The Art and Science of Teaching Orientation and Mobility to Persons With Visual Impairments Chp 4

Student Greetings and Interactions

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Authors: Wendy Montgomery, M.A.T. (Trinity University) with Supportive Data from Elmwood Visual Resources Eye, Christchurch, New Zealand

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Vision impairment does not affect what a pupil can learn as much equally the mode a educatee learns and processes information (Friend & Bursuck, 1999; Turnbull, Turnbull, Shank  & Smith, 2004).   Turnbull et al. (2004) state that "In full general, educators should expect students to master the aforementioned content and run across the same performance standards as students with vision, even though the students with vision impairments may use adapted methods to access the curriculum and demonstrate these standards" (p. 469).  By providing the appropriate accommodations and making adaptations to the curriculum and educational activity, it is possible to create equal opportunities for students with vision impairments to access the curriculum.

This chapter has been divided into sections that provide a range of general strategies teachers may wish to use when setting up their classroom, and developing class procedures to suit a student with a vision impairment or a student who is blind.

• When entering a room or approaching a educatee with a Vision Impairment, e'er address the student and place yourself. The Alberta Department of Pedagogy suggests, "Hi_ name____, it's _ name____." Model this behavior for younger children and establish it as a class process, fifty-fifty after the student has learned your voice (1996, p. 59).
• If the student approaches you initially, say "Howdy." He or she may not realize y'all are in that location until you speak.   And so, say immediately "This is _ name____."  Fifty-fifty if the student has some residue vision, s/he may non be able to recognize y'all visually.  S/He may not be able to recognize your voice as its not e'er easy to recognize someone by vocalism just.  As you and the educatee become acquainted s/he may let you know that your voice is recognizable, subsequently which you need not say your proper name each fourth dimension you come across (American Foundation for the Bullheaded [AFB], 2005c).
• If you want the student's attention, say his/her proper noun (Keller, 2004). If you do not know the student's proper name, enquire (AFB, 2005c).
• It is necessary to ask permission if touching a student with vision Impairment.  Explain to the educatee what is happening (Sewell, 2005).
• Play games with the class or suit activities that exercise non crave vision.  Such activities can help the student learn to pair classmates' names with their voices (Alberta Dept. of Education [ADE], 1996).
• If yous are handing or placing something near to a student with vision impairment, tell the student precisely where you have put information technology. Use such phrases as "in front of," "to your left," and "contrary" (Sewell, 2005) in relation to the student's torso orientation (Keller, 2004, Full general Courtesy).
• When describing things, exist specific.  Apply such phrases as "as big as," "smaller than", "wider than," "rough," "smooth," "similar to," "something like," or "shaped similar" with relation to things that are familiar to the student.  Avoid use of terms such as "hither" and "there" when describing the position of an object or person.  Use phrases such as "in forepart of," "to your left," and "reverse" in relation to the student'south torso orientation. Yous can use such terms equally "look" and "meet" (ADE, 1996, p. x).
• Use verbal praise and disapproval or use tactile reinforcers, such as "a reassuring manus on the shoulder," since facial expressions and body linguistic communication might not be readily apparent to the student (ADE, 1996, p. 10).
• Always excuse yourself when yous leave. The student may not be able to come across or hear y'all leave (Sewell, 2005).

