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Visual Impairment

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Visual Impairment
Visual Impairment
Introduction
Vision challenge or impairment is when a person’s degree of seeing is very low and the affected person requires assistance in order to carry out daily routine. Significantly, for one to qualify as visually impaired there must be prove that a person cannot undertake duties by himself without necessary assistance. For a person to qualify as a visually challenged, there must be a prove that the affected eyes cannot be conventionally treated. Visual challenge cannot be corrected by surgery, refractive measures neither by medication and that is why it is termed as visual impairment. The most rampart causes of visual challenge are trauma, degenerative or congenital means and a variety of diseases. In the society, blindness is the term that is preferably used to describe a visually impaired per son. Low eyesight is generally revealed when the affected person cannot view a normal distance and walk by himself (Algozzine, 2006). The degree of impairment can also be revealed when a person cannot read some normal writings. This is to say that even with the assistance of contact magnifying glasses or even eyeglasses the victim cannot reveal the writings on a normal newspaper (Bailey & Hall, 1990). Hyperopic impairment is accrued with inability person to see objects in a close distance. Myopic impairment is quite the opposite of hyperopic whereby a victim cannot identify objects at close distance. All these vision challenges greatly obscure the affected person from comfortably carrying out the normal daily routines without being assisted. According to Bailey & Hall (1990), vision challenged persons normally have to use other physical senses in order to carry out duties. A very blind case reveals that the victim can only use or learn by using non-visional procedures or the Braille. When it comes to the legally confirmed blind, the affected person has slightly low vision of up to 20/200 sight capability. As it is revealed by all these cases,



References: Algozzine, Ysseldyke (2006). Teaching students with sensory disabilities, California. Bailey, L .I. & Hall, A. (1990). Visual impairment: an overview. New York, U.S.A: American Foundation for the Blind. Congdon, N. G., Friendman, D. S. & Lietman, T. (2003). Important causes of visual impairment in world today. JAMA, 290(15), 2057-2060. Fan, Lai & Cheung ,Lam (2005 , April ), Causes of childhood blindness in a school for the visually impaired in Hong Kong, Hong Kong , Med J Vol 11 No 2, Retrieved on November 11 , 2011, from http://www.hkmj.org/article_pdfs/hkm0504p85.pdf Harley, R.K., Truan, B.M & Sanford, D. L. (1997). Communication skills for visually impaired learners: Braille, print, and listening skills for students who are visually impaired. New York, U.S.A: C.C. Thomas. Hong Kong Equal Opportunities Commission. Retrieved on November 11, 2011 , From Sacks, S. & Wolfe, K.E. (2006). Teaching social skills to students with visual impairments: from theory to practice. New York, U.S.A: American Foundation for the Blind. Sacks, S. Kekelis, L. & Gaylord-Ross, R. (1992). The Development of social skills by blind and visually impaired students: exploratory studies and strategies. New York, U.S.A: American Foundation for the Blind

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