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Chapter 3

Chapter 3 . Low Vision for O&M. Evaluations on students with low vision must be done in a variety of settings during, different times of day, under different lighting conditions, etc. Significant difference between reduced acuity and reduced fields.

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Chapter 3

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  1. Chapter 3 Low Vision for O&M

  2. Evaluations on students with low vision must be done in a variety of settings during, different times of day, under different lighting conditions, etc. • Significant difference between reduced acuity and reduced fields. • Telescopes can assist students with orientation by improving distance visual acuity for spotting purposes. • Non-optical devices can help control illumination

  3. Reverse telescopes and Fresnel prisms may assist students with severely restricted fields. • Driving with low vision is possible in many states. O&M teaches use of bioptics, NOT driving skills. • Electronic travel aids for low vision are still being developed. Head mounted displays are at the forefront of this technology.

  4. Common Functional mobility problems for students with low vision • Lighting and glare • Changes in terrain and elevation • Unwanted contacts • Street crossings

  5. Chapter 6 - Psychosocial Dimensions of O&M • Tuttle & Tuttle (2004) describe the 7 stages of adjustment to visual impairment: • Trauma • Shock & Denial • Mourning and Withdrawal • Succumbing and Depression • Reassessment and Reaffirmation • Coping and Mobilization • Self-Acceptance and Self-Esteem

  6. A student’s outcome expectations are likely to effect his/her motivation in O&M. • O&M’s need to be ready to help clients deal with uninformed attitudes of general public & families.

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