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VISION

VISION. WHAT TO LOOK FOR. THE EYE. CONSISTS OF 5 AREAS: Cornea Iris Lens Retina (rods and Cones) Optic Nerve. The Eye. SCAN HERE THE EYE. Interesting Facts. The nerve root at the top of the mouth is the same nerve that controls vision

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VISION

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  1. VISION WHAT TO LOOK FOR

  2. THE EYE • CONSISTS OF 5 AREAS: • Cornea • Iris • Lens • Retina (rods and Cones) • Optic Nerve

  3. The Eye SCAN HERE THE EYE

  4. Interesting Facts • The nerve root at the top of the mouth is the same nerve that controls vision • Kids who don’t have a lot of oral stimulation (tube fed children) may be at greater risk for delayed visual maturation • Positioning for vision also affects oral structures.

  5. VISION • Defined as: • Sensory function relating to sense of: • Light • Form • Size • Shape • Colour

  6. And is: • Most distant of senses • Stimulates, reinforces and pulls together other sensory information • 80% of incidental learning occurs through vision (if we are sighted)

  7. Acccdrnig to rseaech at Hravard Uinervitsy, it deosn't mttaer waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. • This is bcuseae the human mind deos not raed ervey lteter by istlef, but the wrod as a wlohe

  8. VISION • Impacts: • Cognition • Communication • Gross motor development • Fine motor development • Social-emotional development

  9. POPULATION • 40-70% of kids with visual impairments are likely to have additional disabilities • Up to 92%% of children with severe physical disabilities have a visual impairment • Small number of children are functionally blind • Visual impairment affects development

  10. VISUAL MATURATION • Vision develops in an organised developmental way • Attention-understanding • Lights/objects/people • Fixation/shifting/tracking • Near/far • Peripheral/central • Familiar/unfamiliar • Parts/whole • Simple/complex • Large/small

  11. BLINDNESS • TOTAL BLINDNESS • NO FUNCTIONAL VISION • NO LIGHT SENSE • LEGAL BLINDNESS IS 20/200

  12. LOW VISION • REDUCED ACUITY • FAR SIGHTED (CAN’T SEE CLOSE) • NEAR SIGHTED (CAN’T SEE AT DISTANCE) • PERPHERAL FIELD LOSS • CENTRAL FIELD LOSS • ASTIGMATISM • CATERACTS • RETINITIS PIGMENTOSA

  13. WHAT TO DO? • REPORTS BY OPTOMETRIST OR OPTHAMOLOGIST • LOW VISION CLINICS • TEACHER OF THE VISUALLY IMPAIRED • ADAPTATIONS: • CORRECTIVE LENSES • BRIGHT DESIGNS • SPACING • SIZING • CONTRAST • CLUTTER REDUCTION

  14. T H I S A B O O K • THIS IS A BOOK • This is a book • This is a book

  15. R R R R R

  16. VISUAL IMPAIRMENT • PARTIAL OR TOTAL IMPAIRMENT AFFECTING ABILITY TO PERFORM DAILY TASKS • THIS INCLUDES BLINDNESS, LOW VISION, AND BY ICF (International Classification of Function) CORTICAL (Cerebral) VISUAL IMPAIRMENT

  17. CORTICAL (CEREBRAL) VISUAL IMPAIRMENT • OCCURS IN THE BRAIN BETWEEN IMAGE DEVELOPMENT AND INTERPRETATION • OCCURS IN EITHER DORSAL OR VENTRAL STREAM OF PASSAGE

  18. VENTRAL STREAM • VISUAL LIBRARY OF THE BRAIN • Objects and shapes • Facial recognition • Facial Expressions • Shapes (no letters)

  19. DORSAL STREAM • POSTERIOR PARIETAL CORTEX • Processing information • FRONTAL LOBE • Focusing information • MOTOR CORTEX • Utilizing information

  20. CVI • AFFECTS: • Perception • Recognition/processing • Motor response

  21. CVI • DOES NOT OCCUR IN ISOLATION • MOST DIAGNOSED VISUAL IMPAIRMENT IN N. AMERICA (2005) • UP TO 92% OF CHILDREN WITH NEUROLOGICAL IMPAIRMENTS DEMONSTRATE SYMPTOMS OF CVI

  22. CVI • Getting our CVI ‘ducks in a row’

  23. CVI

  24. MORE CVI….

  25. CVI STRATEGIES

  26. STRATEGIES

  27. PERIPHERAL VISION HELPS

  28. CONTRAST AND POSITION

  29. CONTRAST?

  30. STRATEGIES

  31. THINGS TO REMEMBER • Make no assumptions about what your student can see • Allow processing time • Use real/concrete objects • Get your student’s attention • Position objects appropriately • Think about the background • Use multisensory approach

  32. AND • Be consistent • Be sure of your voice tone • Use contrast • Use primary colours

  33. REMEMBER…simple baby simple……

  34. FINALLY, • How we work with our kids with visual impairments, affects how they interact with their world

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