REPUBLIC OF THE PHILIPPINES

ZAMBOANGA CITY STATE POLYTECHNIC COLLEGE

Region XI, Zamboanga Peninsula
TEACHER EDUCATION DEPARTMENT
Normal road, Baliwasan Zamboanga City
_______________________________________________
VISION
ZCSPC as the leading provider of globally competitive Human Resource
MISSION
Provide effective and efficient services through advanced technological students
and researches for empowerment of the nation human resource
CORE VALUES
Love of God and Country
Social Responsibility
Commitment/ Dedication to Service
Accountability

LEARNERS WITH DIFFICULTY IN SEEING

PRESENTERS:

Jefryl Mae B. Reyes Sheana M. CabayaCruz

Submitted to:

Mr. Elmer Dela Cruz

SY 2018-2019

March 14, 2019

 LEARNERS WITH DIFFICULTY IN SEEING
Learners who are Visually Impaired
 A person is considered visually impaired if his or her corrected vision is no better than
20/200, meaning seeing at twenty feet what others see at two hundred feet or having
peripheral fields (side vision) of no more than 20 degrees diameter or 10 degrees radius.
A person is considered visually impaired when corrected vision is no better than 20/70.

 A student who is visually impaired may retain a great amount of vision. Many visually
impaired students are able to read with special glasses, and a few can even drive. It is
also important to note that some legally blind students have 20/20 vision. Although
these students have perfect central vision, they have narrow field or side vision and see
things as though they were looking through a tube or straw.

 They are able to see large objects but have great difficulty reading or threading a
needle. The term “blindness” should be reserved for people with complete loss of sight.
“Visually impaired” is the better term used to refer to people with various gradations of
vision.

Early Detection of Learners With Visual Impairment

Learners who are legally blind have some vision, but have lost enough sight that
it requires them to stand 20 feet from an object to see it as well as someone with perfect vision
who could see it 200 feet away. Children who are visually impaired since birth have congenital
blindness, which can have several causes. This type of blindness can be inherited or caused by
an infection transmitted from the mother to the fetus during pregnancy.

Identification of Learners with Visual Impairment

 Not looking at others in the eyes

 Reaching in front of or beyond an object

 Holding objects very close or very far to see them

 Turning or tilting his head when he uses his eyes

 Continuously pushing or poking his eyes

 Looking above, below or off to one side of an object, rather than directly at it

 Bumping into objects and having a lot or trouble seeing at night

 Feeling for objects on the ground instead of looking with her eyes

ASSISTIVE TECHNOLOGY FOR VISUALLY IMPAIRED LEARNERS

 Optical Devices for near viewing- "Near" optical devices are used for close-up, detail
viewing, such as reading, writing, and sewing.

 Optical Devices for Distance viewing- They can be used for brief spot-reading tasks,
such as reading a sign, menu board, or the white board in school.

 Braille- Braille is a system of raised dots that can be read with the fingers by people who
are blind or who have low vision.
  Tactile Graphic Technology- Tactile graphics are defined as graphics intended to be read
principally by touch rather than vision

 Auditory Access Devices- These devices can help a student access information easily,
but be aware that listening to books on tape is not the same as literacy.

Tactile Graphics Starter Kit Recording Devices

Learners with low vision

For educational purposes, the low vision student is typically one who reads print and has a
corrected visual acuity of 20/70 or worse in the better eye. Most low vision students have
very poor distance vision, so this makes it difficult for them to see the chalkboard or to
gather detailed information from filmstrips, charts, or overhead screens. These students can
usually read print and gain information from pictures, charts, and graphs when the material
is up close.
Interventions for visually impaired Learners
 Accessing the Visual Environment- One of the principal concerns for students with low
vision is their ability to access the visual environment. Just as students who are blind
have difficulty with environmental cues such as facial expressions and eye contact, so
too do students with low vision.

 Access to Information- One of the most important academic areas related to accessing
the visual environment is accessing information through print. While some students
with low vision require their texts to be transcribed into braille, many are able to access
regular or large print. Large print books and papers can be created through modern
copy machines but such copies are often of poor quality. Access to the Core Curriculum-
Students with low vision are often at a disadvantage when presented with information in
regular classrooms. If a student has difficulty seeing material at a distance, writing on
chalkboards will be hard to discern. A distance optical device, preferential seating, and handouts
containing pertinent information are all ways that the information can be more easily accessed
by the student.

 Psychosocial Issues- Another issue relating to low vision is the psychosocial impact of a
visual impairment. Children growing up with a visual impairment can experience many
negative consequences including:

- feeling like they look different, either because they cannot visually verify how others
look or because they wear glasses or use optical devices,

- feeling like an outsider because they cannot take part fully in activities,

- feeling less than capable because they do not understand visual concepts fully,

- feeling clumsy because they drop things or bump into objects.

Considerations for Low Vision Students In A Classroom

Suggestions for the Classroom Teacher

 Preferential seating is often necessary for a student with low vision.

 Let the student select a seat where he/she sees best

 Seat a student as close to the board as practical

 Reduce glare from windows and lights, as much as possible

 Read the student's Functional Vision Evaluation to find out if this student can copy
materials written on the board or overhead projector.

 Seat the student with his/her back to windows

 Low vision students are usually slow readers because of the visual impairment.
Understanding a Low Vision Student
 The emotional needs of a low vision student are like those of any other. He/She wants
to be liked by teachers and peers. They do not want to be different.

 Have the student explain his/her visual problem to you.

 Be aware of the student's frustration level since so much of learning and school is visual.
It is easy for a student with poor acuity to become frustrated.

 Always use the student's name when addressing him/her.

 So much of communication is non-verbal. Often a student with low vision is unable to

recognize the expression on someone's face or figure out what has happened in a
situation that is nonverbal. It is helpful if the teacher privately explains the situation to
the student with low vision.