Exist prepared

• Establish a program for emergencies such as burn drills. Prepare a form for the substitute teacher detailing this information (ADE, 1996).
• Exist enlightened of potential dangers in your classroom: (1) Keep walkways articulate. (2) Keep doors and cupboards completely closed or completely open.  (iii) Inform the student if an object or slice of piece of furniture has been moved (ADE, 1996).
• "Contrasting colored [and textured] duct tape or brightly colored paint" (ADE, 1996, p. ten) on floors, walls, and doors can enable the student to distinguish door openings.  Such contrasting aids can assist the student's orientation within the classroom (ADE, 1996; North Carolina State Dept. of Public Education [NCSDPI], 1998).
• Though classroom teachers may not take control over modifying areas of the school outside of the classroom, information technology might be necessary to investigate other aspects of the schoolhouse's rubber beyond the classroom and make recommendations to an appropriate member of the school's administration. For example, "contrasting colored [and textured] duct tape" (ADE, 1996, p. x) or "colored stair tread nosings" (NCSDPI, 1998, p. 23) may improve the power of the pupil to travel safely on stairs. (ADE, 1996; NCSDPI, 1998).
• Be familiar with the sighted guide technique (American Foundation for the Bullheaded, "Being a Sighted Guide", 2005).  This technique is a method that enables a sighted person to walk safely and comfortably with the student with vision impairment.  For more information on the sighted guide technique refer to the article "Sighted guide technique.

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Lighting and Colour

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Seating

A-1. The educatee, the specialist instructor, and at times, the parent(southward) of the visually impaired volition help the teacher determine where the student should best be seated in the classroom (ADE, 1996)

A-two. Seat the student in a location with which s/he is comfortable and is able to make the best use of "functional vision" (ADE, 1996, p. 11). For example, if a educatee is using telescopic lenses or a monocular to come across from far away, then sitting at the back of the room is a improve position (Sewell, 2005).

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Workspace

A student may need extra workspace for any specialized equipment or technology needs. Too, have the electric wiring evaluated for the pupil's necessary assistive engineering (NCSDPI, 1998).

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Glare

Be aware of glare. The Due north Carolina State Department of Public Educational activity states that, "Glare should be eliminated (e.m. special dry marker board surfacing) or controllable (due east.g. past blinds, shades, indirect lighting and window location)" (NCSDPI, 1998, p. 23). Consider adjustable lighting so that certain parts of the room may be lit while others are darkened (NCSDPI, 1998). D. Colour Contrast (Elmwood Visual Resource Centre, Christchurch, New Zealand)

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Colour Contrast

Author: Elmwood Visual Resource Center, Christchurch, New Zealand

Effective Colour Contrast
Designing for People with Partial Sight and Color Deficiencies past Aries Arditi, Ph.D.

This brochure contains basic guidelines for making effective colour choices that work for most anybody. To sympathize them best, yous need to understand the iii perceptual attributes of color: hue, lightness and saturation, in the particular style that vision scientists use them. Full explanations of these terms are provided in the pages that follow.

How does dumb vision impact colour perception?
Fractional sight, aging and built colour deficits all produce changes in perception that reduce the visual effectiveness of sure colour combinations. Two colours that contrast sharply to someone with normal vision may be far less distinguishable to someone with a visual disorder.

Exaggerate lightness differences between foreground and background colours, and avoid using colours of similar lightness next to one another, fifty-fifty if they differ in saturation or hue.

Don't assume that the lightness yous perceive volition be the same equally the lightness perceived by people with colour deficits. You can generally assume that they will run across less contrast between colours than you volition. If you lighten your calorie-free colours and darken your dark colours, you will increment the visual accessibility of your pattern.​​​​​

Calorie-free colors vs Dark colors

Choose nighttime colours with hues from the lesser half of the hue circle against light colours from the top half of the circumvolve. Avoid contrasting light colours from the bottom half against night colours from the top half.

For virtually people with partial sight and/or built colour deficiencies, the lightness values of colours in the bottom one-half of the hue circumvolve tend to be reduced.

Contrasting hues

Avoid contrasting hues from next parts of the hue circle, peculiarly if the colours do not contrast sharply in lightness.

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Colour deficiencies

Colour deficiencies associated with partial sight and congenital deficiencies make it difficult to discriminate between colours of similar hue. Hue, lightness and saturation - the 3 perceptual attributes of color - tin be envisioned as a solid.

Hue Variations

Hue varies around the solid; lightness varies from top to bottom and saturation is the distance from the eye.

Hue is the perceptual attribute associated with elementary colour names.

