Visual and Hearing Impairment IEP

Running head: VISUAL/HEARING IMPAIRMENT IEP

Visual/Hearing Impairment IEP Lisa M. Nance Grand Canyon University: SPE-358 March 9, 2014

1

VISUAL/HEARING IMPAIRMENT IEP

2

Visual/Hearing Impairment IEP Children with physical or health impairments struggle with their everyday life just trying to do the simplest tasks. Their situation becomes more complicated wh en a visual impairment is added. Visual impairments can be acquired at birth or later on in life. The range of vision can be from mild to completely blind. The children must be given opportunities as other students with modifications to help them be successful. Teachers need every chance to be provided with the proper training to understand the needs of the children. Not all visual impairments are caused by a defect in the eyes. It can be an issue with the brain such as Cortical Visual Impairment (CVI). An Individual Education Plan (IEP) is needed for a 12 year old female student with a neurological disorder and CVI which was present from birth. Cortical Visual Impairment may be defined as bilaterally diminished visual acuity caused by damage to the occipital lobes and or to the geniculostriate visual pathway (aph, 2012). Within the neurological disorder, the student suffers from encephlomyopath y, seizures and cerebral palsy. The student as an infant was able to watch a ceiling fan with their eyes rapidly moving trying to keep up. She would recognize the color red more often than other colors. It took a period of time before she would react to quickly flashing an object into her face for a threat reaction. It still is not consistent as well as eye contact with other people. Through a series of assessments, it was determined that there is nothing wrong with the structure of her eyes. She does not seek out an object visually only through touch or auditory sounds. An overall medical assessment should be performed to determine specifics. Ophthalmologists or optometrists play a key role in ruling out anterior pathway diseases, which can coexist with CVI and require thorough op hthalmologic management (Baker-Nobles, et al., 2008). The assessment determines overall eye health, refractive error, ocular pathology,


3

measures acuity, visual fields, eye movement, color vision and sensitivity. A team is put together to develop an IEP based on the information from the doctor. A functional vision assessment is given in order to determine the impact of their education. There are man y techniques teachers are able to use. Determine the students form of communication, how they express and receive the information. Give the student enough time to respond because if they do not have time to process they may end up very frustrated. Being there is a neurological issue there could be damage to the brain. Students with vision issues needs there space to be clutter free. IEP goals and objectives are used to provide the information which guides the teacher. One goal can be using assistive technology that will display different colors and sounds. Another goal could be would be using use real objects to experience the tactile aspect. Infant toys are wonderful because they display bright primary co lors when music is playing. They also have different tactile textures which is good for their sensory diet. The student’s touch sensors are heightened due to the deficit in their sight. Students with physical and visual impairments have many needs which need help. For educational purposes they will need support staff such as a one on one paraprofessional, physical, occupational, speech and vision therapist. A vision therapist is verse in the different aspects of vision. The y are able to work with the student and teacher to help develop strategies. The therapist could pull the student out of their class and work one on one with the student. Many times they find it more beneficial to incorporate everything in the class. They feel it allows the other students to be able to learn and be more beneficial as a peer buddies. Parents do not know at first that the school system should not state they cannot provide services because they do not have money. When school systems have to provide support services it can cost then a lot of money. Even though for the most part they do want to provide what the student needs, they have to look at the bottom line. It is up to the administration to allocate the


4

funds for the student. The various impairments a student can have can cause some school personal to focus on one and not all. They feel that this could be a way to reduce the cost because strategies can be combined. No matter what the student should receive everything that are entitled to just as general education students. Students with vision impairments can learn with their other senses. The vision deficit can be caused by an injury to the eye or because of a neurological disorder. Even though many strategies and techniques can be used for most impairment, the vision impairments have specific ones that must be used. Teachers must understand they need to learn everything they can in order to help their students. They have difficulty navigating through their life. We should be able to help alleviate some of their struggles as much as possible.


5 References

What is CVI?. 2012. Why you child/students ma y have impaired vision:. American Printing House for the Blind. Retrieved from http://www.aph.org/cvi/define.html Baker-Nobles, et al. 2008. Statement on Cortical Visual Impairment. American Foundation for the Blind. Retrieved from http://www.afb.org/info/living-with-vision-loss/eyeconditions/cortical-visual-impairment-traumatic-brain-injury-and-neurological-visionloss/statement-on-cortical-visual-impairment/1235

Visual and Hearing Impairment IEP

Recommend Documents