The Bulletin
Statewide Vision Resource Centre
Number 4, 14th March 2003

The following issue of The Bulletin was prepared by Deb Lewis (Statewide Vision Resource Centre).

Inside This Issue

- Professional Development Program
- Sport and Recreation: Come and Try Day
- Report: Educational Support for Brailling Students
- Notes: SPEVI Conference
- Low Vision and Monoculars
- PE and Recreation for Blind and Vision Impaired Students
- Past Exam Papers on the Web
- Mountbatten Resources
- Victorian Government Reference Guide
- WHO Photo Contest Winners
- Blind Sports: Golf Clinic, Lawn Bowls
- Guide Dogs News
- Dual (Side-by-Side) Bicycle

Professional Development

Sport and Recreation: 'Come and Try Day'

Who: Students on DE&T Visiting Teacher Service - any region - maximum 36 participants
What: Come along and join in some fun and exciting 'blind sports' - perhaps including cricket, swish, 10-pin bowls, golf and possibly even skiing and sailing!!!
When: Friday 23 May 2003
Where: Vision Australia Foundation, 454 Glenferrie Rd Kooyong
Presented by: Peter Rickards, Vision Australia Foundation
Cost: Free
Please bring: morning tea and lunch
Forms will be available when the program has been finalised.
Call to register your interest: Deb Lewis 9841 0242 or deblewis@svrc.vic.edu.au

Educational Support for Brailling Students Report

Last Tuesday, a group of teachers and integration aides joined us for the annual 'Educational Support for Brailling Students' day. Based on the participants' requests, the program included:

- the literary braille code
- issues for braille users in the classroom
- preparing a classroom for a blind 'preppy'
- technology
- tactual graphics
- orientation and mobility

Some of the issues for braille readers brought up by participants included:

1. braille reading may be slower than reading print

There may be a number of reasons for this. Braille readers may have fewer opportunities to practice their reading skills than print readers because there is often less incidental reading matter for the braille reader than the print reader. It is good to provide some of the classroom display materials (eg the 100 most often used word lists, times tables etc) in braille at arm's reach for the brailling student.

2. nature of the braille code

The braille code is made up of just 63 combinations of dots - often two or more braille cells are used to represent one print symbol eg the 'plus' sign in mathematics is made up of two braille cells.

Braille is a linear method of representing text ie everything is written on the same line - so for a superscript, such as a squared symbol, an extra indicator must be used to show that the number is above the main line.

3. modification of work

Because it may be slower to work in braille, brailling students may be told to complete less examples than print readers - some brailling students want to do the same work as their sighted peers.

4. concept development

It is important to give students as much concrete experience as possible, particularly when they are young.

5. mathematics - showing their working

Brailling students may prefer not to write down the question or to show their working in solving a problem in mathematics. This may be all right when they are younger, but when attempting senior mathematics, it is important that they have the question to refer back to (often several steps are required). It is essential to show the steps involved in their problem-solving - this is often a requirement in examinations.

6. short cuts for diagrams

Magnets on a metal backing (eg recycled fridge magnets), Wikki Stix, and blue tack can all be used as markers or teaching tools for brailling students.

Here is what participants had to say about the day:

- excellent day - very relevant to my students
- I never regret coming. Always well prepared, varied, interesting and the highest standard
- useful to talk to other teachers and aides
- every person presenting a topic was excellent and very helpful

Thanks to our speakers and to the participants for a GREAT day!

Notes from the SPEVI Conference 2003

The following notes were made by Odette Budge, participant at the recent SPEVI Conference at the Gold Coast
Enabling Children with Low Vision to Extend their Visual Reach

Speaker: Dr Anne Corn, Professor of Special Ed Peabody College Department of Ophthalmology and Visual Sciences, Vanderbilt University Medical Centre

Abstract: Explores the expectations we have for visual functioning and the premises on which these are often based. It explores a range of aspects associated with the extension of visual reach at a broad of ages and suggests, from research, a number of things that are needed if, as educators, we are serious about maximizing the reach of student's vision.

