Vision Impairment / Blindness

Overview

Approximately 1% of the Australian population has a significant vision impairment. The causes can include:

Diabetes;
Glaucoma;
Stroke;
Brain injury;
Eye infections;
Viruses;
Accidents; and
Congenital conditions.

There is a broad range of vision impairments. Some people with a vision impairment may see light but can't recognise an object or a person's face. Others can see during the day but are blind at night. Some can read a book or computer screen but can't see the numbers displayed on a bus. Some people have no peripheral vision, while others only have peripheral vision. Therefore it important to not generalise when considering the needs of a student with a vision impairment.

Blindness - While blindness is a vision impairment, someone who is blind is not usually described as having a vision impairment. A person who has no sight is described as being blind. The key difference in the common use of the terminology is that someone who has a vision impairment, has some degree of vision, no matter how low, and a person who is blind has no vision at all.

Common Vision Impairments

Glaucoma - a problem with the amount of fluid filling the chambers of the eye, called aqueous humour. The balance between aqueous humour production and fluid drainage may not be equal, or the drainage channels in the eye may be blocked or too narrow to allow for proper drainage of aqueous humour.

Cataracts - Is the clouding of the human eye lens. Cataracts cause a progressive, painless loss of vision. Common symptoms include hazy or blurred vision, increased glare from bright lights or sunlight, seeing halos around lights, light sensitivity, night vision difficulty, or double vision in one eye.

Retinal detachment - is a serious and sight-threatening event, occurring when the retina becomes separated from its underlying supportive tissue. The retina cannot function when these layers are detached, and unless it is re-attached soon, permanent vision loss may result.

Retinitis pigmentosa - is a rare, inherited disease in which the light-sensitive retina of the eye slowly and progressively degenerates, eventually causing blindness.

Tunnel Vision - sees everything as if looking through a narrow tube - night blindness is also a common symptom.

Astigmatism - It's caused by an irregularly shaped cornea and is corrected with eyeglasses, contact lenses, or refractive surgery.

The effects of the condition

It is extremely difficult to generalise about the effects of an acquired brain injury, however, the following is a list of possibilities:

Hyper-sensitivity to glare;
Unable to see distances;
Unable to read standard size print;
Unable to read print that is a particular colour or on a particular colour background;
Reading and writing can be much slower;
Headaches;
Unable to see overheads or writing on the board;
May feel isolated from other students;
Participation and interaction in tutorials may be limited - it is difficult for students who cannot see body language to feel comfortable participating;
Anxiety about performing in front of others;
May only be able to read for short periods of time before needing to 'rest' their eyes;
May not be able to distinguish colours.

Appropriate Adjustments in the Tertiary Education Environment

As each student will have different needs, it is important to negotiate the particular adjustments on an individual basis. The following is a list of adjustments that may assist the student:

General

Always ask the student about the effects of their disability and what adjustments have been made previously that have worked well for them in the learning environment;
Make book and reading lists available prior to the commencement of lectures (preferably at least two weeks prior to the commencement of the semester);
Provide students with chapter outlines or study guides. These should also be available at least two weeks prior to the commencement of semester;
Where possible, provide any written work in electronic format - either in an accessible format on the web, or on disk. This allows the student to reproduce the material in alternative formats (i.e., large print, alternative colour print and background, via screen readers);
People who are blind may use a guide dog, cane or an assistant. It is unlawful to refuse guide dogs access to buildings and classrooms.

Lecture / classroom adjustments

Seating - the student may need to sit in a particular place in the lecture theatre or classroom. It is important that the student be able to sit where they need to and that this is negotiated keeping the students right to privacy and confidentiality in mind;
Have hard copies of overheads available for students prior to the commencement of lectures. These overheads may need to be available in alternative formats, i.e., large print, Braille, or electronic format;
Repeat and rephrase important points;
Speak clearly and face the students whenever talking;
Always verbalise any points that are either written on the board or put up on overheads;
Clearly label any equipment used in lab or practical classes;
Use a microphone whenever the equipment is provided;
Tape lectures and place in the library so students are able to copy;
Use simple language and stay on topic;
Whenever new processes or procedures are introduced, or whenever directions are given, ensure that stages or sequences are made clear and are explained verbally as well as in written format;
Supply comprehensive lecture notes in a range of formats;
At the beginning of each lecture, outline the key points that will be raised in the lecture reintegrate these and at the conclusion of the lecture;
Try and make sure there is good lighting in the lecture theatre/class room. If possible adjust blinds to ensure there is no glare on the board or where overheads are being projected;
If you are planning to use a video or film, tell the student and discuss alternative ways of providing the relevant information;
Ensure that objects are not moved from their usual places without letting the student know;
Identify yourself by name, in case the person does not recognise you or your voice;
Indicate verbally when you are entering or leaving the person's presence;
If demonstrating, describe verbally what you are doing;

Assignments

Be flexible with deadlines and extensions for students with a vision impairment. Students with severe vision impairments or who are blind, often relying on their research material being converted to alternative formats and therefore may experience delays even before they start their assignment. Further to this it may take the student longer to read their material and to write up their assignment;
Provide feedback electronically where possible. This will allow the student to use 'Assistive Technology' to access the information;
Be prepared to set alternative assignments if the student is unable to complete the requirements due to the effects of their disability. This does not mean that the student is to complete an assignment of a lesser standard, nor does it mean that the inherent requirements of the course are to be ignored.

Examinations

Allow extra time in formal exams, school based exams and class tests;
Allow the student to complete oral exams;
Allow the student to use assistive technology including close circuit TVs, and relevant software such as Zoomtext (screen enlargers), and screen readers;
The student may require natural or non-fluorescent lighting. They also may require their question and answer sheets to be in large print, and/or on alternative coloured paper or in Braille etc;
The student may require a reader and/or a scribe (amanuenses);
The student may need a private room so they can use screen readers or a personal reader.

* Remember: Alternative Adjustments, is about providing the opportunity for equality, not the attainment of a particular outcome. A student with a disability is still required to present work that is of a recognised standard. Providing flexibility in the process of learning does not mean that the subject standards are lowered.

The Adaptive Technology Centre

The Adaptive Technology Centre is a useful resource for students with a vision impairment or who are blind.

The Adaptive Technology Centre provides:

A translation service for course notes, texts and research material (i.e. Braille, large print, computer files, audio);
Training and support to students with a disability in the use of adaptive technology to access information systems, mainstream software applications and course and research material;
Information to students and staff relating to access barriers faced by students with a disability along with the technological strategies for overcoming these barriers;
Advice and information to students and staff regarding the purchase, installation and operation of adaptive equipment and software;
Assistance to students with a disability in accessing the services offered by the library (e.g. physical retrieval of library resources and photocopying).

Contact Trevor Wilks on 49 21 8684 (phone) or via email at trevor.wilks@newcastle.edu.au, for further information.

Vision Impairment/Blindness

Disability Support Services