The Bulletin

Statewide Vision Resource Centre

Number 6  Monday 30th April 2001

Inside This Issue

  • Professional Development 2001
  • Multi-Impaired Professional Development Day
  • Challenge Camp
  • Space Camp
  • Driving Camp
  • VT Wanted
  • Staff News
  • Technology – Notes from Renwick Course
  • Article: Don’t Let Glaucoma Sneak Up On You

    • Professional Development 2001

    Supporting Vision Impaired Students with Additional Impairments in the Classroom – 8th June 2001

    This exciting annual program for Class Teachers, Specialists, Aides and parents will be held on Friday 8th June. The program will shortly be finalised and will be included with edition 7 of The Bulletin. Please let people know of the date so they can put it in their diaries!

    Challenge Camp – 22-25 May 2001

    The paperwork for Challenge Camp was included with edition 4 of The Bulletin. Call Deb Lewis if you require further details.

    Space Camp – end of term 3 2001

    See Bulletin 5 for notes from the first meeting of parents and students. Remember, each student (and chaperone) will need to have the first instalment of $2000 ready by 31 May 2001.

    Driving Camp – 18-19 June 2001

    See Bulletin 5 for forms and further details.

    Wanted: Visiting Teacher

    A Visiting Teacher position is available for a 9 year old boy at Wesley College-Glen Waverley Campus. The position is for 3 hours a week to teach braille. Please contact Michael or Ingrid Siles on (03) 9849 0900

    Staff News

    Technology

    I have just spent a week away in Sydney with three other intrepid DEET Visiting Teachers, Maureen Lonergan, Faye Squires and Meredith Walsh, studying – ‘Applications of Technology in the Instruction of Students with Visual Impairments’ – a subject towards the completion of the Masters in Special Education course from Renwick College (University of Newcastle). The course comprised a mixture of lecture and workshop activities and gave us the opportunity to network with other teachers and O&M instructors from all over the place including Perth, rural South Australia and New Zealand. Below are some interesting things we learned.

    Assistive Technology

    The term ‘technology’ is typically used to encompass a wide range of equipment and materials that allow a person with a vision impairment to access information and produce materials. ‘Technology’ may be defined as “any item, device, or piece of equipment that is used to increase, maintain, or improve the functional abilities of persons with disabilities” (Parette, 1993). As such, the definition may include: suitable lighting, magnifier, talking watch, slate and stylus, specialised news reading services on the radio, CCTV, liquid level detector, tactual markers on household appliances, laptop with talking or enlarging software, computer scanner etc. Technology for students with vision impairments are often thought of in terms of input or output; and further subdivided into visual, auditory and tactually accessible devices. For example, the Mountbatten Brailler:
    Input: braille keyboard, QWERTY keyboard, print (via a PC)
    Output: voice, braille hard copy, print (on the PC or Mimic), print hardcopy (on a printer)

    Low Vision Aids and Other Assistance for Low Vision Students

    Below are some ideas and issues discussed by speakers. Several speakers noted that adaptive solutions don’t always need to be high-tech, or vision impairment-specific devices. It is important to match the technology solution to the student.

    Computer Access

    Andrew Downie, Teacher Consultant, Adaptive Technology, TAFE, NSW felt strongly that students with vision impairments have early access to computer technology. He pointed out that sighted children begin using computers at a very early age and by 10 years are typically independent with internet searches for school assignments and using chat rooms to chat to their friends. Students with vision impairments must have similar access to their peers in order to be competitive in the academic arena and job (including work experience) market. A study by the BCA found that 70% of blind and vision impaired adults were unemployed and this may be attributed to their lack of computer skills.

    Andrew also pointed out that notetakers are useful learning tools – being generally less complicated, they require less skills to operate. Work stored on the note-taker during class can be downloaded to a desktop computer after class.

    Keyboarding Skills

    Andrew pointed out that when he was learning touch-typing on the QWERTY keyboard (which he sees as an essential skill for vision impaired people), he learned on a manual typewriter. Today, when teaching students to type, a large array of skills will be necessary. The student and Visiting Teacher may need to deal with:


    It is important to teach the students the necessary skills sequentially to achieve success. As children are learning tough typing very young, they may need a modified keyboard eg smaller keyboard for little fingers. Students with additional impairments may benefit from an adapted keyboard such as Intellikeys.

    References:

    Downie, Andrew. (2000). Dealing with Vision Loss: Technology Options. Strathfield: Open Training and Education Network.
    Parette, H. P. (1993). Selection of Appropriate Technology for Children with Disabilities. In J. P. Hosmer J. P. (Ed.) (1997). The DREAMMS Guide to Assistive Technology (pp. 1.9). Freeville: DREAMMS for Kids Inc.