Presentation notes: Project PAVE Providing Access to the Visual Environment: A multi-disciplinary team meeting, consultation on low vision with parents, discuss concerns, visit monthly or negotiated with VT, with a review at the end of intervention.

Population: functionally sighted students using print through to those who have a mild to moderate cognitive delay.

Expectations of visual functioning come from: doctors, parents - development of beliefs early 6 out of 10 understood information re the eye or where the problem stems from eg a retinal problem.

Philosophies and practices convey messages to circumvent vision, ease the visual experience and teach the use of vision.

Visual efficiency: (Natalie Barraga) capacity to

Visual reach: detection and identification of optical in vision with aids

Extended Visual Reach: action/active, alters body position, modifies the environment, optical aids-including one handed focussing, uses non-optical devices, visual technique.

How do you feel when? Identity, confidence, conflict, near, intermediate and distance, central, mid, periphery, short, medium and extended, expectations, dynamic- when they are moving in each area of the expanded core curriculum

QUICK DRAW MACGRAW

To begin:
1. Assessments: ophthalmologist, clinical low vision, functional vision, learning medium, literacy, orientation and mobility.
2. Setting Goals; visual, reach, extended, etc.
3. Need: expectations, optical, visual efficiency- eg concepts, focus, mechanics, interpretation of images, speed, generalisation, routine use.
4. What's changed: eg speed, routine use.

Research:
- Barraga 1963
- Sykes 1971
- Corn et al 2001 JVIB 2002 (plateau at grade 3- need approx 150wpm at least)
- Corn and Koeneg

Reference: 'No finish Line'

Use of hand held magnifiers in preference to spec mounted due to the dynamics of class and comfort. Use duplicate devises- 1 home and 1 school.

Low Vision and Monoculars

Source: Future Reflections, Winter 2001 by Edith Ethridge

Reluctance to use monoculars may be due to a variety of factors. Consider some of these questions:
- Does it make a significant difference in vision?
- Is there a social issue?
- Is it difficult to use?
- Is the task interesting or motivating?
- Is the child aware that other people use monoculars and binoculars for a variety of recreation and career activities?

Be sure the monocular improves vision enough to make a significant difference. If just moving a few feet closer can provide the same amount of improvement, most children will just want to move toward the activity. The monocular restricts the field of view and some kids don't want to miss out on other visual interests.

Be aware that the type of visual condition may affect the benefit of the monocular. Central vision loss may make using it more difficult.

Be sure the child has had appropriate instructions in how to spot, focus, scan, and track using the device.

Prove the difference. Have the child use unaided vision for a task and then try the same task using the monocular. Let him prove to himself just what it can do and the differences in detail that can be observed.

Model it. Use binoculars and monoculars with your child. Create an environment where classmates and playmates use the same or similar devices for fun activities. Have toy binoculars available near the window or door for preschoolers and younger children.

Provide evidence that other people use vision devices for recreation and in their careers. Keep a scrapbook of pictures of vision devices being used and discuss them. Highlight pictures of surgeons, jewelers, and people at sporting events such as the racetrack, football games, and baseball games using vision devices. Look in advertisements for pictures of the monoculars used by golfers, and binoculars used by bird watchers.

Take the monocular and binoculars on family outings and trips. Use it with your child, have other family members use it, too. Keep a journal of time that it is used. Use stickers on a chart or other rewards to show just how many occasions you have used it.

Attend High Vision Games where other children are using monoculars. Find an older child who is a successful monocular user to act as a mentor and describe how useful it is in mobility.

Have realistic expectations. Remember that the monocular is just one device used to increase distant vision acuity for short tasks. It would be difficult to watch a movie using a monocular, try it! Although the monocular may not be an equalizer for all demands on distant vision, it is portable, relatively inexpensive, and doesn't require batteries!

Tip for Teachers

Arrange with subject teachers to offer a bonus question in braille at the end of a print test. Offer the question to all students, along with a braille cheat sheet so that they can decipher it. In doing so, you are not seen to be favouring your braille-reading student!

