Name Module No: - 8 - Module Title: Learners With Difficulty Seeing Course and Section: BSED-3A - Major: Social Science

Name (Last Name, First Name, M.I) __Lara, Vanessa Ericka A.
____________________________
Module No: __8____________ Module title: Learners with Difficulty Seeing
Course and Section: BSED-3A_____________________ Major: Social Science_____
ACTIVATE PRIOR KNOWLEDGE
Close your eyes tightly for a few hours. Better still, cover them with an eye shade or a piece of
black cloth so that you cannot see anything. Then walk around the house and look for familiar
things that you use every day in the bedroom, bathroom and in the kitchen.
Next, do the usual activities you engage in, such as cleaning the house, changing your clothes or
taking a bath and preparing your meals.
Write a short report on your experiences as a person without sight.
Analysis
After the activity, try to answer some guide questions for your
report.
- How well did you do your usual activities?
Answer: It is quite hard to do things with your eyes covered, you have
nothing else to see, and it felt that something must be missing. It is really quite
hard to grasp things and accomplish task; should be easier if eyes were open.
With eyes nothing to see, it felt like nothing- empty, and miserable. I'm not
sure that being blind is easy, exactly, but I do believe that this season, the
transition between sight and blindness, will probably be one of the hardest of
my life. It's hard to literally watch my vision spark and fizzle away. But that
sense of loss isn't really the hardest part.
- What problem did you meet? How did you solve them?
Answer: I manage to walk but I am nervous if I bump on something. I
encountered difficulties in almost certain task above mentioned. I could not
able to do it longer, working without vision, because it seemed to be
meaningless. Navigating around the Places must be the biggest challenge for
a blind person, especially the one with the complete loss of vision. Now I
know the feeling when you have else to see but darkness, and just glitches of
lights.
- How did you feel about the whole experience?

Answer: It turned me sad, knowing the feeling of people who are blind.
Being blind in a world suited for the sighted, it means there will be
multiple normal mishaps. Stumbling upon an office chair that wasn’t
neatly tucked under the desk or knocking a glass off the table because it
was left right on the edge, are small accidents that can happen and that’s
okay. However, such mishaps tend to be perceived by sighted individuals
as the inability of the visually impaired to perform tasks, while, in reality,
they stem from the inaccessibility of our world. Blindness or low vision
does not indicate the intelligence of the individual nor how sad their life is.
Just because the sighted cannot imagine their world without vision does
not mean that the visually impaired have a sad or unhappy life because of
their visual condition
APPLICATION Self Progress Check Test. Be fair with yourself. Make this test a
real gauge of what you have known from course.
Answer the following questions.
a. Discuss what is legal and educational blind?
Answer: Not all legally blind persons are totally blind. In total blindness the person is
absolutely without sight but may have light and movement perception and travel vision.
The degrees of blindness include light perception (person can differentiate between light
and dark, day and night), movement perception (person can detect if an object or person
is in motion or in still position) and travel vision (field of vision is enough to travel safely
in familiar areas). Although classified as blind, the person can still use his or her residual
vision.
In special education, children who are blind are differentiated from those who
have low vision. Blind children use their sense of touch to red Braille and train in
orientation and mobility to move around and travel independently. A child with low
vision learns to read materials in large print. Corn’s definition of low vision emphasizes
the functional use of vision. Low vision is a level of vision that with standard correction
hinders an individual in the visual planning and execution of tasks, but which permits
enhancements of the functional vision through the use of optical or non-optical aids and
environmental modifications or techniques.
b. What are the different types of problems of vision and describe and causes of the
problems of the vision?
Answer:
 Refractive errors are a type of vision problem that makes it hard to see clearly. They
happen when the shape of your eye keeps light from focusing correctly on your retina (a
light-sensitive layer of tissue in the back of your eye). Refractive errors are the most
common type of vision problem. More than 150 million Americans have a refractive
error — but many don’t know that they could be seeing well. That’s why eye exams are
so important.
 Imbalance of the eye muscles
Strabismus- different images are cast on each retina resulting to cross-eyedness or

squinting.
Diplopia or Double Vision- results when the brain cannot fuse the differences in the
images cast on the retina into a single image.
Ambylopia- occurs when vision is suppressed in one eye and it becomes weak or
useless.
Nystagmus- is a condition in which there are rapid involuntary movements of the
eyeball that can result to nausea, vomiting and dizziness.
 Diseases
Diabetic Retinopathy- occurs when diabetes mellitus interferes with the flow of
blood to the retina causing it to regenerate.
Cataract- caused by the clouding of the lens which results to progressive blurring
of vision and eventually blindness occurs.
Macular degeneration is the leading cause of severe, irreversible vision loss in
people over age 60. It occurs when the small central portion of the retina, known
as the macula, deteriorates. The retina is the light-sensing nerve tissue at the back
of the eye.
Coloboma-is a degenerative disease in which the central and or peripheral areas
of the retina are not completely formed.
c. What are the educational programs and instructional strategies for students with vision
problems?
Answer: There is a range of inclusive teaching and assessment strategies that can
assist all students to learn but there are some specific strategies that are useful in teaching
a group which includes students with vision impairment. We often take for granted the
amount of visual information received every day. Many students with a vision
impairment do not have a lifetime of visual experiences to draw upon. It may be
necessary to consider the amount of assumed visual content in your subject when
designing learning tasks.
 Prepare as much information as possible in electronic format - this makes it

