Visual Impairment & Educational Impairment

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Visual impairment is a problem related to visual acuity. The person whose visual acuity is less than 6/ 60 after glass correction may be termed as Correction, i.e., impaired. However, this term does not include with normal or near normal vision. This term rather refers to those people whose visual acuity is so defective (less than 6/60 after correction) that they cannot perform their routine life activities independently either in the and using school, in the society or at home.

Categorization of Visually Impaired:

·         Profoundly Impaired: Totally blind, having zero acuity in both eyes

·         Severely Impaired: Partially blind, visual acuity in better eye is less than 6/60

·         Moderately Impaired: Impairment not serious, visual acuity in between 6/24-6/60

·         Mildly Impaired: General in nature, visual acuity little less than normal between 6/9-6/12

Educational Adaptation:

Educational Adaptation of Blinds: Teaching material required Braille, Tape Recorder, Graphs, Typing Material, Type Writer, Guide Dogs, etc. For development of reading and writing skills braille is the greatest single curricular modification for blinds. Tape recorders and players are generally used for reproducing the taught material. In order to make the child self-dependent, adequate mobility is necessary. They can be trained by guide dogs to move in the environment freely.

Educational Adaptation of Partially Blinds: Teaching material required Tape Recorder, Graphs, Typing Material, Type Writer, Radio, Books oriented in large font, Magnifying Glass etc. Audio recording facility should also be there in the class to record the lectures of teachers. Books of large prints should be especially prepared for them so that they can easily read them. The teacher should use auditory cues while referencing to the objects in the class during presentation of lesson. While presenting visually dependent materials, the teacher should verbalize written information describing pictures and narrating non-verbal sequences in videotapes also, i.e. he should speak while writing something on the blackboard. The teacher should use complete sentences to provide additional context. The teacher should train the students to keep the instructional materials at the same place so that they can locate them easily.

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