Physical Education and Recreation for Blind and Vision Impaired Students

Source: Future Reflections - Winter 2001

Workshop notes from a session by Angelo Montagnino

Learn About the Student's Eye Disorder

Check the student's records to see if any physical limitations are imposed on him. Take advantage of any residual vision the student might have. Find out if the child sees better under certain lighting conditions. Some children prefer incandescent light (yellow light) to fluorescent light (white light). Others may desire high intensity lamps to do detail work or require a high degree of light to best see a target, while some children are bothered by the glare of bright light.

Use Descriptive Verbal Instructions

Since the main avenue of learning for many visually impaired children is through hearing, verbal instructions should be given when demonstrating a skill. Give clear, concise, and consistent directions. Say what it is you are actually doing in body-oriented language. For example, when teaching a child to hop, say, "Stand on your left foot, raise your right foot, and jump in the air on your left foot." Use directional words such as, "right," and, "left." Cite large landmarks in the playing area to guide a low vision child: "Walk to the exit door, turn toward the window." Using terms like, "quarter turn," "half turn," or "full turn," may be helpful to the totally blind person. Use tactual, hands-on demonstrations with verbal instruction. Describe where things are by using the face of a clock for orientation, with the child at six o'clock: for example, "The water fountain is at seven o'clock, 12 feet away."

Use Movement as a Mode for Learning

Guide the student, but do not overprotect him. It is much better for a child to get a few bumps and bruises by interacting with his environment than to let inactivity stagnate his body. By moving and physically interacting with his environment, the visually impaired child has another way to learn about himself and his world.

Involve the Student in a Physically Active Way

Try to avoid having students only participating as scorekeepers or timers in a game. They need the activity. See that the visually impaired child is totally active during his gym period. Try to work the student into at least part of the game or enjoy/experience the activity with another student.

Allow the Visually Impaired Child to be Near Enough to See or Touch when Demonstrations are Given

A child with low vision may be able to observe procedures if he is near enough to the demonstration. For the totally blind child or child with little usable vision, the demonstrator or some other participant may have to position the child's body or allow the child to touch another person in the correct position and give more verbal explanations. Allowing the child to perform the activity with individual guidance is also helpful.

Provide a Fun and Safe Environment

Give the student an orientation to the area in which he and others will be playing. Help him discover where large pieces of equipment are placed. If equipment is moved into a different location, help him find where it is relocated and its relationship to walls and other equipment.

Beware of Flying Objects

The surprise element of not knowing where the ball is going in a fast-moving ball or flying-object type game can result in frustration and grave consequences for the visually impaired youngster.

Make Use of a Sighted Guide

In many activities and games, a partner can greatly enhance the enjoyment and safety for the visually impaired student.

Carefully Experiment

Within reason, carefully experiment and see what works best for the visually impaired student. Each visually impaired student has his own unique abilities and difficulties. Don't underestimate his ability.

Consult with the Visually Impaired Child not only to Determine Activity Preference but also to Decide Which Activities Might be Safe

As mentioned earlier, there are eye conditions that limit activity, a fact which should be discussed with the parent, physician, or low vision specialist. Consultation with these persons will give the recreation specialist a great deal of information about the needs, interests, and abilities of the child. For example, children who are at high risk for a detached retina should not participate in contact sports or diving. Children with diabetes may be advised to avoid certain sports or to increase their daily exercise gradually.

Modify the Rules of the Game

Rules may be modified to accommodate visual limitation but care should be taken not to alter the basic structure of the game if at all possible. (For example, in volleyball, the ball may be permitted to bounce once, or the visually impaired student may take one serve before each team begins serving.) The visually impaired child will want the activity to remain as close to its original form as possible.

Use "Special Equipment"

In some cases, special equipment is desirable to facilitate the full participation of the child in a given activity. This equipment can be purchased from a supplier or can be developed by the physical education or recreation specialist. In archery, for instance, an auditory signal can be placed behind the target. When developing modified equipment, it would be advisable to seek the assistance of the visually impaired child. He or she may or may not want to use a balloon, beach ball, etc.

