{

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