much easier to provide materials in accessible formats and allows users with
disabilities to adapt the information to a format which is suitable for them.
 Make required book lists and course materials available early so there is
sufficient time for them to be reproduced in audio or Braille, if required.
 Indicate compulsory texts in your reading list, noting important chapters if
possible. Specifying the order of reading within a text is helpful, as it can take
many weeks to have a book reproduced into audio or Braille.
In considering alternative forms of assessment, equal opportunity not a

guaranteed outcome, is the objective. You are not expected to lower standards to
accommodate students with a disability, but rather are required to give them a reasonable
opportunity to demonstrate what they have learned. Once you have a clear picture of how
the disability impacts on learning, you can consider alternative assessment strategies:
 Students with a vision impairment may need particular adjustments to assessment tasks.
Once you have a clear picture of how the disability impacts on learning you can consider
alternative assessment strategies.
 Provide extensions to assignment deadlines if extensive reading has been set. Consider
setting alternative assignments in which students have the opportunity to work intensively
on a few selected texts rather than having to read widely.
 Examination papers may need to be enlarged or Brailled, with tactile diagrams, maps etc.
It may be necessary to provide heavy line paper, a scribe or special writing implements.
 Some students may undertake examinations using a personal computer with assistive
software. Some may need other assessment adjustments such as a reader/scribe, an oral
examination, audio taped questions or large print papers. It may be necessary to provide
extra space for equipment and specific personnel or a separate examination venue if the
noise from equipment being used is likely to be distracting for other students.
 Provide extra time in examinations. Some students with vision impairment will require
double time for examinations so time for rest breaks will be essential. Take-home
examinations or split papers are a preferred option under such circumstances.
d. (Option A)If you have known some person with vision problems, write an article
about them. Their success stories and how did they overcome the challenges they
have experienced.
(Option B) Search for some person from the internet who become successful despite
their vision problem. Discuss how they triumphed over their disability. Write an
article about them.
Answer: (option B)
“The Quintessence of being visually deprived: John Carty’s

perspective”
My name is John Carty, and my career as a computer programmer began
when I graduated from El Centro College Computer Programmer Training for
People with Disabilities in the spring of 1997. This training was comprised of
intensive classroom training in TSO/ISPF, JCL/Utilities, and COBOL/CICS. At
the end of the eight-month course, each student was assigned to a two-month
internship with a company in the Dallas area. Successful completion of the
internship was required for graduation and gave me a taste of what working as a
programmer is like as well as valuable professional experience. Overall, this
program was excellent preparation for me to begin a career as an IBM mainframe
programmer. Due to the Y2K scare of the late ’90s, the skills I learned were in
great demand in the job market.
I was assigned to the Army Airforce Exchange Service (AAFES) for my

internship. AAFES operates the military retail stores located on every military
installation around the world, including some level of retail support anywhere
there are at least 30 U.S. military personnel.
During my two-month internship, I completed a training course for all new

hires. This was an overview of the training I had at El Centro, so I completed this
training without difficulty. I was hired by AAFES at the end of my internship. In
hindsight, I can say I was perhaps immature and/or naive as to what I should
expect on this new job. All entry-level programmers will succeed or fail largely
due to the level of mentoring and professional investment they receive from
senior experienced programmers. I was unaware of this fact and had no
knowledge of such a need nor how to go about obtaining such a mentor at
AAFES.
Needless to say, I didn’t experience the success I expected. Perhaps the

people I worked with at AAFES saw a level of pitifulness or arrogance they
simply didn’t care to engage with. For whatever reason, I wasn’t mentored and
failed to become productive. I became discouraged at AAFES and blamed the
environment and never considered I was contributing to my failure to thrive.

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Name (Last Name, First Name, M.I) __Lara, Vanessa Ericka A.

Module No: 8__________ Module title: Learners with Difficulty Seeing

Course and Section: BSED-3A_________________ Major: Social Science_

ACTIVATE PRIOR KNOWLEDGE

- How did you feel about the whole experience?

Answer the following questions.

a. Discuss what is legal and educational blind?

 Imbalance of the eye muscles

Strabismus- different images are cast on each retina resulting to cross-eyedness or

 Prepare as much information as possible in electronic format - this makes it

In considering alternative forms of assessment, equal opportunity not a

“The Quintessence of being visually deprived: John Carty’s

I was assigned to the Army Airforce Exchange Service (AAFES) for my

During my two-month internship, I completed a training course for all new

Needless to say, I didn’t experience the success I expected. Perhaps the

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