Suggested Adaptations: Development of Fundamental Skills & Games

Encourage movement exploration. Focus on how the body moves by bending, stretching, turning, swinging, and curling the body, by itself, as well as in relationships to objects and other people. Help students to become aware of their body and the ways in which it can move. A good movement vocabulary will help the child to learn new skills more efficiently.

Teach the child to jump, land, and roll, while standing in place, while moving, and while jumping off equipment. This is a good safety skill which will help the child become more confident because he will then know that he can handle himself on a spill.

Go From the Less Difficult to the More Difficult Skills and Break Down Skills into their Component Parts
For example, to teach the child to catch a ball, begin by bouncing the ball to the child from a short distance away.

Gradually increase the distance. Then decrease the distance again, but eliminate the bounce. Finally, increase the distance again. A large, lightweight, softer ball would help.

Also, be aware of the child's previous experiences in recreation and other areas. Some visually impaired children have not developed activity skills because they were never given opportunities to participate in play. Thus, the physical education/recreation specialist may need to begin working with basic skills before involving the child in some regular play activities.

Limit Playing Space

Table tennis is an example of a game with a limited area that a child with a narrow visual field may be able to enjoy. Playing games in a small gym or a handball court may facilitate greater involvement for the visually impaired child without greatly distorting the experience for the normally sighted participants.

Slow the Action

For example, instead of a regular ball, a balloon may be used in a game of catch. A child with a field loss may be able to keep the balloon in the central portion of vision because it is moving with less speed.

Use Larger or Smaller Playing Objects

For example, a beach ball can be used to play volleyball. If the child has an acuity loss he may be able to see the object when he is far away from it if it is larger than regulation size. Also, targets can be made larger or moved closer to the player. If the eye condition has resulted in limited visual field, it may be helpful to use a smaller ball or move the target further away so it can be seen in the field of vision.

Use Proper Lighting and Color Contrast

A ball can be taped with bright yellow/orange fluorescent or black tape, so that it contrasts with the floor and walls. A shuttlecock can be painted a bright color to contrast with a playing court. Colored tape can be used to mark the playing areas. Contrasting colors can also be used for table games.

As previously discussed, find out if the child sees better under certain lighting conditions. It is also helpful to discuss with the child what factors may be visually distracting. For example, some children are bothered by stripes, polka dots, certain plaids or colors, strobe lights, and lights reflecting off glass.

Tag Games

Have the person ("it") wear on the wrists or ankles an elastic band with bells on it or maintain verbal contact while pursuing the visually impaired student. Alternatively, you can buddy the visually impaired student with a helper.

Boundaries

Provide a change in floor texture. For example, place a rubber carpet runner or tumbling mats next to the wall so that the child knows when he steps onto the changed surface that he is stepping out of bounds. The change in surface is also a warning signal to him that a wall or object is coming up so he needs to put on the brakes. The child will move much more freely if he knows that hazardous objects are not in the playing area.

Throwing and Catching

Before throwing the ball, give the receiver a sound clue. A bounce pass will be easier to receive than a direct pass. Utilize large heavy balloons to slow down the speed of the ball. The use of yarn balls, fluff balls, and nerf balls lessen the impact of a direct hit to the body. These should be used when playing the popular game dodge ball. When throwing at a target, provide a sound reinforcement (i.e. bells) behind the target. Beepers can be used or just have someone strike the target first.

Striking and Hitting

To practice striking skills, place a ball on a tee or have a ball suspended from the ceiling. If you want the ball to move through space upon hitting it, utilize Velcro. Place Velcro on the end of a rope which is suspended from the ceiling and matching Velcro taped onto a light ball with a bell in it or attached to the ball. in this way, the child will learn about the projection of the ball as well as how to control his hit in determining the power and direction in which the ball will go. The visually impaired student may also use a slow motion ball or large whiffle ball and oversize plastic bat. A ball can be rolled on a table or the floor. A large ball or a large wiffle ball with several small bells placed inside it, makes an excellent rolling target.

