VISUAL IMPAIRMENTS Fact Sheet Number 13 (FS13), 1997 ________________________ NICHCY National Information Center for Children and Youth with Disabilities P.O. Box 1492 Washington, DC 20013 E-Mail: nichcy@aed.org URL: http://www.nichcy.org 1-800-695-0285 (Voice/TT) _________________________ DEFINITION OF VISUAL IMPAIRMENTS The terms partially sighted, low vision, legally blind, and totally blind are used in the educational context to describe students with visual impairments. They are defined as follows: - "Partially sighted" indicates some type of visual problem has resulted in a need for special education; - "Low vision" generally refers to a severe visual impairment, not necessarily limited to distance vision. Low vision applies to all individuals with sight who are unable to read the newspaper at a normal viewing distance, even with the aid of eyeglasses or contact lenses. They use a combination of vision and other senses to learn, although they may require adaptations in lighting or the size of print, and, sometimes, braille; - "Legally blind" indicates that a person has less than 20/200 vision in the better eye or a very limited field of vision (20 degrees at its widest point); and - Totally blind students learn via braille or other non-visual media. Visual impairment is the consequence of a functional loss of vision, rather than the eye disorder itself. Eye disorders which can lead to visual impairments can include retinal degeneration, albinism, cataracts, glaucoma, muscular problems that result in visual disturbances, corneal disorders, diabetic retinopathy, congenital disorders, and infection. INCIDENCE The rate at which visual impairments occur in individuals under the age of 18 is 12.2 per 1,000. Severe visual impairments (legally or totally blind) occur at a rate of .06 per 1,000. CHARACTERISTICS The effect of visual problems on a child's development depends on the severity, type of loss, age at which the condition appears, and overall functioning level of the child. Many children who have multiple disabilities may also have visual impairments resulting in motor, cognitive, and/or social developmental delays. A young child with visual impairments has little reason to explore interesting objects in the environment and, thus, may miss opportunities to have experiences and to learn. This lack of exploration may continue until learning becomes motivating or until intervention begins. Because the child cannot see parents or peers, he or she may be unable to imitate social behavior or understand nonverbal cues. Visual handicaps can create obstacles to a growing child's independence. EDUCATIONAL IMPLICATIONS Children with visual impairments should be assessed early to benefit from early intervention programs, when applicable. Technology in the form of computers and low-vision optical and video aids enable many partially sighted, low vision and blind children to participate in regular class activities. Large print materials, books on tape, and braille books are available. Students with visual impairments may need additional help with special equipment and modifications in the regular curriculum to emphasize listening skills, communication, orientation and mobility, vocation/career options, and daily living skills. Students with low vision or those who are legally blind may need help in using their residual vision more efficiently and in working with special aids and materials. Students who have visual impairments combined with other types of disabilities have a greater need for an interdisciplinary approach and may require greater emphasis on self care and daily living skills. RESOURCES American Foundation for the Blind. (1993). AFB directory of services for blind and visually impaired persons in the United States (24th ed.). New York, NY: Author. (See address below under organizations.) Blakely, K., Lang, M.A., Kushner, B., & Iltus, S. (1995). Toys and play: A guide to fun and development for children with impaired vision. Long Island City, NY: Lighthouse Industries. Curran, E.P. (1988). Just enough to know better (a braille primer). Boston, MA: National Braille Press. Ferrell, K.A. (1996). Reach out and teach: Materials for parents of visually handicapped and multihandicapped young children (Item No. 2084). New York, NY: American Foundation for the Blind. Hazekamp, J., & Huebner, K.M. (1989). Program planning and evaluation for blind and visually impaired students: National guidelines for educational excellence (Item No. 155x). New York, NY: American Foundation for the Blind. Holbrook, M.C.(Ed.). (1996). Children with visual impairments: A parents' guide. Bethesda, MD: Woodbine. (Telephone: 1-800-843-7323.) Scott, E., Jan, J., & Freeman, R. (1995). Can't your child see? (2nd ed.). Austin, TX: Pro-Ed. (See address above.) ORGANIZATIONS American Council of the Blind Parents c/o American Council of the Blind 1155 15th Street N.W., Suite 720 Washington, D.C. 20005 (202) 467-5081; (1-800) 424-8666 E-mail: ncrabb@acces.digex Web address: http://www.acb.org American Foundation for the Blind 11 Penn Plaza, Suite 300 New York, NY 10001 (1-800) AFBLIND (Toll Free Hotline) To order publications, call: 1-800-232-3044 E-mail: afbinfo@afb.org Web Address: http://www.afb.org/afb Blind Children's Center 4120 Marathon Street Los Angeles, CA 90029-0159 (213) 664-2153; (1-800) 222-3566 E-mail: info@blindcntr.org Web Address: http://www.blindcntr.org/bcc Division for the Visually Handicapped c/o Council for Exceptional Children 1920 Association Drive Reston, VA 22091-1589 (703) 620-3660 National Association for Parents of the Visually Impaired, Inc. P.O. Box 317 Watertown, MA 02272 (817) 972-7441 (800) 562-6265 National Association for Visually Handicapped 22 West 21st Street, 6th Floor New York, NY 10010 (212) 889-3141 E-mail: staffnavh@org Web Address: http://www.navh.org National Braille Association, Inc. (NBA) 3 Townline Circle Rochester, NY 14623 (716) 427-8260 National Braille Press 88 St. Stephen Street Boston, MA 02115 (617) 266-6160; (1-800) 548-7323 National Eye Institute National Institutes of Health U.S. Department of Health & Human Services Building 31, Center Drive, MSC2510 Bethesda, MD 20892-2510 (301) 496-5248 E-mail: 2020@b31.nei.nih.gov Web Address: http://www.nei.nih.gov National Federation of the Blind, Parents Division c/o National Federation of the Blind 1800 Johnson Street Baltimore, MD 21230 (410) 659-9314 E-mail: nfb@acces.digex.net Web address: http://www.nfb.org National Library Services for the Blind and Physically Handicapped Library of Congress 1291 Taylor Street, N.W. Washington, D.C. 20542 (202) 707-5100; (1-800) 424-8567 E-mail: nls@loc.gov Web address: http://www.loc.gov/nls Prevent Blindness America 500 E. Remington Road Schaumburg, IL 60173 (708) 843-2020; (1-800) 221-3004 (Toll Free) E-mail: 74777.100@compuserve.com Web Address: http://www.prevent-blindness.org The Foundation Fighting Blindness (formerly National Retinitis Pigmentosa Foundation) Executive Plaza One, Suite 800 11350 McCormick Road Hunt Valley, MD 21031-1014 (1-800) 683-5555 (Toll Free) (410) 785-1414; (410) 785-9687 (TT) Web Address: http://www.blindness.org _____________________________________________________ Update January 1997 This fact sheet is made possible through Cooperative Agreement #H030A30003 between the Academy for Educational Development and the Office of Special Education Programs. The contents of this publication do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products or organizations imply endorsement by the U. S. Government. This information is in the public domain unless otherwise indicated. Readers are encouraged to copy and share it, but please credit the National Information Center for Children and Youth with Disabilities (NICHCY). ------------------------------------------------------------------------ Back To Special Education Articles Page