Vision loss
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Vision loss, as defined by the University of Washington (2001), can be categorized into two different types, depending on the extent of the loss. Individuals who have partial loss of their vision are considered to have low vision, while those who have total loss of their vision are blind. In the case of individuals with low vision, they are unable to read standard-size text. In addition, they cannot see peripherally or centrally. On the other hand, individuals who are blind will not be able to read printed text or see in any range. According to the Center for the Partially Sighted (2001), children who exhibit signs of vision loss have the following appearance: a) "crossed or turned eye"; b) overly large or small pupils; and c) "shaking or randomly wandering eyes" (p. 1). In terms of their behavior, they will tend to turn or tilt their head when looking at their target. Furthermore, they will often close or squint their eyes, as well as rub or poke their eyes frequently. Finally, they will not make eye contact. In order to help children with vision loss compensate for their deficits in their vision to read and write, the following strategies and their accompanying interventions will be presented. While some of the strategies and interventions are targeted at students with partial vision loss, others address the needs of students with total vision loss: Modify standard-size reading materials: Because of their partial vision loss, students with low vision are unabl
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University Washington, Partially Sighted, Corley Remz, Digital Curricula, Retrieved December, assistive technologies, vision loss, blind students, low vision, utilize assistive technologies, reading materials, utilize assistive, students low, students low vision, At-risk ESL, university washington 2001, washington 2001, university washington, References Digital, , Educational Leadership, Horizons Education, zorfass et al, et al 1994, retrieved december,
Approximate Word count = 949
Approximate Pages = 4 (250 words per page)
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