Now I See working with VI students

1. Now I See working with VI students Harlingen CISD 8-19-2013

2. Presented by: Pat Roberts, Teacher for Visual Impairments, Harlingen CISD Ashley Meza, Braillest, Harlingen CISD Charlotte Smith, COMS, Region One ESC Twinkle Morgan, Ed. Specialist, Region One ESC

3. General Housekeeping • Please turn off or mute cell phones • Take care of yourself • Confidentiality – no use of student names

4. AGENDA FOR THE DAY • Vision Basics • Simulation Activities • Accommodations • Safety/Sighted Guide • Q & A/Closing

5. 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

6. Vision Basics

7. Diagram of the Eye Handout Pgs. 3-4

8. Student may have: • Acuity problems • Field vision problems • Muscle imbalances • Processing problems Handout Pgs. 3-4

9. Eye Conditions Handout: Specific Eye Conditions

10. Astigmatism blurred vision due to irregular curvature of the eye – light rays can not focused on a single point on the retina Specific Eye Conditions Pgs. 3

11. 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

12. Coloboma - Iris a 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

13. Cortical Visual Impairment Damage to the visual cortex or the posterior visual pathways. Specific Eye Conditions Pg. 8

14. Diabetic Retinopathy 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 Specific Eye Conditions Pg. 9

15. 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

16. Optic Nerve Atrophy dysfunction of the optic nerve resulting in the inability to conduct electrical impulses to the brain causing loss of vision. Loss of pupilary reaction. Specific Eye Conditions Pg. 17

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

18. Retinopathy of Prematurity (ROP) • The Stages of ROP • Stage 1: Demarcation line • Stage 2: Ridge • Stage 3: Ridge with extraretinalfibrovascular proliferation • Stage 4: Retinal detachment Specific Eye Conditions Pg. U

19. 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. X

20. Stimulation Activities Identify Partners A & B

21. Simulation Activities First Activity: • Partner A will wear eye simulators • Partner B may read instructions ONLY • Partner A will complete the task without any supports Second Activity: • Partner B will wear they eye simulators • Partner A will read instructions ONLY • Partner B will complete the task without any supports MONITOR YOUR PARTNERS ACTIONS – SAFETY !

22. Simulation ActivitiesDiscussion How did you do with the activity? How did you feel?

23. Accommodations

24. 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 student Handout Pg. 9

25. 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).

26. Areas of Considerations • Whiteboards • Overheads Elmos/LCD Projection • Time • Tests • PE • Orientation and Mobility Handout Pg. 9-11

27. “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

28. Low Vision Aids Magnification Systems • CCTV • Transformer • Portable Magnification • Magnification Software

29. 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

30. Example of a Calendar Box • Using real objects to note schedule, routine, activity Handout Pg. 12-13

31. 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

32. “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) Handout Pg. 14

33. Safety/Sighted Guide Orientation and Mobility

34. 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 Handout Pgs. 16-18

35. 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 ) Handout Pgs. 16-18

36. Sighted Guide Activity

37. Sighted Guide Activity Find your same partner – After a demonstration 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!!!

38. Q & A and Wrap Up • Questions • Reflections/Resources • Evaluations

39. Contact Information • Pat Roberts – campus phone 956-427-3800 • Cell phone: 956-357-7287 • Email: patricia.roberts@hcisd.org • Ashley Meza – campus phone 956-427-3800 • Email:ashley.meza@hcisd.org • Charlotte Smith – 956-984-6000 • Email: csmith@esc1.net • Twinkle Morgan – 956-984-6165 • Email –tmorgan@esc1.net