In this issue:
  • Visual Impairments
  • Building Trusting Relationships
  • Upcoming Events

Happy Thanksgiving to you all!
We hope you take this time to rest,
relax and spend time with loved ones!

Rose and Brandy
Blindness and Visual Impairments
The Visual System: How Your Eyes Work
What is a Visual Impairment?

The term visual impairment can refer to any condition in which eyesight cannot be corrected to what is considered normal. Normal vision is often times referred to as 20/20. 

Typically, the term vision impairment refers to a loss of vision that makes it difficult or impossible to complete daily task without specialized adaptations. The visual impairment is often due to a loss of visual acuity, meaning the eye is not able to see objects as clearly or to make out all the details that are viewed by others without vision loss. 

Visual impairments may also be due to a loss of visual field, which is the total area that can be seen without moving the eyes or head. A child with a visual field loss may or may not be able to see objects clearly within their smaller field of vision. 

Lastly, the vision loss may be due to a neurological or brained based disorder called *cortical vision impairment.

* This was covered in depth in a previous newsletter. If you would like further information, please contact Rose Moehring.
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Early Identification is Crucial
From birth, babies begin exploring the wonders in the world with their eyes. Even before they learn to reach and grab with their hands or crawl and sit-up, their eyes are providing information and stimulation important for their development. Healthy eyes and good vision play a critical role in how infants and children learn to see. Eye and vision problems in infants can cause developmental delays. It is important to detect conditions early to ensure babies have the opportunity to develop the visual abilities they need to grow and learn.
Screening Recommendations by the
  • Newborn
  • by pediatrician,
  • family doctor,
  • ophthalmologist or
  • other trained health professional
  • Infant: Between 6-12 months
  • by pediatrician,
  • family doctor,
  • ophthalmologist or
  • other trained health professional
  • Preschooler: Between 3-3.5 years
  • by pediatrician,
  • family doctor,
  • ophthalmologist, optometrist, orthoptist or
  • a person trained in vision assessment of preschool children
  • School age:
  • by pediatrician,
  • family doctor,
  • ophthalmologist, optometrist, orthoptis or
  • a person trained in vision assessment of school children such as a school nurse

*An ophthalmologist should perform a comprehensive exam if the baby is premature or at high risk for medical problems for other reasons, has signs of abnormalities, or has a family history of serious vision disorders in childhood.
Vision Screening vs. Eye Exam
A comprehensive eye exam can facilitate diagnosis of visual problems.
The AAO advises parents to seek a comprehensive eye exam if:
  • failed a vision screening
  • vision screening is inconclusive
  • referred by a pediatrician or school nurse
  • child has a vision complaint or observed abnormal visual behavior
  • at risk for developing eye problems
  • learning disability, developmental delay, neuropsychological condition or behavioral issue
FREE Vision Assessments & Screenings for
Children in
South Dakota

Children 6-12 Months
SD Lions Foundation
Children 12 months and up
Watch this video to see how impactful corrective glasses are for this sweet little girl!
Here are a few great articles to help you increase your awareness of normal vision development and possible areas of concern.


School Aged Children with Visual Impairment
The Teacher of the Visually Impaired (TVI) may complete a Functional VIsual Evaluation. This can determine needs of services, appropriate goals and levels of support needed including adaptations and modifications. The TVI may also complete a Learning Media Assessment (LMA) which offers a framework for selecting appropriate literacy media for a student with visual impairments.
The Texas School For the Blind has provided this Comprehensive List of possible classroom accommodations. Below are a few highlights. Always work with your TVI to individualize for your student.

