher Resource:
http://valenciacollege.edu/osd/documents/BlindnessDraft.pdf
Resources
Biklen, D. (1992). Schooling without labels: Parents, Educators, and inclusive education.
Philadelphia: Temple University Press. Retrieved from
http://muse.jhu.edu/books/9781439903667
Davis, P., & Hopwood, V. (2002). Inclusion for children with visual impairment in the
mainstream primary classroom. Education 3-13: International Journal of Primary,
Elementary and Early Years Education, 30:1, 41-46, doi: 10.1080/03004270285200091
Koster, M., Nakken, H., Pijl, S., & Van Houten, E. (2009). Being part of the peer group: A
literature study focusing on the social dimension of inclusion in education. International
Journal of Inclusive Education, 13:2, 117-140, doi: 10.1080/13603110701284680
Schiff, J. (2009). Inclusion and the cultivation of responsiveness. The Good Society, 18:1, 63-69,
doi: 10.1353/gso.0.0067
Pija, S.J., Skaalvik, E. M., Skaalvik, S. (2010). Students with special needs and the composition
of their peer group. Irish Educational Studies, 29:1, 57-70, doi: 10.1080/03323310903522693
Wong, D. K. (2008). Do contacts make a difference? The effects of mainstreaming on student
attitudes toward people with disabilities. Research in Developmental Disabilities, 29, 70-82,
doi: 10.1016/j.ridd.2006.11.002
References
Thank you
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