Running

Partners can provide safe assistance in running. They may hold hands or use brush contact (keep touching hand or forearm to hand, wrist or any part of the arm). Another technique is have the visually impaired student and guide runner each hold the end or loop of a flexible piece of material. (They may also have the loop go over the guide's right wrist and the visually impaired student's left wrist). A visually impaired runner may be able to run to a "caller" for a short run. A student can also run by himself by holding onto a rope or wire stretched out between two points. Provide a warning signal about 8 feet from each end. If tape is wrapped around the rope, the student can quickly turn at that point and continue a shuttle run.

The second section of this article describes modifications to particular sports and games and activities, archery, golf, hockey, track and field etc - please call if you would like a print or etext version of the article

Past VCE and VET Exam Papers and AIM Tests on the Web

Thanks to Andrew Nichols from NILS for this information:

Many past VCE and VET examinations as well as the AIM testing materials are available on the Victorian Curriculum and Assessment Authority website. VCE examinations are grouped by the subject area they relate to:

- Art
- English
- GAT
- Health and Physical Education
- LOTE
- Mathematics
- Science
- SOSE
- VET

Please note that not all examination papers are available due to copyright issues. As these issues are finalised, the exams will be made available.

Aim testing materials are listed by year level - 3, 5 and 7.

The exams are PDF files. To read the files you will need Adobe Acrobat Reader.

Go to: www.vcaa.vic.edu.au/VCE/Exams/exams.htm

Mountbatten Resources

Source: Paul Thierry, Quantum Technology

One of the challenges facing Vision Education is the on-going need to have vision teachers trained and familiar with all the technology options that are available to their blind and vision impaired students. In order to help overcome this challenge we have developed a new multi-media training CD titled "The MB Training Workshop - The Power to Achieve". The CD has been developed for the new Mountbatten Writer plus and the Mountbatten Pro which are now in widespread use throughout the US, Canada, England, France and Italy.

It incorporates graphics, spoken descriptions, animations, videos of actual users and very simple and clear instructions for beginners. Throughout the program there are opportunities for self-testing and there are direct links to relevant curriculum materials and Lesson Plans that have been developed by Special Education - British Columbia Canada (SET-BC) as part of the Emerging Braille Literacy Project.

To find out about the Emerging Braille Literacy Project, go to: http://www.setbc.org/projects/braille_lit/default.html or an up-date for 2002/03, go to: http://www.setbc.org/news/docs/mbpro.html

The aim of these CDs is to provide professional and comprehensive instruction that the user can undertake at their own pace, wherever and whenever they may need it. The CD is fully accessible via optional speech output and no screen reader is required. Manuals and command summaries are available on the CD and can be printed as needed.

We are in the process of developing a series of similar training CDs and are now seeking feedback from users in the field. We will provide free copies of the CD, and a short evaluation questionnaire, which we ask you to fill in and return to us.

If you are interested please call Paul Thierry (02) 9684 2077 or email pathierry@quantech.com.au

For information on the Mountbatten Pro Braille-writer go to: http://www.quantech.com.au/products/quantum_products/braille/mountbatten.htm

Victorian Government Reference Guide Online

Source: Circular 067/2003 from Kim Bannikoff, Director OSE

The new online 'Victorian Government Schools Reference Guide' website contains the latest policy advice and information from the Department of Education & Training. Information is available about school councils and governance, curriculum, environment, accountability, management, and resources. DE&T employees are able to access the website using their EduMail user name and password. Go to: www.eduweb.vic.gov.au/referenceguide/

Winners of the WHO Photo contest: 'Images of Health and Disability' 2002

A series of the winning photos from the WHO Photo contest: 'Images of Health and Disability' 2002 appear on the World Health Organisation website. Go to: www3.who.int/icf/photo_gallery/index.htm

Holiday Clinic: Golf for Blind and Vision Impaired Juniors

The Rosebud Country Club, in conjunction with The Victorian Blind Golf Association, is conducting a come and try free golf clinic at the Rosebud Country Club, Boneo Road Rosebud, on April 15 and 22 at 10 00am till noon. The Rosebud Country Club has a very successful Junior Development Golf Programme and invites blind and vision impaired juniors to these two two hour clinics. The VBGA has had a close association with the Rosebud Country Club, having conducted their State Championship there for the last 12 Years. Golf is a particularly good sport for blind and vision impaired persons, both as a social activity with friends and family, as well as a competitive sport for those who so desire.