General
  • Students with low vision should be encouraged to use their eyes to the maximum. Vision is not diminished by use.
Reading the Board
  • Verbalize as you write on the board
  • If possible, provide a copy of what you have written on the board to the student
  • A clean board makes a better contrast and is easier to read
Overhead Projectors/Video
  • A darkened room provides more contrast
  • Move the projector closer to the screen to produce a smaller, more distinct image
Ilumination
  • Light intensity can be regulated by adjusting distance from the window or light source
Seating
  • Avoid having students work in their own shadow or facing the light
Contrast
  • White chalk offers more contrast on a clean board
  • Avoid using red/orange/yellow on Smartboards
Tests
  • If there is a time element, please remember that a person with poor sight will frequently be a slower reader than a person with normal sight of the same intelligence. His eyes will tire faster.
Physical Education
  • Check with TVI to see if there are any restrictions of acuity or on visual fields
Mobility and Orientation
  • Allow student to explore your room during the first week and whenever you make any major changes
  • Point out the restrooms, water fountains, library, office, cafeteria, and gym.
  • Work with an Orientation and Mobility (O&M) Specialist for detailed information.
South Dakota Resources
National Resources
  • Support for Educators:
Join their mailing list !
This company works to provide
"Vision Enhancing Products for Every Aspect of Life" Magnification, Telescopes, Filters
  • Expand and share knowledge
  • Guide the creation of more accessible products and websites
  • Advocate for better policies that promote acessibility
  • Speak up for children who are blind or visually impaired
  • Advocate for people who are losing their sight


This is an INCREDIBLE resource to educators and families! They cover topics such as:

...and so much more! Please take a few minutes to browse through this website!!
What is Braille?
  • Braille is a system of raised dots that can be read tactilely.
  • It is arranged in 2x3 matrices called cells
  • Braille cells are standardized to fit the typical human fingertip
  • Braille is the preferred literacy medium for individuals who are blind or deaf-blind and cannot access print/visual literacy materials
  • Work with your Teacher of the Visually Impaired (TVI)
Braille has a continuum from low tech to high tech.
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This young student is an emergent Braille learner. She is using a multi-sensory learning approach!
George shows you how he uses a high tech device called a BrailleNote!
Bapin, who is Deaf-Blind uses advanced technology to communicate with those around him!
*These videos are from the Open Hands Open Access Modules, National Center on Deaf-Blindness
This newsletter is not going to go into great detail about Braille, but here are some resources to get you started. Your Teacher of the Visually Impaired (TVI) will be a wonderful asset and resource on this topic.



BrailleWorks presents: Santa Reads Braille !
You can request a letter from Santa for your child or student.
Simply click below and complete the request before December 16th!
Strategy of the Month:
Building Trusting Relationships

Trusting relationships are based on reciprocal interactions:
  • two people take turns
  • communicate about the same subject
  • do not misunderstand each other, and
  • share their emotions

During childhood, reciprocal interactions with primary caregivers are the basis for healthy social, emotional, and communication development.

Children need these experiences to feel safe and gain confidence to try new things and explore the world.

The skills needed to engage in reciprocal interactions with students who are deaf-blind do not come naturally to most people, but they are the essence of EVERYTHING that interveners (paras, teachers, etc) do!
This intervener does a wonderful job of engaging in a reciprocal conversation with her student!




Bernadette Van Den Tillaart describes the importance of using touch when having meaningful conversations with individuals who are deaf-blind.
Recommended Reads:
" When I first became a classroom teacher, I believed my students would like me simply because I was 'their teacher'. Well, let's think about this.
Did they know me?? NO!
Did someone tell them I was an okay person?? NO!
Did they get to pick me for their teacher?? NO!"

Read this article to see some simple suggestions on how to build your relationship with your student!
"Our conversations with persons who are deafblind should be, and can be, as satisfying as conversations between any friends."
*Information in this strategies section is from the NCDB Open Hands Open Access Learning Modules
Upcoming Events
Rose Moehring, M.A. Spec. Ed.
Certified Low Vision Therapist
Deaf-Blind Program Director
Rose.Moehring@usd.edu
(605) 357-1437
Brandy Sebera, M.S. Spec. Ed.
Deaf-Blind Program Instructor
Brandy.Sebera@usd.edu
(605) 357-1437
South Dakota Deaf-Blind Project| Visit our website!
SD Deaf-Blind Program Grant #H326T180053