The Visually Impaired Pupil

The Visually Impaired Pupil

Some points to bear in mind.

Deteriorating eyesight may be more of a problem than congenital deficiencies which may have meant that the pupil has never been able to see clearly.
Early diagnosis should mean exposure to visual experience so that any available sight can be developed.
Vision may not be too useful but should not be ignored
All the senses must be used in the education of visually impaired children
Partially sighted pupils may not wear spectacles and may not be easily recognised.
They may not enjoy active games.
They may not relate well socially

Some characteristics of Visually Impaired Pupils

Such pupils may

Progress at a rate below that which might be considered appropriate for children of the same age, attitude and ability.
Fail to complete tasks involving extensive eye use, especially when time is limited.
Remember and understand materials read to them better than those which they read themselves
Confuse letters and words which look alike.
Habitually cover or shield one eye when reading
Hold reading material at an unusual distance or angle.
Skip letters or words when reading
Have difficulty copying from workcards, books or chalkboard
Have writing which is unusually small, large or poor.
Be clumsy or awkward in the playground.
Squint and thrust head forward when looking at near or far objects.
Often trip and fall.

This means you should

Treat the partially sighted pupil’s problems individually
Seat the pupil so that he is near enough the blackboard to see.
Arrange peer-group help for necessary continual verbal flow.
Allow active exploration of the environment
Shorten written exercises if necessary but make pupil responsible for his individual work and for taking part in class projects.
Provide appropriate materials.
Remember that as print size increases, so the fun and reading rate decrease. Important considerations in print kind are