NAME: NESTOR GRESOS LAURENTE
SUBJECT: SPED 606 ( TEACHING THE VISUALLY IMPAIRED
COURSE & SECTION: DSPED-7
PROFESSOR: MRS. JEWEL TENERIFE
ACTIVITY NO. 2
ASSESMENT & IDENTIFICATION OF STUDENTS WITH VISUAL IMPAIRMENT
SUMMARY OF KEY FINDINGS
Under certain assessment tests, Kyle Gimenez, now 9 years old, has been experiencing optic nerve
hypoplasia since age 3. In general, this condition has become his problem and barrier in learning,
functionality and a quality life, knowing that, his hypoplasia is characterized by difficulty reading print
materials, is sensitive to bright light, and struggles with object identification from a distance.
Consequently, he has also poor academic performance, low mobility, and engagement with peers. Kyle
also often loses his place while reading, shows hesitation when moving around the classroom, and
struggles to copy notes from the board. After some testing methods done on him, these were the findings
that were obtained:
I. Functional Vision Assessment Result
A. Visual Acuity (Near and Distance Vision)- Results of his Near Vision Test interprets that 20/80 Vision
categorizes him under Near-sightedness. A person with 20/80 vision due to nearsightedness will be able
to see details and objects well up close, but the clarity and sharpness of their vision start to fade as things
get further away. Someone with this range of eyesight may notice that faces become blurry and out-offocus when they’re in a group of people. This is especially the case when the person with 20/80 vision tries
to see at night or when there isn’t enough light. Visual acuity of 20/80 indicates that a person can see at
20 feet what a person with normal vision can see at 80 feet, which suggests reduced sharpness of vision.
On the other hand, his Distance Vision test results indicate that Kyle is required being at 20 feet to see
what normal vision sees at 200 feet. If this has been Kyle’s case in terms of learning through reading,
identifying distant objects and people, then the challenge would have been, that his teachers should
constantly provide remedy/intervention for these special needs for him to reach his full potentials in
understanding ideas and information with the use of modified texts and in determining objects and
persons by way of closeness or proximity for proper identification and recognition with things and persons
within his range of sight.
B. Contrast Sensitivity- Thus, Kyle is having difficulty in differentiating between low-contrast text and
backgrounds. This makes it harder to read and can lead to eye fatigue. To prevent these things from
occurring, teachers have to modify use high-contrast colors and avoid light gray or pastel-colored fonts
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and at the same time, they have to set up bold black text on a white or yellow background. This way, Kyle’s
potentials of reading more conveniently can mean that he is going to perform better with reading,
analyzing and understanding what he reads.
C. Peripheral Vision- Kyle’s peripheral vision reveals that he has some mild tunnel vision which can be
characterized by limited span of sight, or worse, could only be able to see what’s directly in front of him.
As such, their vision may appear as if they were peering down a narrow tube. Depending on the cause, a
person can experience PVL inone or both eyes. They may also find that they have difficulty navigating a
crowd bump into objects or fall over. These would have resulted from the fact that under this condition,
Kyle may have seen things and persons in blur and in dark view. Mainly, Kyle can be treated with the help
of an ophthalmologist and an optometrician. There are specially designed glasses that have been created
to help compensate for this eye problem and enhance the individual's overall visual experience. These
glasses can improve their field of vision, allowing them to regain some of the awareness and independence
they may have lost. Now, we call these special type of tool as Prism glasses. Prism glasses are designed
with lenses that have a wedge-shaped prismatic effect. This means that they refract light differently and
can shift the image sideways. By wearing prism glasses, individuals with peripheral vision loss can expand
their visual field and see objects that would otherwise be outside of their range of vision. We need to
instill in Kyle to sleep early and have enough rest regularly to avoid eye strain and fatigue, so he can have
fresh start everyday when attending to his classes and later, when working on his home works.
D. Light Sensitivity (Photophobia)- Kyle experiences discomfort in bright environments, squinting or
covering his eyes when exposed to fluorescent lights or sunlight. But there are a few ways to combat
photophobia on your own. By adapting Kyle’s eyes to the light gradually, his teachers can get them used
to brighter light gently, for example, they can use a switch with a dimmer that can be increased every 30
minutes. We may also reduce glare by covering reflexive surfaces for Kyle. It is also important to note that
eye problems can lead in eye strain, hence, measures are needed for Kyle to maintain a stable and healthy
vision even under the use of an eye instrument.