Hue enables united states to identify basic colours, such as bluish, light-green, yellow, red and majestic. People with normal colour vision report that hues follow a natural sequence based on their similarity to one another.  With about color deficits, the ability to discriminate between colours on the basis of hue is diminished.

Lightness corresponds to how much light appears to exist reflected from a surface in relation to nearby surfaces.

Lightness, like hue, is a perceptual attribute that cannot be computed from physical measurements alone. It is the most important attribute in making contrast more effective. With colour deficits, the ability to discriminate colours on the basis of lightness is reduced.

Saturation is the degree of colour intensity associated with a colour'southward perceptual difference from a white, blackness or grayness of equal lightness.

Slate blue is an example of a desaturated color because it is similar to grey. A deep bluish, even if it has the same lightness as slate blue, has greater saturation. Congenital and caused colour deficits typically make it difficult to discriminate between colours on the basis of saturation.

To a person with colour-deficient partial sight, the left-hand panel might announced similar the right-hand panel appears to a person with normal colour vision.

With color deficits, power to discriminate colours on the basis of all iii attributes - hue, lightness and saturation - is reduced. Designers tin can help to recoup for these deficits by making colours differ more than dramatically in all three attributes.

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Making Text Legible

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Writer:Wendy Montgomery, M.A.T. (Trinity University) with Supportive Information from Elmwood Visual Resources Centre, Christchurch, New Zealand; Aries Arditi, Ph.D

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Designing for People with Partial Sight:

This brochure contains basic guidelines for making effective legibility choices that work for well-nigh everyone.

Impaired vision oftentimes makes reading difficult by:

Reducing the amount of light that enters the eye Blurring the retinal prototype

Lite reduction and blurring reduce the effective contrast of the text, while primal retinal harm impairs the ability to come across small print and to make eye movements that are crucial to reading.

• Damaging the primal portion of the retina best suited to reading

Text should be printed with the highest possible contrast. There is practiced testify that for many readers who are older or partially sighted, light (white or light yellowish) messages on a dark (black) background are more readable than dark letters on a light groundwork. However, the traditional night on calorie-free may be aesthetically preferable.

Very high contrasts are difficult to achieve with color combinations other than black and white. Printed material, generally, is most readable in black and white. Different colors may exist important for aesthetic or other reasons, just it is ameliorate to use such combinations only for larger or highlighted text, such as headlines and titles.

Blazon should be big, preferably at least 16 to 18 points, but keep in listen that the relationship between readability and point size differs somewhat among typefaces.

Leading

Leading, or spacing betwixt lines of text, should be at to the lowest degree 25 to 30 percent of the indicate size. This is because many people with partial sight have difficulty finding the beginning of the next line while reading.

Avoid complicated, decorative or cursive fonts and, when they must exist used, reserve them for emphasis merely. Standard serif or sans-serif fonts, with familiar, hands recognizable characters are best. Also, there is some evidence that sans-serif fonts are more legible when character size is small-scale relative to the reader's visual acuity.

While there is little reliable data on the comparative legibility of typefaces, there is some evidence that a roman typeface, using upper and lower cases, is more readable than italics, oblique or condensed.

Text with close alphabetic character spacing often presents difficulties for readers who are partially sighted, especially those with key visual field defects. Where possible, spacing should be broad. Monospaced fonts rather than proportionally spaced fonts seem to exist more legible for these readers.

Extra-broad binding margins are especially helpful in spring material because it makes it easier to agree the volume apartment. Spiral binding tin exist helpful as well. Many visual devices, such as stand- and video-magnifiers, are easiest to use on a flat surface.

Newspaper with a glossy finish can lessen legibility because many people who are older or who accept partial sight also have problems with glare.

Visual harm often makes information technology difficult to find a book or other certificate that is buried among similar publications, peculiarly for sets with volumes that differ only in championship or number. Use of distinctive colors, sizes and formats on the covers can exist specially helpful to older individuals and those who are partially sighted.

