Basic concepts
Visual impairment is “a decrease in the ability to see to a certain degree that causes problems not fixable by usual
means, such as glasses.” Blindness is “the state of being unable to see due to injury, disease or genetic condition.”
IMPORTANT DISTINCTION TEACHING IMPLICATIONS
World Health Organization classifies vision impairment into two groups: distance and near presenting vision
impairment.
Distance VI: Mild – moderate – severe – blindness
Near VI: presenting near visual acuity worse than N6 with existing correction. (N6 corresponds to the smallest
font line which a normal healthy eye can read on the vision chart)
Congenital vision loss concerns people who inherit some degree of visual impairment. Make sense of their
surroundings.
Acquired vision loss concerns people who once had vision but became blind or VI at some point in their lives
visual residue or memory useful
VI in the Argentinian classroom
Produccion de materiales .. programa conectar Igualdad provides relevant information related to virtual
learning. Save and upload documents, convert text to audio.
Educacion inclusiva… aimed at teachers working with VI students. Guidelines connected to the senses:
auditory, touch and smell and visual stimulation.
Other important info: teachers should introduce themselves by saying their names and touching VI student’s arm,
keep the classroom organized, put into words every action they do and describe posters, pictures, etc.,
collaborative learning between peers, speaking as evaluation…
Teaching implications
Visual memory sts conceive ideas and mental images differently useful. Those who were born blind or lost
vision at an early age: teachers should incorporate realia and sounds when presenting voc.
Orientation and mobility all furniture must always stay in the same place moving may cause problems.
Assistive technology teachers and learners must be trained in the use of these technologies. ProjectIDEAL (a
website) distinguishes between:
- Computer adaptations, adaptive devices (optical character reader: converts printed text into files on a computer
that can be translated into audible speech or Braille) and optical devices (Closed Circuit Television (CCTV):
enlarges an image to a larger size and projects it on a screen)
Skills
1. Extensive and intensive reading recorded material in necessary but also engaging different voices, narrator
and characters, special sound effects (car horns, keys, footsteps). Braille is also important in this area of lg
learning.
2. Listening braille is relevant as sts need to read the listening tasks to be able to complete them.
3. Writing allow more time to hand in compositions Braille requires time to write and to read. Regular practice
is needed.
4. Speaking prompts, visuals, cut outs. Rely on memory working memory problem provide exchanges in
braille
Adapting a coursebook unit
Vocabulary
Look and say identify. Braille equivalent should be included
Individual audio recordings representing the weather (rain, birds and insects) appeal to learners’ auditory
senses
Temperature thermometer with an embossed outline so that VI sts can touch the lines and have a clearer
image of it.
Song and vocabulary
Lyrics in Braille. Songs appeal to sts’ auditory senses in a fun and engaging way.
Activity 5 presentation of clothing items realia. T plays weather sounds while presenting the clothes. Allow
learners to touch the objects.
Then, to practise, play the weather sounds and have sts say which clothes they need to use.
THINK BIG braille
Story
In order to predict the story’s theme, the T can say “Amy is going on a hike” and then elicit and pre-teach
vocabulary. The recording should include a narrator describing each frame before the characters interact. Braille
should also be included.
Activity 7 students answer the questions orally in pairs
Grammar
Systematization sit on the floor with the cut outs (parts of the sentences: what, is, …. And the cards with “verb
be” “wh-word” etc)
Activity 9 communicative jig-saw act sts A and B
Activity 10 braille equivalent
Writing
Activity 21 carried orally.
Activity 22 the TS should be in braille and the T should read the DS. Another option is to have all the sentences
in braille as some sts need to have time to think.
Activity 23 voice to text app or write in braille if sts can.
Conclusion
Teacher instruction teachers need to be instructed and prepared in order to minimise the attitudinal, social
and learning barriers that may appear.
Access to tools and assistive technology not a challenge because of adaptations. Not all schools can provide
the different adaptive devices.
Coursebook adaptation Coursebook editorials should go a step further and provide inclusive opportunities for
learners with SN.