Discussion Question 2: Device Integration and Confidence Building

Foundations Successful Outcomes for Students with Low Vision
1
  • Using the resource, Classroom Adaptations for Students with Low Vision, review content under the header “Strategies and recommendations for addressing low vision” beginning at the bottom of page 5 through page 8.
  • Device Integration and Confidence-Building:
    Several recommendations emphasize consistent instruction and student confidence in using optical and non-optical tools. Reflect on a time when a student hesitated to use a device in class. How could you apply the strategies from the reading—such as peer modeling, practice routines, or visual efficiency tasks—to increase comfort and long-term device use?
2

I would like to discuss one of my favorite topics, me. Mom contracted Rubella when she was pregnant with me. I have asymmetrical acuity loss 20/300 OS 20/70 OD and ventral and temporal field loss. Growing up in the 70’s was rough and tumble and IDEA was brand new. Thinking back on my elementary and middle school education I whish I had the following strategies implemented in my IEP’s. Most of my classrooms only overhead fluorescent lighting and no windows. If I had a strategically placed lamp and instruction in scanning my English/Language Arts classes would have been a much better experience. When I received my first monocular, I used it for 2 or 3 weeks. I was seated in the front of the class and yes I could read the black board but, the scanning needed to get all of the information was exhausting. If I was moved back a row or 2 this could have made a significant difference. Gym class was also a struggle. I think If scanning, tracing instruction would have made ball sports more accessible and carried over to the academics. I was granted more time on exams but having more time to study science experiments and diagrams would have also made a difference. I did not use my monocular properly until I finished my O&M degree, at least for academics. The educators and my peers did help with note taking and impromptu instruction in class but, I was dependent on them and did not take my own notes. Also, I was left to my own devices when it came to juggling in between scope and reading glasses, especially in biology and chemistry, where there were many complex diagrams and renderings. I was not allowed to handle a scalpel or participate in experiments. (sigh)