E. Eye Movement and Tracking- Findings have it that Kyle struggles with tracking moving objects (e.g.,
following a moving ball). Again, this condition can be treated, when and if Kyle gets an ophthalmologist
check his eyes for peripheral vision remedy. Through the use of prism glasses, Kyle’s tunnel vision
syndrome can be treated. When Kyle loses his place when reading long paragraphs, this symptom can be
a sign that he is feeling internal movements and perhaps, some dizziness. Reading slower with small prints
is also the result of his nearsightedness. With the use of eyeglasses and adjusting Kyle through the bright
lighting conditions, he could have been able to read small prints and would needlessly try to give up
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reading on long paragraphs. Adjustments can be made for him from reading shorter to longer paragraphs
with the use of some instrument and facility. Finger tracking and use of guide ruler would serve as tools
that make him stable and secure with prioritizing first what’s within his range of near-sightedness. He
should feel that, things, no matter how many and how far within his vision, should be taken into action or
into hand with gradual but sure and safe care.
F. Mobility and Orientation- Orientation and mobility (O&M) training can help develop the child's
orientation in space as well as movement and safety in travelling. O&M instruction is not only crucial to
the multi handicapped child, but can also be very helpful to the mild or moderately vision-impaired child
as well. The O&M may instruct the student in how to get around in special situations (halls, stairs,
doorways, curbs, restrooms, restaurants, banks, hotels, pools, parks, etc) and may also instruct the student
in special techniques (trailing, "squaring off," protective technique, sighted guide), and dealing with
unusual environmental encounters (ice, snow, gratings, escalators, revolving doors, elevators, trains,
plains, taxis, etc.). Teacher of Students with Visual Impairments (TVI) will assist the student by teaching
basic concepts, body image, visual efficiency and follow through on instruction by the O&M. Movement
Concepts (go, start, stop, fast, slow, push, pull, scribble, draw, trace, bend, close, open, slide, roll (roll-up),
fold, hold, insert, place (put), put together, reach, sit, squeeze, turn, take apart, follow.) An understanding
of movement concepts is important for following directions as well as in the development of orientation
and mobility skills. Modeling these activities and providing fun games to practice these skills is a natural
way to develop movement concepts. I believe that the above example can help Kyle deal with movement
efficiently.
CLASSROOM INTERVENTION PLAN:
Classroom Intervention Plan is aimed to enhance learning, promote positive behavior, and address
specific challenges that students may face. Below is my Classroom Intervention Plan for Kyle’s challenges.
Type of Accommodation ( Reading,
Writing & Mobility)
Large Print Modification
Assistive Technology to Fit Learning
Style
Large Print Resources ( Large-print
books, newspapers, magazines,
playing cards ), Reading Guide with
Highlighters
How Teachers/ Parents
Can Support
Teachers ensure that Large
Print
Resources
are
accessible in all subjects;
Parents make sure to
reinforce classroom use of
large print resources with
home access. They should
both monitor on adaptive
text size adjustments for
progress.
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Magnifying Reading Aids
Hand- or Stand-held magnifying Teachers
facilitate
glasses, telescopes or binoculars, handling and use to
Typoscopes, Magnifying spectacles monitor
and
assess
progress; Parents support
home access of use of aids.
Improved Lighting Condition
LED lighting ( Cooler ), Fluorescents Teachers and parents set
and CFL bulbs ( With Dimmer
up
equipment
and
Switch ), Incandescent bulbs with facilities regularly and
bluer color temperatures
monitor Kyle’s challenges
and progress.
Audible Books Accommodation
Kindle, Nook, Kobo, and others
Teachers and parents learn
the applications and have
Kyle use them to learn
with guide and on his own.
Electronic Device Accommodation
Video magnifiers, Audio books and Teachers and parents have
electronic books, OCR (optical to facilitate for the safety
character recognition) devices, of Kyle’s use and access of
Smartphones and tablets
, these devices; They can
Computers ( Large screen TV ), also train Kyle to know
Large Print Keyboards
manual on use of edevices.
Orientation & Mobility Training Long-cane, Lightings, Contrast Floor Teachers & parents may
Accommodations
Markings
work with O & M
professionals with set up,
training at indoor &
stairways using Hearing
Instructions.
Non-Optical Low Vision Devices Acetate or Color Filters, Bold Line Teachers and parents can
Accommodation
Paper, Felt Tip Pens
guide and monitor Kyle on
use of these writing tools
to assess.
MY REFLECTIONS
Identification and Assessment of Children with Visual Impairment can result from the physical
impact of these children with special needs and from the outcome of their performances and behavior
inside and outside of their learning environment. Signs and symptoms can impact the way that teachers
parents and health professionals deal with, study, monitor, and evaluate certain conditions of special
needs children such as in the case of Kyle Jimenez, the patient and learner of Bright Minds Academy, who
has an inherent infantile Optic Nerve Hypoplasia, the center of our Functional Vision Assessment (FVA)
Report.