    Selecting Assistive Technology for Students with Vision Impairments

    The decision to select assistive technology for students with vision impairments should be made by members of the Integration Support Group in collaboration with the Visiting Teacher and other interested parties and the student, themselves. It should be made in response to a perceived need and clearly defined goals that result in enhanced skills for the student.
    1. Conduct a functional assessment of the student’s abilities including physical and cognitive abilities and limitations. If the student’s disabilities are progressive, take this into account. Also take into account the student’s personal preferences and learning style.
    2. Evaluate the student’s environment and include an analysis of the tasks the individual wants or needs to perform. What modifications in the job or the environment are required?
    3. Search for technology to match the circumstance.
    a. Look for simple solutions – low tech items are usually cheaper and often easier to use
    b. Consider the learning and work style of the student – do they enjoy using aids and devices or are they more resistant?
    c. Consider the future – will this product or method work long term? Is it easily/inexpensively upgradeable?
    d. Look at each piece of equipment and evaluate:
    - how easy is it to assemble or set up?
    - how easy is it to use?
    - how easy is it to maintain?
    - will it be outdated shortly? Is it easily updated?
    - will the student’s needs change over time?
    - is portability a factor? How portable is it?
    - does it have a history of dependability? Durability?
    - if it breaks down, how easy is it to fix? Is there a service contract?
    - is technical support readily available?
    - what initial and ongoing costs may be involved? Consider periodic maintenance and consumable items such as batteries, special paper etc
    e. Investigate all options – talk to others eg other students, Visiting Teachers, other consumers, rehabilitation agencies etc. Trial the equipment with the student at RVIB, Vision Australia or via the distributor (eg at an Expo).
    f. Compare similar equipment from different manufacturers. Think about features and options, dependability etc.
    g. Ensure that the student is involved with the entire decision-making process.


    Adapted from:
    Parette, H. P. (1993). Selection of Appropriate Technology for Children with Disabilities. In J. P. Hosmer J. P. (Ed.) (1997). The DREAMMS Guide to Assistive Technology (pp. 1.9). Freeville: DREAMMS for Kids Inc.
    Rothstein, R. R. & Everson, J. M. (n.d.). Assistive Technology for Individuals with Sensory Impairments. In K. F. Flippo & J. M. Barcus (Eds.), Assistive Technology: A Resource for School, Work, and Community (pp. 105-131). Baltimore: Paul H. Brookes.

    Glaucoma

    Catia Sicari, Southern Co-Ordinator, Glaucoma Australia Inc sent the article which appears below.

    And Finally

    It is going to be a very busy term and year for the staff of the Statewide Vision Resource Centre – if you find that you have half an hour or more to spare, and you’d like to help out, please drop in and offer!
    Deb Lewis-deblewis@svrc.vic.edu.au

    Glaucoma: Catia Sicari, Southern Co-Ordinator, Glaucoma Australia Inc

    Don’t let glaucoma sneak up on you.
    Sight is one of our most precious gifts and yet we take it for granted. We use our eyes automatically every day of our lives without giving it much thought, until something goes wrong.
    Glaucoma is an eye disease that can sneak up on you and if not detected and treated early it can lead to vision loss and eventual blindness.
    John New was not going to let this happen to him. Having lost sight in his right eye due to an accident as a young man he was very aware of the gift of sight and he was very protective of the vision in his good eye.
    “If I had not being diagnosed with glaucoma 11 years ago I would be blind today”, Mr New says. “I was driving home one night when I could see rings around the lights at the side of the road.” As this phenomena was not shared by my wife I decided to have my eyes checked by an eye specialist.
    Glaucoma is the name given to a group of eye diseases in which the optic nerve at the back of the eye is slowly destroyed. The most common type of glaucoma develops slowly, generally without symptoms, until the peripheral vision (side vision) starts to disappear. Any loss of vision is irreversible. Glaucoma can’t be prevented but the sight disability effect can be managed through early detection and treatment – usually with eye drops.
    It is estimated that around 300,000 Australians have some form of glaucoma but only about half of them have being diagnosed. The other half is slowly going blind without knowing.
    Everyone in the community is at risk of developing glaucoma. Although some people have a higher risk, particularly those with: a family history of glaucoma, are over the age of 50, suffer from diabetes or migraine, are short sighted (myopia), or have suffered an eye injury sometime in their lives.
    It is recommended that people in these risk groups should have their eyes examined no later than the age of 35. For the others, regular eye test should start at the age of 40, because research shows that the proportion of glaucoma patients increases as the population ages.
    Glaucoma Australia is a not-for-profit organisation committed to minimise sight disability from glaucoma. It offers counselling to glaucoma sufferers, produces an informative newsletter, Glaucoma News, holds regular support group meetings and general information meetings across Australia and raises funds to support research into glaucoma in this country.
    For further information on the subject contact Glaucoma Australia on 1800 500 880 or visit the web site at www.glaucoma.org.au
    Have you ever had your eye checked for glaucoma?

    Top of Page
    Home Page


    Web page editor Lyn Robinson. Last updated May 2001.
    Copyright/disclaimer