Designers tin help to compensate for the difficulty experienced by readers who are partially sighted by following the guidelines in this brochure.

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Organizational Skills

Since many students cannot "visually construction their environs," they must have assistance (Sewell, 2005).

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Storage

• Provide a specified place to keep items and look the student to use the space appropriately (ADE, 1996).
• Use "containers and zippered pencil cases" to agree items. Supply a tray or non-stick sheets for objects that might whorl off the desk easily (ADE, 1996, p. 12).
• Supply color-coded and distinctly textured folders, binders and notebooks for the student with low vision (ADE, 1996).  For students who are bullheaded, covering the binders with unlike textured material such as terry cloth, corduroy, velvet, leather, fake fun tin can help them differentiate betwixt binders (Montgomery, 2005).
• The American Printing Firm site for the Blind at http://world wide web.aph.org/ has many products to aid organization and a variety of other helpful products. Through a "federal quota arrangement," specialist teachers (Half-dozen) in the USA can social club materials at no extra toll to the school or program (Bullheaded Children's Center [BCC], 1993, p. 187)
• Fasten Braille labels to folders, binders, equipment and storage areas for a pupil who reads Braille (ADE, 1996)

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Orientation to the Classroom

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An Orientation and Mobility Specialist will instruct the student in cane use, general "movement techniques," using "ecology data" (sounds, smells, and touch) to enhance mobility and aid modify the "school environment" (BCC, 1993, p. 18).  However information technology is the classroom teacher'south responsibility to orient the student to his/her detail classroom.

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Becoming Orientated to the Environment

• Students, especially young ones, must learn about the structures of the room and explore them (Baldwin, due north.d.,Issues for New Teachers).

• Baldwin states that "there are feature sounds that are located in fixed positions within spaces, [for example], the sound of an aquarium bubbles on i side of a room…A blind child needs only a single sound source within a room to travel about the room unassisted" (n.d.,Issues for New Teachers, Positioning the Torso in Infinite, ¶ 3).

• "Solid objects, like desks, walls, chairs tin can be used for orienting in space. Bullheaded children can position their bodies to flat surfaces and so travel to other areas of a room. The teacher uses the combined sensory richness of a room, the sounds, smells, and tactile surfaces together to build a blind kid's understanding of infinite" (Baldwin, north.d.,Bug for New Teachers, Positioning the Body in Space, ¶ 8).

• In order to familiarize the educatee with the classroom, it is important to plant a "definite landmark" (due east.g. object, door, fixed sound) as a "home base" and explore the room systematically (ADE, 1996, p. 24), for example, left to right, in to out (Sewell, 2005).  Give the student the opportunity to wander around and explore the room when other students are not nowadays, so as to minimize extraneous noise and embarrassment.

• For more data about orientation and mobility inside the classroom, refer to the link http://www.wayfinding.internet/indexschool.htm (Baldwin, due north.d.,Orientation and Mobility Department).

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General Pedagogy Strategies

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Classroom Materials

Every student must take classroom materials transferred into his or her appropriate reading medium such every bit Braille, large print, necessary contrast in a timely way (Illinois Land Informational Committee [ISAC], 1999). Often for high school and mayhap middle schoolhouse students, teachers might need to transfer class notes and copies of overhead slides into the right medium before form.

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Experiential Learning

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Hands-on learning is beneficial to all students. Use real objects as much as possible. Never assume that a student with vision impairment already has learned the necessary background experiences and concepts. When exploring new objects or in helping direct the student's attention, use the manus-under-manus technique, in which the instructor places his/her hand under the student's and guides their hand (Sewell, 2005). Refer to http://www.tsbvi.edu/distance/communication/interaction-and-bonding/introduction/hand-nether-hand/index.html for more than information on the manus-under-paw technique.