In the first place, Kyle Jimenez has been diagnosed of Optic Nerve Hypoplasia at the age of 3 which
means, historically, his parents had obtained for him some Clinical interventions on early part of his life. In
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fact,
Clinical assessments are done by the doctors and experts in the field whereas, Functional
assessments are done by Special educators/interveners or professionals in the field of Visual Impairment
(VI).
So, let’s define again Optic Nerve Hypoplasia. Optic nerve hypoplasia (ONH) is an important cause
of congenital visual impairment in children and infants. Medically speaking, there are no treatments for
ONH itself, and the ophthalmologist’s early identification of this condition allows for prompt investigation
of associated neuroendocrine disorders that can have a profound impact on the patient’s systemic health
and may be amenable to timely intervention.
Henceforth, it could be deemed that Kyle would have gone through medical examinations that
allow detection of certain health conditions; for example, his family doctor would have made his parents
undergo him through certain recommendatory tests such as Clinical examination, Differential diagnosis,
Imaging, and Electrophysiology, all processes related to identifying and assessing someone’s ONH. In that
way, let’s make some further illuminations on these important terms. Clinical examination is a
fundamental part of medical practice, where doctors use their senses to observe and understand a
patient’s health. It was then possible that Kyle had the doctor found out ONH on him characterized by
presence in the eye, a small optic disc. What about Differential diagnosis? The term Differential diagnosis
is a method used in healthcare to distinguish a particular disease or condition that involves creating a list
of possible conditions based on symptoms and medical history. From that perspective, certain related
features may come out like Optic nerve atrophy, Tilted optic disc, and Glaucoma which can be related to
ONH. Now, Why did Kyle’s parents need him go through Imaging and Electrophysiology? The answer is,
because these are other health examinations that help identify other important conditions leading in
interventions and treatments. Again, let’s clear this up. Electrophysiology is the branch of physiology that
studies the electrical properties of biological cells and tissues using the catheters inserted into the heart .
It involves procedures that evaluate the electrical activity of the heart, often used to diagnose conditions
like arrhythmias (irregular heartbeats). Heart conditions have also been seen as connected to ONH. On
the other hand, Magnetic Resonance Imaging (MRI) is a medical imaging technique that uses a strong
magnetic field and radio waves to create detailed images of the organs and tissues inside the body. In such
case, this can help detect abnormality in the person’s optic nerve. With all these processes, it could be
generalized that Optic Nerve Hypoplasia has the Systemic associations including hypothalamic
dysfunction, which can produce pituitary, adrenal, or thyroid insufficiencies. As been said earlier, Optic
Nerve Hypoplasia have no treatments on its own, and the ophthalmologist’s early identification of this
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condition allows for prompt investigation of associated neuroendocrine disorders that can have a
profound impact on the patient’s systemic health and may be amenable to timely intervention.
While it would be possible that Kyle has had a recurring Vision problems/issues since he
was 3 years old, and some even more challenging issues regarding his Optic Nerve Hypoplasia, let’s just
say, since he stepped into school during Prep, Kinder and then Grades 1 up to 4, and consequently, Kyle’s
teachers have decided to have him
go through the Functional Vision Assessments (FVA) that have yielded the most important results
to help Kyle in learning effectively and help his teachers and parents too, to be at peace with identifying
the real problems behind his vision impairment.
The prevailing academic issues of Kyle resulting from his ONH has been his Difficulty in
recognizing letters and objects, frequent squinting, and hesitancy in mobility. From an observer and from
the teacher’s point of view, this can rouse a lot of serious concerns, specially among people involved in
the special needs of learners. For sure, these prevailing problems about Kyle should also have been those
problems related to his quality of life inside of his home and his environment. We, in the education, have
played a great role in making great change happen in our learners. With the capabilities that we have and
the learner interventions available in our premise, solving problems of special needs learners can be
possible. As part of the teachers’ role in enabling their learners reach their potentials, they coordinated
with Kyle’s parents and decided to invite individuals for the FVA, the likes of SPED teachers, interveners
and health professionals in the Visual Impairment field. So, within this parameters, persons in the
education worked together with Kyle’s parent through their interview on Kyle’s past records within the
opthalmologist’s hands. That’s 1. Two, they have also made their observations on Kyle’s orientation &
mobility in hallways, canteen, classroom and perhaps, even outdoors. Everyone that lays concerns on him
have found out for themselves that Kyle has some sensory motor disability concerning his eyesight. He
tends to bump on dark and unsightly objects, feel dizzy and afraid to move in spans in places he is not
familiar with. Where there are low contrast of colors and lights, Kyle has also been found out to have a
problem with recognizing things and persons exactly. Kyle could not also read efficiently specially with
small print words and when he is without some device to guide him through his reading tasks. Moreso,
Kyle needs to stay in place with very conducive lighting conditions so that he would not experience
triggered tunnel vision syndrome.
