Text 2. Education of Children with Blindness / Visual Disabilities

Educationally significant, no correctable vision impairments are prevalent in approximately 12.2 students in 1,000 (National Information Center for Children and Youth with Disabilities, 2006). Educators use one of two basic classifications in identifying students who are visually impaired: blind and visually impaired / low vision. Those who are blind may have no light perception or may have some light perception without projection. The low- vision learner is considered severely impaired (even with corrective assistance such as glasses), but is able to read print (often in modified form).

According to Kirk and Gallagher (1986), research on the impact of visual impairments indicates that, for the vast majority of students, (1) intellectual abilities are not markedly affected; (2) the perception of other senses is not substantially different from that of seeing persons; (3) language development is affected only in those areas where the meanings of words are dependent on visual concepts; and (4) self-esteem and self-confidence are not distorted except when a peer group has negatively influenced the individual’s attitude.

The influence of recent social and educational movements to serve disabled citizens in less restrictive settings has realized a particular impact on the education of visually impaired students. Prior to 1960, approximately 80 percent of visually impaired learners were prepared in residential schools; currently over 70 percent of visually impaired learners are served in local educational programs.

The integration of visually impaired students into regular school environments such as the innovative local programming promoted by Barraga (1983) focuses on adaptations in the presentation of learning experiences, modifications in instructional materials, and refinements in the learning environment. Depending on the nature and severity of the visual impairment, Reynolds and Birch (1982) have identified the continuum of services that should be available to appropriately serve the blind or low-vision student placed in local school programs. The range of services and other resources includes specialized instruction directed to the unique learning needs and style of the visually impaired. This instruction may be offered by consultants, itinerant teachers, resource teachers, or specially assisted regular classroom teachers or teacher aides. Particularly important in the development of effective programming for this population is the substitution of auditory or tactual learning programs to compensate for the loss of visual capabilities.

The range of services also includes instruction in orientation and mobility and the availability of readily accessible programs and facilities. To ensure the maximum possible classroom integration, modifications in facility structure, classroom arrangement, and lighting may be necessary. In addition, specialized materials and technologies such as braille, advanced reading machines (e.g., Kurzweil Reader, Optacon), recorded information, and large print documents and magnifiers are offered, along with comprehensive early intervention programming for infants and young children and a strong, ongoing program of career preparation and placement.

(Source: Encyclopedia of Special Education, THIRD EDITION Cecil R. Reynolds and Elaine Fletcher-Janzen, Editors, 2007)

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