1. Jeneane Dubois and Teagan Hunter

2. Visual Impairments
Definition
Teachers need basic information on Visual Impairments is a very
visual impairments in four general generic term and is divided
areas. into categories
 Fundamental concepts of  Legal blindness, which means
vision and visual impairments the student has visual acuity of
 Signs of possible visual 20/200 with means they see at
problems 20 ft what a average student
 Typical characteristics of
would see at 200ft. Legally
students with visual blind students will need major
impairments adaptations in their everyday
learning.
 Specific adaptive and or
 Low Vision- Indicates some
accommodative techniques to functional vision exists.
meet students needs Students may need minor
adaptation and may use
optical, or electronic devices to
assist them in their learning.

3. Types of Visual Impairment
 Retinal  Strabismus- improper alignment
of the eyes
 Optic Nerve Problems  Nystagmus- rapid involuntary
movements of eyes
 Disorders of the Cornea
 Glaucoma- Fluid pressure build
 Iris and Lens Problems up
 Cataract- Cloudy film over eye
lens
 Diabetic retinopathy- Changes in
blood vessels caused by diabetes
 Macular degeneration-damage to
central portion of the retina
 Retinitis Pigmentusa- genetic eye
disease leading to blindness

4. Prevalence and Causes
 Vision problems are very common in our society
however corrective lenses are often enough to correct
vision and individuals can see efficiently.
 If students have visual impairments they tend to get
worse with age.
 Approximately 0.06 percent of students in school are
visually impaired (varying with region).
 First Nations people are 3-4 times more likely to lose
their vision due to more premature births, trauma, and
diabetes.

5. Characteristics of Students with Visual Impairments
Behavioural •Rubs eyes excessively Psychological •Intellectual abilities
•Shuts or covers one eye, similar to those of sighted
tilts head peers
•Has difficulty in reading •Concept development
or other work requiring can depend on tactile
close use of the eyes experiences
•Hold books close to eyes •Unable to use sight to
•Squint eyelids together assist in the development
or frowns of integrated concepts
•Unable to use visual
imagery
Communicational •Relatively unimpaired in
language abilities
Appearance •Crossed eyed Social/Emotional/ •May display repetitive,
•Red-rimmed, encrusted, or stereotyped movements
swollen eyes Behavioural (rubbing eyes)
•Inflamed or watery eyes •Socially immature
•Recurring styles •Withdrawn
•Independent
Complaints •Eyes that itch Mobility •Distinct disadvantage in
•Cannot see well using spatial information
•Dizziness, Headaches, or •Visual imagery and
nausea memory problems with
•Blurred or double vision functional implications
Academic • Generally behind sighted
peers

6. Classroom Adaptations for Visually
Impaired
Socially for a Student Physical Considerations
 Encourage students to  Identify what special
become independent learners equipment will be needed in
the classroom
 Create opportunities for
 Learn how to use special
students to manipulate their
equipment
own environment
 Guarantee classroom is free
 Reinforce their efforts of hazards
 Help develop a healthy self  Use the ``clock`` approach
concept  Place students desk where the
 Teach students how to student can learn to their
communicate nonverbally highest potential

7. Ways to promote Inclusion
Inclusion Practices Teacher Supports
 Remember that students with  Get help from others. Teach
visual impairments is but one of them how to assist the
many student in the classroom.
visually impaired students.
 Introduce them the same way
you would any other student.  Learn how to adapt and
 Use same disciplinary practices modify instruction ahead of
for all students. time.
 Encourage visually impaired to  Learn as much as you can.
seek leadership and high-profile
roles. Find out any training that
 Expect the same level of work might be needed.
from all students.

8. Hearing Impairment
Definition Prevalence
 Hearing impairment – generic  Only 0.14 percent of the
term that has frequently been
used to cover the entire range of school aged children have a
hearing loss hearing impairment
 Deafness – hearing loss that is so
sever that speech cannot be  Gets worse as you get older
through the ear alone, with or
without aids  2-5% of the total population
 Hard of hearing – individuals who has some degree of hearing
have a hearing loss that makes it loss
difficult, but not impossible to
understand speech through the  Considered a low-incidence
ear alone, with or without hearing
aids disability

9. Classifications
Conductive Hearing Loss Sensorineural Hearing Loss
 When sound is not  When there is damage to the
conducted efficiently through inner ear
the outer or middle ears.  Reduction in sound level, affects
speech understanding or ability
 Reduction in sound level to hear clearly
 Can often be corrected  Cannot be corrected medically,
through medicine or surgery it is a permanent loss
 Causes
 Causes
 Birthing injuries, genetics,
 Impacted ear wax, fluid in viruses, head trauma, aging,
the middle ear, ear infections exposure to noise, tumors

10. Student Behaviours
 Turns head to position the ear  Has a restricted vocabulary
to the speaker and/or problems with
spelling
 Asks for information to be
repeated frequently  Withdraws from classroom
activities that involve
 Uses a loud voice listening
 Does not respond when  Less socially mature
someone is speaking to them
 Difficulty making friends
 Has frequent colds, earaches,
or infections  Academic achievement levels
are lower than those of
 Misarticulates certain speech hearing peers
sounds or omits certain
consonant sounds  Fidgets and moves about in
seat

11. What you can do as a teacher
 If you see any of those student  Use visual aides
behaviours, refer them to an
audiologist for formal  Speak clearly and normally
assessment  Avoid frequent movement
 Use of technologies like around the classroom and
amplification assistance turning your back from student
 Seat students in a semi-circular  Use gestures and facial
arrangement to increase sight expressions
lines  Keep beard/moustaches
 Make sure they are subject to the trimmed
same requirements as other  Encourage students to ask
students questions for clarification
 Have a classroom buddy who  Repeat comments of students
can help the student who speak in discussions
 Reduce distracting noises

12. What you can do as a teacher
When using an interpreter... Socially for student
 Position the student so that they  Help develop a realistic sense
can see the teacher and of their abilities
interpreter clearly
 Be sure to include the  Help them become more
interpreter as an IEP member responsible and independent
 Discuss lessons with the  Help them interact
interpreter prior to teaching appropriately with their peers
 Allow adequate lag time for the
interpreter  Help enhance their sense of
 Remember that sign language belonging
does not follow the grammatical
convention of English

13. Bibliography
 Smith, T, Polloway, E, Patton, J, Dowdy, C, McIntyre,
L, & Francis, G. (2010). Teaching students with
special needs in inclusive settings. Toronto:
Pearson Education Canada.