Now, it was time for the whole team to make tests on Kyle’s Functional Vision using
methods like Lea Symbols Chart, Contrast Sensitivity Testing, Peripheral Vision Assessment and Light
Sensitivity Test. But let’s go back to the nature and efficacy of these tests done on him. Lea Symbols Chart
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is a series of pediatric vision tests designed specifically for children who do not know how to read the
letters of the alphabet that are typically used in eye charts.
This test is used to gage which letters Kyle need to identify easily. Then, the Contrast Sensitivity
Testing measures your ability to distinguish between finer and finer increments of light versus dark
(contrast). This is the target for some adjustments to be made within the classroom and home
environment to make good contrast of colors as well as light. Peripheral Vision Test may mean to measure
how well you can see above, below, and to the sides of something you're looking at. This one specially is
in response to Kyle’s difficulty in copying his notes from the black board. Then, the Light Sensitivity test
which means a test on your eyes’ sensitivity to light. This shows Kyle’s behavior being in photophobia or
has sensitivity to the light, as being evident in his squinting eyes and perhaps, some eye strain and fatigue
as a result of his vision’s exposure to objects and persons.
Not just that, with the Eye Movement Tracking, Kyle has been found to have had lack of focus and
concentration on what he sees and he’s doing, becomes slow motioned that results in low performance.
With Mobility and Orientation, results show that Kyle needs some O & M trainings and some modifications
done within his classroom environment to prevent risks from taking place.
I would want to take this opportunity to present my vision on this issue. Optic Nerve Hypoplasia
is a hopeful condition among health professionals and special educators. Special needs individuals who
work in this field of treatment, remediation and intervention, have worked on these things with passion
and conviction that every living human being is a gift from God- a soul to reckon with. Among children
with disabilities and impairments, if being in aid to these special people could not totally be on physical
benefit / privilege but on moral and spiritual to some extents, then Love is precisely what makes this world
go round and continuously moving. Optic nerve hypoplasia is an easily overlooked, nonprogressive
developmental anomaly which results in a wide range of visual deficits. It is frequently associated with
clinically significant central nervous system and endocrine abnormalities.
However, my insightful take on all the results emerging from the tests, is that, continuing education
has been made possible always because of medical and functional evaluations that the rightful and
appropriate people can do for the persons with special needs and a continuing mission of their parents to
carry their crucible, that has symbolized for their challenging experiences in life.
Let’s figure out this whole thing not like the “mothball effects” but like the “domino effects”arising from what man has done for God’s fragile creations here on earth. My personal judgment as a
teacher of special needs deems human disability as an impact of imperfections and of the frivolities of this
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world. A domino effect is the cumulative effect produced when one event sets off a series of similar or
related events, a form of “chain reaction”.
Rather than our belief on waiting for the state of euphoria and eutopia, every single time of our
life, let us all be engaged in this mission of laying up our compassion over persons who are experiencing
infirmities. And for the people over the world, whose beliefs have tinge of affirmation that all things are
possible with God, is not far from over. Learning is a life-long process. We can not impact on the lives of
infirmity without our faith that life starts the moment we get born and it ends when we stop breathing. If
living is believing, then, of course, persons with infirmities have remained with hope that their weakness
can turn into strengths with the advent of God’s inventions and conceptualizations of useful ideas.
Man has evolved and so do, his ways. In this field of skills and knowledge building, bright minds
have been in constancy, searching for the unknown facts. Minds have discovered ideas such as
methodology that serves as an umbrella term for all the strategies and techniques in order to learn and
for longevity.
Impairments like Hypoplasia and all the surrounding infirmities there in should not be made like
an attribution of “mothballs” that slowly effect upon anything and in anyone that it gets pass over. We
must see the opulence and value in the “unpriciness” of the mothball that just seems to be existent among
disability and impairment but like your clothing’s durability, special needs are needs that these mothballs
have to preserve and protect your clothes from potential invaders.
When faith and science converge, let faith prevail over. The impact of special needs education is
to provide the special needs appropriate for the disability in order to serve their functionality in the future.
This is a case of education for all. And no child should be left behind in the realm of education.
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