Visual Disability: Students In Education

Visual Disability: Students in Education

INTRODUCTION

A student with visual disabilities, loss of vision in the right eye and on the left loss of visual acuity (he has no capacity to visually identify details).

Visual disability is a generic term that encompasses many types of visual problems and difficulties, but we would put all people whose vision in both eyes meet at least one of the following conditions:

1.  Visual acuity equal to or less than 0’1 (1/10 of the Wecker scale) obtained with the best possible optical correction.
2.  Decreased visual field to 10 degrees or less.

This definition also encompasses:

• Students who do not have a visual rest.
• Students who can perform different tasks using adequate instruments that enhance their visual functionability. (as is the case of our student).

Our student would be in the moderate visual disability classification, this means that you can perform visual tasks with the use of the corresponding corresponding aids and adequate lighting.

Therefore, it would be in the modality of schooling A and B, with adaptations of access to the curriculum and curricular adaptations.

The educational measures that we will take in this case will be:

•  Introduce new educational content and objectives such as: guidance and mobility, knowledge and adjustment to visual disability (knowing their possibilities and limitations), social relations and integration and ICT.

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•  To facilitate access to the curriculum: as in this case the student has visual remains, we will locate it closer to the board, we will use reinforced writing guidelines, optical aids for literacy (magnifying up …) and reinforcements in the bids of the drawings.
•  And if necessary, favor the incorporation into the educational center and the classroom, as with aid to displace the house to the center, aids to displacement inside the classroom ..

For vision help we will use materials such as:

•  Pocket or support magnifying glasses.
•  Graduation lenses, microscopes ..
• For the help of the vision by far:
•  Manual or mounted telescopes in glasses.

Each area of the curriculum will have its adapted didactic resource.

THEORETICAL FRAMEWORK:

You can find different degrees or levels, which can be collected from the minimum to the maximum that is blindness. Within these different degrees of visual disability, two more common types stand out in terms of operation levels:

• Our case, which is blindness. It is defined as the total absence of the vision or perception of light.
• The low vision that is the ability of a person to perceive the colors and identify different objects at a certain distance.

The causes of this partial blindness can arise for different reasons, such as refraction errors in which myopia, farsightedness or astigmatism would enter. It should be noted that visual disability has been evolving with the passage of history in many concepts.

We can define blindness as the inability to see or an absence of total or partial of a part of perception.

As a consequence, boys and girls suffering from low vision will also have enough difficulties when differentiating various aspects of objects in three dimensions: depth, movement, objectives located in similar funds, objectives with little light, details in the form and seethe features of geometric figures disproportionate.

In our case, the inclusion model is essential since it is in which they include the appropriate materials, educational teams and good training processes.

The Organic Law 2/2006 of Education (LOE) speaks in its title II, called "Equity in Education", to students with specific need for educational support, especially in Chapter I, differentiating between 3 groups:

• Students who have special educational characteristics.
• Students with high intellectual abilities.
• The student with late integration into the Spanish education system.

Case description

Antonio is a 2nd primary student (7 years) who suffers from a partial visual disability, that is, it only affects his right eye, losing the total visibility of this eye. First he already started going to the reinforcement class to help him with his reading since he presented a delay of a course regarding his teammates. In this new course we have put ourselves first in contact with the parents to know how Antonio had evolved this summer and this beginning of the course, the mother told us that the child takes a long time to do the tasks, since it is very difficult to readAnd writing, we also wanted to ask how their visual reviews have gone and have told him that he sees very well with the left eye, but suffers from a decreased visual acuity, he has trouble keeping the focus closely for long periods of time.

This is the problem that Antonio has a delay in readingStudent presents a difficulty in spatial recognition, he also finds obstacles to observing situations away from himself and to imitate gestures, he is very dependent on others especially when he is in new spaces (this makes it relate well with others), he needsdevelop more the other senses. As its perception is analytical, sequential, causes a slower pace in learning.

He realizes that there are things that escape him, he finds great difficulty to see and follow other children, so he can prefer to ignore them, he easily scared with noise or shadows that he does not know where they proceed from.

EVALUATION

The evaluations that we will do to students will be fundamental to detect possible difficulties. The evaluation will influence decision making and the adaptation to the characteristics to the students of this case, taking a series of measures, reinforcements and curricular adaptations. It is important to detect the case quickly to have a greater margin of progress.

For evaluation, we will make observation and records. It will be a psychopedagogical evaluation, in this evaluation we will collect:

• The professional who will do it.
• Evaluation date: detailing the start date and the final date of the evaluation.
• Information collection instruments: the tutors will provide information to the evaluator about their personal, social, family development …, an observation will be made through individual exploration to try to know the student’s situation with a little more accuracy, assess the readcriture processes inBraille, mathematical learning … etc.
• A total of 8-10 sessions will be made.

General intervention guidelines

We must intervene at ages as early as possible, from 0-3 years the intervention will be based mainly on their parents who are the ones that will give the necessary guidelines and values so that your child is developing. In ages of 3-6 years the child will begin to stimulate his visual disability and the learning of the Braille Lecture system.

The family will be fundamental in the intervention with the student to help him at the beginning and support him in the course of his progress.

Within the classroom it is essential that we intervene with the student in visual stimulation, in Braille reading, in mobility, daily life … etc. The teacher must use the words referring to the visual, not overproteger it too much, that practices the same activities as the rest of his classmates, to use what he learned in class with daily life, to give him confidence in class that does not feel sectionOf others, give it all the objects you need to familiarize. Promote the different areas within the classroom such as in the motor area foster the stimulus of their reflexes, the control of your body. In the language area to get the expressiveness of the student with verbal gestures and with activities that help him enhance it. In the social skills area we will try to make the student socially develop through activities and games so that they can express their feelings while relating to the rest of their classmates.

You have to take into account the obstacles that you can perceive in the student, such as lowering or climbing stairs, in closing or opening doors, etc.

We will also work on manipulative skills with different objects and materials, the motivation at the time of learning, coordination, sensitivity in the hands, the perception of things if our vocabulary adapted to the age of our student is far or close,etc. We will work in Braille writing using braille sheets, objects and materials so that they can build with them, activities that are carried out in paper and tasks that can be developed with Perkins Machine.

It is also very important that the teacher is related to the family since this will help the student when he is at home. Their parents must follow the same activities that are carried out in class for the continuous formation of their child. We have to try that every time we show him a material to approach it to the eyes to visualize it first and then respond or also through sounds.

Conclusions

From our group point of view we believe that blind people or who have some visual deficiency must have the same chances of accessing information like any other person.

Therefore, all the people who make up the educational community, from the director, to the children’s parents themselves, we must make it possible for these people to have the greatest facilities than others, to this I want to refer to in schoolwith devices such as Braille, or any other that favors its inclusion.

But not only should we do this for the inclusion of this group, but we must also condition the buildings, means of transport, etc … depending on the degree of vision of these people we must offer a method, a tool that adapts to it, an exampleIt would be to adapt the library of a center.

So that a slight visual deficiency does not reach more we believe that an early intervention by families or in our case of teachers should be produced if we detect any symptom such as frequent flickering or bringing the head to the book at the time ofread.

All this without forgetting to meet the child’s needs within the education system.