• Read aloud anything that is written on the board (ADE, 1996).
• Verbal descriptions and directions should be clear and specific (Van Wagner, 1994). Visual Information needs to be described auditorily for students with severe vision loss (Jordan, 1998).
• Tactile graphics and raised line drawings are also helpful for conveying information that is normally in illustrations, graphs, and drawings. For more data on tactile graphics and guidelines for designing your ain tactile graphics, come across the following webpages: Tactile graphics, an overview and resources guide at http://www.pathstoliteracy.org/topic/braille/tactile-graphics. Guidelines for design of tactile graphics at http://www.aph.org. Oregon State University has a site list for various organizations that provide products related to tactile graphics. Outline diagrams, graphs, and pictures with liquid mucilage in order to make uncomplicated raised line drawings (Kumar, Ramasamy & Stefanich, 2001). Information technology is important to think to non solely rely on tactile graphics in your education. Understanding and using tactile graphics is a special skill that almost blind and low vision students are not generally taught. It is a skill best taught by VI specialists, and tactile graphics can simply be adequate when produced by people familiar with methods for making them useable by blind and low vision students.

• During group discussions, have each person identify him or herself before speaking (Keller, 2004).
• Information technology may also help for older students to permit presentations to exist audiotaped (Kumar et. al, 2001). However, some students may notice reviewing presentation tapes time consuming and boring. It is more constructive for the students' learning in the long run, to encourage the students to learn to and exercise taking notes in Braille with a slate and stylus, or in big print with the appropriate pen. In the upper grades it may likewise exist appropriate to encourage students to accept notes with an electronic note taker if they have mastered using this adaptive equipment. These strategies permit for notes to be taken more quickly and easily reviewed.

• "Students with visual impairments demand assistance in making the connection betwixt vocabulary, and real objects, body movements and abstract ideas" (ADE, 1996, p. 12).
• Important vocabulary and concepts should be pre-taught using physical, multi-sensory experiences combined with exact explanations. Review material past asking the student to describe what s/he understands about the term or concept (ADE, 1996).
• New vocabulary should be spelled out verbally (Keller, 2004).

• Consider having all students share their notes with peers. Anything written on the board or overhead should be verbalized (ADE, 1996).
• In advance of the class, work together with the specialist instructor to provide copies of notes, handouts, and overhead materials in Braille or another preferred medium (ADE, 1996).
• Provide assistance to the student in learning how to take notes independently through technology training with the specialist teacher.

• Apply chalk or markers that contrast well with the blackboard or dry erase board (ADE, 1996, Montgomery, 2005). For older students, enquire which color combinations they prefer.
• Exist aware of glare on the lath (ADE, 1996).  Allow the student to move flexibly in gild to gain the all-time view of the board.
• It may be necessary to confirm whether or not students can run across the material. Askwhat they see, rather thanif they can come across (ADE, 1996). Recollect to inquire the student privately and not in front of other students.
• From time to time, cheque the student's notes for accurateness (ADE, 1996).
• "Felt pens, chief pencils, raised and bold lined paper" tin assist make students' handwriting more legible and easier to produce (ADE, 1996, p. 14).
• If writing is too difficult or laborious for the student, innovate computers at an early on age (ADE, 1996).

• Alberta Dept. of Education (1996). Pedagogy Students with Visual Impairments. Programming for Students with Special Needs. No. 5 (Study No. ISBN-0-7732-1797-5). Edmonton: Special Instruction Branch. (ERIC Certificate Reproduction Service No. ED407776)
• American Foundation for the Blind (2005a). Basic Principles for Preparing Tactile Graphics. Retrieved March one, 2005, from The American Foundation for the Blind Web site.
• American Foundation for the Blind (2005b). Being a Sighted Guide. Retrieved Feb 22, 2005 from The American Foundation for the Blind Web site.
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• American Printing House for the Blind. (2004, July 29). APHont TM Order Course. Retrieved March 3, 2005, from: http://www.aph.org.
• American Printing Firm for the Bullheaded. (2004, September 7). APH Products. Retrieved February 22, 2005, from: http://www.aph.org.
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