Sensory · Vision

What is it?

Vision Impairment is a diagnosed visual condition that cannot be corrected to within normal limits with treatment, surgery or corrective lenses. Legal blindness in Australia means that someone with vision impairment, even with glasses or contact lenses, can see an object at 6 metres that someone without vision impairment could see from 60 metres. This is called 6/60 vision.

What causes it?

Disease, damage or injury causing vision impairment can occur to any part of the visual system. This includes the eye, the visual pathways to the brain or the visual centre of the brain. Some students are born with a disability and others develop an impairment over time.

Conditions that may cause vision loss after birth include:

• ‘Lazy Eye’: when one eye is stronger than the other it may create changes in signals to the brain eg. ‘cross-eyes’ or ‘strabismus’
• Cataracts: more common in older people, but children can be born with this condition creating double vision, blurred vision and difficulty distinguishing between light and dark
• Retinopathy: retina damage common in teens with diabetes
• Glaucoma: increased pressure in the eye
• Macular degeneration: creates a loss of central vision or ability to see fine details

Incidence

Vision impairment affects more than 1 in 2500 Australian children.

Medical Considerations

Students may have reading difficulties, mobility problems or may have unusual personal space requirements in order to see another student clearly. Holding reading material at an unusually close range may require referral.

Characteristics

The most common vision impairments affect:

• The sharpness or clarity of vision
• The normal range of what can be seen
• Colour

Support

Students with vision impairment will need specialised intervention. Itinerant teachers may be assigned to support the student in the classroom and be able to offer a range of specific teaching strategies and interventions. Such information can be found in Health Care Plans or the student’s IEP.

Further Information

Vision Australia

Lesson Preparation & Materials

• Have a peer record texts for the student to listen to in a digital format.
• Use markers or highlighters to enhance important parts of the text.
• Enlarge text into a larger font.
• Ensure that handouts are free of extraneous markings.

Teaching Strategies

• Use real-life pictures or models where possible.
• Break assignments into smaller parts with explicit feedback and direction.
• Issue the student with their own copy of board notes. Speak aloud as work is being written on the board.
• Be explicit eg ‘pass papers to the right’ rather than ‘over here’.
• Describe visual items eg artwork.
• Allow extra time and support for students to complete individual work .
• Be aware that students may not be able to interpret or recognise non-verbal communication and so may have trouble interpreting sarcasm.
• Obtain tactile versions of manipulatives if possible.
• Consider the use of assistive technology as appropriate. Itinerant teachers of vision may provide recommendations.
• The child may need sunglasses for outdoor activities.
• Provide a computer for writing tasks if desired.

Feedback & Assessment

• Allow student to write rather than produce drawings if necessary.
• Student may need additional time in assessments.
• Allow additional time and support during individual assessment. Separate supervision may be required.

Classroom Management

• Allow the student to sit at the front of the classroom for visual demonstrations.
• Allow students extra time to read text before having to answer questions.
• Lighting- some students require extra lighting, some are photosensitive and require reduced lighting. Seek advice.
• Allow the student to have preferential seating, away from glare.
• The student may need access to a power outlet for assistive technology.
• Ensure that Risk Assessments reflect the student’s needs. Consider these for school camps and fire drills.
• Students may need sensory rest breaks during literacy-based tasks.

Peers & SLSOs

• Encourage small-group activities so that peer assistants are commonly used across the classroom. This will aid in an environment of inclusion.
• Students may need to dictate responses for a peer to transcribe.
• Verbally read instructions or assign a peer assistant for reading tasks.

Have I...

• Provided audio recordings and technological supports?

• Colour-coded key terms and concepts?

• Audited the classroom for physical or sensory issues?

• Provided assistive technologies?

• Arranged for special provisions in assessment tasks – reader, extra time, separate supervision?