Definition
The terms partially sighted, low vision, legally blind, and
totally blind are used in the educational context to describe
students with visual impairments. They are defined as follows:
- "Partially sighted" indicates some type of visual problem has
resulted in a need for special education;
- "Low vision" generally refers to a severe visual impairment,
not necessarily limited to distance vision. Low vision applies to
all individuals with sight who are unable to read the newspaper at
a normal viewing distance, even with the aid of eyeglasses or
contact lenses. They use a combination of vision and other senses
to learn, although they may require adaptations in lighting or the
size of print, and, sometimes, braille;
- "Legally blind" indicates that a person has less than 20/200
vision in the better eye or a very limited field of vision (20
degrees at its widest point); and
- Totally blind students learn via braille or other non-visual
media.
Visual impairment is the consequence of a
functional loss of vision, rather than the eye disorder itself. Eye
disorders which can lead to visual impairments can include retinal
degeneration, albinism, cataracts, glaucoma, muscular problems that
result in visual disturbances, corneal disorders, diabetic
retinopathy, congenital disorders, and infection.
Incidence
The rate at
which visual impairments occur in individuals under the age of 18 is
12.2 per 1,000. Severe visual impairments (legally or totally blind)
occur at a rate of .06 per 1,000.
Characteristics
The effect of visual problems on a
child's development depends on the severity, type of loss, age at
which the condition appears, and overall functioning level of the
child. Many children who have multiple disabilities may also have
visual impairments resulting in motor, cognitive, and/or social
developmental delays.
A young child with visual impairments
has little reason to explore interesting objects in the environment
and, thus, may miss opportunities to have experiences and to learn.
This lack of exploration may continue until learning becomes
motivating or until intervention begins.
Because the child
cannot see parents or peers, he or she may be unable to imitate
social behavior or understand nonverbal cues. Visual handicaps can
create obstacles to a growing child's independence.
Educational Implications
Children with visual impairments should be assessed early to
benefit from early intervention programs, when applicable.
Technology in the form of computers and low-vision optical and video
aids enable many partially sighted, low vision and blind children to
participate in regular class activities. Large print materials,
books on tape, and braille books are available.
Students with
visual impairments may need additional help with special equipment
and modifications in the regular curriculum to emphasize listening
skills, communication, orientation and mobility, vocation/career
options, and daily living skills. Students with low vision or those
who are legally blind may need help in using their residual vision
more efficiently and in working with special aids and materials.
Students who have visual impairments combined with other types of
disabilities have a greater need for an interdisciplinary approach
and may require greater emphasis on self care and daily living
skills.
Resources
American Foundation for the Blind. Search
AFB's
Service Center on the Web to identify services for
blind and visually impaired persons in the United States and Canada.
Available:
www.afb.org/services.aspHolbrook,
M.C. (Ed.). (1996).
Children with visual impairments: A parents'
guide. Bethesda, MD: Woodbine. (Telephone: 800.843.7323;
301.897.3570. Web:
www.woodbinehouse.com)
Lewis,
S., & Allman, C.B. (2000).
Seeing eye to eye: An
administrator's guide to students with low vision. New York:
American Foundation for the Blind. (Telephone: 800.232.3044. Web:
www.afb.org)
National Eye
Institute. (2003, December).
Eye health organizations list.
(Available online at:
www.nei.nih.gov/health/resourceAlpha.asp)
Organizations
American Council of the Blind
1155 15th St. N.W., Suite
1004
Washington, D.C. 20005
202.467.5081;
800.424.8666
Email: info@acb.org
Web: www.acb.org
American Foundation
for the Blind
11 Penn Plaza, Suite 300
New York, NY
10001
800.232.5463 (Hotline)
For publications, call:
800.232.3044
Email: afbinfo@afb.net
Web: www.afb.org
Blind Children’s
Center
4120 Marathon Street
Los Angeles, CA
90029-0159
323.664.2153; 800.222.3566
Email: info@blindchildrenscenter.org
Web:
www.blindchildrenscenter.org
National
Association for Parents of the Visually Impaired, Inc.
P.O. Box
317
Watertown, MA 02472-0317
617.972.7441;
800.562.6265
Email: napvi@perkins.org
Web: www.spedex.com/napvi
National
Association for Visually Handicapped
22 West 21st Street, 6th
Floor
New York, NY 10010
212.889.3141
Email: staff@navh.org
Web: www.navh.org
National Braille
Association, Inc. (NBA)
3 Townline Circle
Rochester, NY
14623-2513
585.427.8260
Email: nbaoffice@nationalbraille.org
Web:
www.nationalbraille.org
National
Braille Press
88 St. Stephen Street
Boston, MA
02115
617.266.6160; 800.548.7323
Email: orders@nbp.org
Web: www.nbp.org
National Eye
Institute
31 Center Drive, MSC 2510
Bethesda, MD
20892-2510
301.496.5248
Email: 2020@nei.nih.gov
Web: www.nei.nih.gov
National
Federation of the Blind, Parents Division
1800 Johnson
Street
Baltimore, MD 21230
410.659.9314, ext. 360
Email: nfb@nfb.org
Web: www.nfb.org/Default.asp
National
Library Service for the Blind and Physically Handicapped
Library
of Congress
1291 Taylor Street, N.W.
Washington, D.C.
20011
202.707.5100; 202.707.0744 (TTY); 800.424.8567 (Toll
Free)
Email: nls@loc.gov
Web:
www.loc.gov/nls
Prevent
Blindness America
500 E. Remington Road
Schaumburg, IL
60173
847.843.2020; 800.221.3004 (Toll Free)
Email: info@preventblindness.org
Web:
www.preventblindness.org
The
Foundation Fighting Blindness (formerly the National
Retinitis
Pigmentosa Foundation)
11435 Cronhill Drive
Owings Mills, MD
21117-2220
888.394.3937; 800.683.5551 (TTY)
410.568.0150;
410.363.7139 (TTY)
Email: info@blindness.org
Web: www.blindness.org
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