When: April 15 and 22 at 10 00am till noon
Where: Rosebud Country Club, Boneo Road Rosebud
Cost: Free
Bookings: Essential
Contact: Kay Hancock on 9528 1590 or kayhan@ozemail.com.au by March 31

Eltham: Lawn Bowls Try Day

Eltham Recreation Bowls Club, Blind Bowls Victoria, Nillumbik Shire Council's Access for All Abilities program and Vision Australia Foundation, present an opportunity to have some fun and try your hand at lawn bowls. A Lawn bowls day has been orgainised for Wednesday April 9th, 2003. This day will suit anyone who experiences vision impairment, blindness, deteriorating sight or poor vision. Come along to hear from people who play lawn bowls; get some coaching tips; and play a game of bowls yourself!

The main focus of the event is to educate lawn bowls clubs to include people with vision loss into their local clubs. Lawn Bowls clubs across Victoria will be invited to the event.

People with vision loss are also welcome to come and have a try at lawn bowls. Transport will be provided, for people with vision loss, living in the northern & western metropolitan regions.

The bowls day is in collaboration with Blind Bowlers Victoria, Nilumbik Council, Eltham Recreation Bowls Club and Vision Australia Foundation.

When: Wednesday 9 April 2003
Time: 1:00pm to 3:00pm
Where: Eltham Recreation Bowls Club
Corner Susan and Bridge Streets, Eltham
Cost: Free
For further details, contact Mary Rispoli, Recreation Support Worker, Northern District, Vision Australia Foundation.
Tel: (03) 9416 7759 or email: Mary.Rispoli@visionaustralia.org.au

Guide Dogs News

Here is the latest in up and coming activities from the Children's Mobility Services of Guide Dogs Victoria:

VCE Weekend

When: Friday 21 March to Sunday 23 March.
There are a couple of places still available for this weekend. The program is suitable for Year 10, 11 and 12 students with vision impairments.
If any student is interested please contact Rachel on 9854 4469 ASAP.

Junior Program - Movement Camp

We have had great interest in this camp and almost all the places are full.
Can you help us?? As the theme is 'movement' we are trying to arrange a bush or square dance activity. Does anybody know how to teach these dances or know of someone who could help us out? Please contact Rachel on 9854 4469.

Tram Day

When: 24 April (2nd week of school holidays) 9am to 2pm
Where: Meeting at Guide Dogs Victoria

Come and spend a morning at the Malvern tram depot exploring trams and then having lunch. This program is aimed at junior students aged 10-12 years who are keen to build their public transport skills.

Contact Emmelie on 9854 4469.

Space Camp 2003

We now have an 'information pack' for those interested in attending Space Camp or those wanting to offer sponsorship. It contains three Space Camp newsletters - 1999, 2001 and 2002. It also has a CD-ROM with three PowerPoint presentations and some general information - please call for a copy.

And please call 9841 0242 if you would like to join the 2003 Space Campers.

'Tigermoth' Dual Cycle

Bob Smith from Body Cycles popped in this week to show us the latest in side-by-side bikes - the 'Tigermoth' Dual Cycle. The two identical bikes are joined with metal bars, allowing parallel riding by two people eg a sighted person and a vision impaired person. It is available in two sizes - 24 and 26 inch - with 18 speed grip shift levers, standard pedals and sprung front forks. Prices range from around $1200 to $1600 (but remember you are getting two bikes for your money). Body Cycles also make a range of bicycles for children and adults with physical disabilities.
Go to: www.bodycycles.com.au

Contact Bob for further details: (07) 3205 5925 or info@bodycycles.com.au

Staff News

Wendy Jenkins, a new VT in the Mildura area, will be working one day a week. Welcome aboard!

Finally

Thanks to Lea Nagel and Odette Budge for contributions to this edition of The Bulletin. Thanks to Dianne Skillern for proof reading it!

If you have something you would like included in The Bulletin, contact:

Deb Lewis (who can be emailed at deblewis@svrc.vic.edu.au).

Top
Home