Reflection – Individuals with Visual Impairment

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.

a:link {text-decoration: none;}a:visited {text-decoration: none;
}a:hover {text-decoration: underline;} a:active {text-decoration: underline;}

We’ll write everything from scratch

---

Weekly Directions
• Complete the required Aquifer case studies as assigned each week and take a screenshot of your student summary report at the completion of each case.
• When creating a screenshot of the case summary report, make sure it includes your name, the name or title of the case, and a clear display of the time you spent in the case. PLEASE FOLLOW THE ESSAY LAY-OUT I WILL ATTACH
• Of the two cases assigned, choose one of the two cases and write an essay on the case, per the guidelines below. Please note: BELOW IS MY CASE SCENARIO AND DETAILS

Essay Elements:
• One to three pages of scholarly writing in paragraph format, not counting the title page or reference page: PLEASE DO NOT EXTEND MORE THAN THREE PAGES OR ELSE I WILL GET DEDUCTIONS. PLEASE SEE THE SAMPLE AQUIFER ESSAY
• Brief introduction of the case
• Identification of the main diagnosis with supporting rationale
• Identification of at least two additional differential diagnoses with a brief rationale for why these were ruled out
• Diagnostic plan with supporting rationale or references PLEASE PLEASE USE A CLINICAL GUIDELINES REFERENCES
• A specific treatment plan supported by recent clinical guidelines
• Please refer to the rubric for point value and requirements. In general, these elements must be covered as per the rubric:

BELOW IS THE SUMMARY OF THE CASE SCENARIO I CHOSE AND PLEASE USE THE FINAL DIAGNOSIS HERE AND THE DIFFERENTIALS NEEDED. PLEASE DO NOT COPY THE SUMMARY PLEASE CREATE OWN WORDS AND AVOID PLAGIRISM AS WE SUBMIT IT TO TURN IT IN AND WE NEED TO SCORE BELOW 20% . THANKS SO MUCH

PLEASE CHOOSE ONLY TWO DIFFERENTIALS OUT OF MANY LISTED

PLEASE READ THE CASE BELOW

SUMMARY AND DETAILS:

Ann Tomlin is a 33-year-old female with a significant history of worsening menstrual cramps over the past year, severe enough to cause missed workdays. Her menstrual cycles are regular, occurring every 29 days and lasting 6-7 days, with the most intense cramps on the second and third days, often accompanied by diarrhea and significant fatigue. Physical exam reveals slight suprapubic tenderness and an enlarged, 10-12 weeks-sized, nontender, and easily mobile uterus. Her pelvic exam was otherwise normal, with ovaries of normal size and no abnormal lesions or foul-smelling discharge present. Given her symptoms and physical findings, further evaluation is necessary to rule out underlying conditions such as uterine fibroids or adenomyosis.

Family Medicine 32: 33-year-old with painful cycles

Ann Tomlin is a 33-year-old female presenting to an ambulatory family medicine office with several months of dysmenorrhea so severe it causes her to miss work. Differential diagnosis includes fibroids, endometriosis, and adenomyosis. On a gynecologic exam, she has an enlarged, mobile, non-tender uterus. Pelvic ultrasound shows three uterine fibroids. Discussion of therapeutic options including long-acting reversible contraception (LARC) options occurs. She opts to have a levonorgestrel intrauterine device placed for symptomatic treatment.

• Differential diagnosis: Adenomyosis, cervical stenosis, chronic pelvic
inflammatory disease, endometriosis, leiomyoma (fibroids), inflammatory bowel disease, irritable bowel syndrome, ovarian cysts, mental health condition, uterine polyps, primary dysmenorrhea, endometrial adenocarcinoma, endometrial hyperplasia, leiomyosarcoma

• Final diagnosis: Secondary dysmenorrhea due to leiomyomas

ducation’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.

a:link {text-decoration: none;}a:visited {text-decoration: none;
}a:hover {text-decoration: underline;} a:active {text-decoration: underline;}

We’ll write everything from scratch

---

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.

Last Completed Projects