Registered Charity no: 205913 (England and Wales) Sc040050 (Scotland) Liverpool University. Visual...

Registered Charity no: 205913 (England and Wales) Sc040050 (Scotland)

Liverpool University.Visual Impairment Training

Introductions and outline of the Training Session Learning Objectives Quiz (myths about blindness) Common Eye Conditions Simulation Exercises Strategies and implications for Lecturing Case Study Questions and feedback Finish


Introductions

Colin Elliott Regional Development Manager

Allan Mowl PCET Officer


Identify myths about sight loss Identify different sight loss conditions Become more aware of the functional impact of sight loss Identify the implications of learning with a Visual Impairment and the

strategies for visually impaired to make learning more inclusive. Greater awareness on how to make information accessible to blind

and partially sighted people

Learning Objectives

'Action Registered Charity no: 205913 (England and Wales) SC040050 (Scotland)', 'RNIB Registered Charity Number 226227'


Quiz Blind people can hear better? All blind people read Braille? Being overweight increases your chances of developing sight loss? Blind people can get their bank statements in braille or large print but

they may have to pay the bank a small fee to provide this? It is illegal to use a white stick if you are not blind? What might registered blind people see? Women are twice as likely to lose their sight as men? What are the different uses of white canes? When is a guide dog “guiding”? What percentage of blind / partially sighted people of working age are

in employment?


Definitions:

Visual Impairment

…..Sight loss that cannot be corrected


How we see and what we take for granted

Central Vision Peripheral Vision Detail, colour Reading, faces, any close work Mobility


Blind- severely sight impaired

Most people will have some vision Low acuity Narrow visual field Perception of light only No sight-about 4%


Common eye conditions

Macular degeneration Diabetic Retinopathy Glaucoma Cataract Retinitis Pigmentosa Nystagmus


Macular degeneration can lead to a loss of central vision whilst side vision remains



Diabetic Retinopathy can cause blurred and patchy vision



Glaucoma can result in tunnel vision. Side vision is lost and only central vision remains



Cataract can make vision cloudy and unclear



Retinitis Pigmentosa - may affect both outer and central vision



Nystagmus

Involuntary movement of eyes

Often an effect of another eye disorder or illness, drug/alcohol abuse, inner ear disorder, stroke, MS

Varies across day - stress, tiredness, nervousness, unfamiliar surroundings

Brain can accommodate increased eye movement



Retinal Detachment Hemianopia (Right Side/Left Side) Charles Bonnet Syndrome Trauma


Other Sight Loss Conditions


Functional impact of low vision



Functional impact: Feelings and emotions Driving and independent travel Reading print / accessing information Every day tasks – cooking, cleaning Social impact e.g. recognising people = Rehabilitation



Simulation Exercises



Vision Impaired Students

The majority of students with a visual impairment have some useful vision.

Students described as having similar conditions will cope differently.

The best information as to a students condition and how it affects them is the student.


Strategies and implications for Lecturing

Reading. A visually impaired student will take longer to read materials and possible comprehend/digest. Skim reading can almost be impossible. Materials should be presented or forwarded in the required font and format. If emailed the materials can be enlarged.

Required text books /core reading should be identified ahead of the student starting .It is helpful to identify key chapters so that appropriate parts can be copied.

Written work. Due to problems with extra time being required for reading and proof reading extensions to completion may be required.

Lecturers may want to agree with the student what is an acceptable level of error.


Strategies and implications for Lecturing

Lectures/Group Work

Speak to the class upon entering and leaving the room or site. A student may require guiding in and out of a room. Visually impaired students may not be able to pick up on body

language or facial expressions; there may be a need to also express feelings.

Avoid addressing their needs in front of other students. Use descriptive words such as straight, forward, left, etc. in relation to

mobility /orientation. Be specific in directions and avoid the use of vague terms with unusable information, such as "over there", "here", "this", etc.

Address them by name if wanting their response to a question/observations.


RNIB’s Clear Print Checklist

Does the text contrast clearly with the background? Is the typeface at least 12 points or above? Are whole sentences written in capital letters?

(This should be avoided). Are any words split between two lines?

(There shouldn’t be). Have you set text around illustrations? (This can be confusing). Are images clearly separated from the text? Is the paper matt? (Avoid very glossy paper) Can the document be flattened, so it can be placed under a scanner

or screen magnifier?



Case Study

Student Anthea, Recently diagnosed as having a degenerative eye condition ;Macular Dystrophy (nothing detected prior to the diagnosis) ;is likely to be totally blind in a matter of a few years.

Macular Dystrophy genetic disorder that causes clouding of the cornea that causes loss of visual acuity. Symptoms can include loss of central vision ,blurry vision ,loss of night light, difficulty reading, distorted vision, loss of contrast sensitivity, trouble discerning vision, and photophobia or dislike of lights.

Anthea currently has limited /distorted central vision and limited peripheral vision. Her condition causes eye strain and requires taking continual breaks to rest. Second year of a degree. Before diagnosis was a well organised ,and competent student.


Case StudyAt DSA Assessment presented the following needs.

Lack of ability to come to terms with disability; presented as being under considerable emotional stress

Unable to read print information in books, journals, power point ,white board etc

Unable to access PDF files ,not accessible to screen readers. Struggling to now compose/structure essays largely due to “pressure”

to meet deadlines, apply technology to check spelling and grammar. Inability to see text on screens.

Poor proofreading strategies. It is taking longer to under take any proofreading of work.


Case Study At DSA Assessment presented the following needs.

Unable to take notes and listen to lectures. Disability affecting her ability to concentrate and summarise information. Unable to take notes from whiteboards

Onset of disability has caused Anthea to not cope with meeting deadlines for course work. In general now has poor coping strategies with meeting deadlines and organising work.

Has poor technology skills ,can access some magnification on laptop and uses hand help magnifier

Reliant on family support to get to University


Case Study

Outcomes recommended: Key worker to support research, composition, proofreading and note

taking strategies. Study Coach to support access to required materials and support time management/organisation strategies.

Allowance for books to give longer access to materials and overcome damage to library stock.

Technology recommendations included use of and training in Supa Nova Access Suite (sound and magnification),Desk Top PC, scanner and printer .Monitor arm for desk top to aid with reading. Also portable desk top magnifier and digital recorder.


Case Study

Outcomes recommended: Lecture notes /OHPs to be forwarded in good time. Anthea required

printed materials in Arial font 32 .Yellow overlays Iphone which has suitable text to speech software and magnification. Consumables allowance for photocopying ,cartridges etc Additional time for examinations and assignments Support with getting to and from the University Other recommendations included ---referral for mobility training and

counselling.


Keypoints…….

Action is here to support the University in meeting the needs of the students

Eye conditions – How each student copes with their condition and study will vary

The best resource is the student


Identify myths about sight loss Identify different sight loss conditions Become more aware of the functional impact of sight loss Identify the implications of learning with a Visual

Impairment and the strategies for visually impaired to make learning more inclusive.

Greater awareness on how to make information accessible to blind and partially sighted people

Learning Objectives



Questions and Feedback


Contact Details

Colin Elliott/Allan Mowl Action for Blind People North West TeamThe Gateway Centre, 71 London RoadLiverpoolL3 8HYTel: 0151 298 3222 Fax: 0151 298 3250Email: [email protected]: www.rnib.org.uk


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