Reflection – Individuals with Visual Impairment
Persons with visual impairment around the world are estimated to be 285 million, 39 million of whom are blind, while 246 million have low vision. In the United States, about 1.3 million people have blindness or poor eyesight (He et al., 2020). In children, these conditions hamper their learning and development; therefore, special help may be needed to help a child with such conditions learn.
Blind or low-vision children encounter challenges when they are in school and thus should be considered when developing lessons and educational tools. Another major utilization dimension is the accessibility of the curriculum, which involves putting forward learning material to students in forms they comprehend well, for instance, braille, large print, or audio format. Improvising other modalities, such as touch through handouts and tools like screen readers or braille output, can benefit their learning. Environmental changes are also called for classroom arrangements; students with a visual impairment require well-lit classrooms and well-defined aisles that require minimal obstructions.
Two instructional approaches for children with blindness or low vision include multisensory teaching and technology (Volpe & Gori, 2019). Multisensory teaching strategies use the senses to assist the child in giving meaning to what is being taught. The approach guarantees that students with visual impairments can effectively study the content of books. Another important approach is the application of assistive technologies, for example, a screen reader that speaks the text displayed on a computer monitor or braille note-takers, which enable a person with blindness or low vision to type in braille and, therefore, participate in classroom actions. These strategies will help educators attain education’s social purpose and promote equity for children with blindness or low vision.
Reference
He, Y., Nie, A., Pei, J., Ji, Z., Jia, J., Liu, H., & Wang, X. (2020). Prevalence and causes of visual impairment in population more than 50 years old: The Shaanxi Eye Study. Medicine, 99(20), e20109.
Volpe, G., & Gori, M. (2019). Multisensory interactive technologies for primary education: From science to technology. Frontiers in Psychology, 10, 1076.
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Summarize the prevalence of individuals with blindness or low vision and discuss the educational considerations for children with blindness or low vision including a minimum of two instructional strategies.
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