Introduction

I'm vision impaired, nine years old and in Room 11. I like school and my interests are music, story tapes, writing letters and art.

(Student with vision impairment)

It is known that about 80 percent of learning takes place through vision and that as much as 40 percent of the brain is devoted to the visual process. Students with vision impairment, defined as vision that cannot be improved to normal levels with glasses or surgery, need additional resources and support to achieve to their full potential.

Services for students with a moderate vision impairment are provided by Blind and Low Vision Education Network NZ (BLENNZ). Resource Teachers Vision work from twelve visual resource centres around the country. BLENNZ also has a national assessment centre based at its Homai campus in Auckland.

This resource is designed to give an understanding of what it means to be a student with vision impairment and the strategies and resources teachers can use to provide the best opportunities for learning and development. These practical strategies are intended for use in conjunction with skilled, specialised support, such as that of the Resource Teacher Vision.

The term vision impairment is also known as low vision. It is classified into mild, moderate or severe. Students with moderate vision impairment are those whose vision impairment interferes with optimal learning and achievement, unless adaptations are made in the way learning experiences are presented, the way learning materials are used, and to the learning environment. These students use vision for learning and have a:

• Visual acuity of 6/18 or less after the provision of the best possible glasses or lenses (this is approximately 30 percent of normal vision); or
• Visual field so restricted that it affects the ability to function in an education setting; or
• Progressive loss of vision which may affect the ability to function in an educational setting.

The impact of the vision impairment is to:

• Inhibit optimal processing of visual information;
• Affect access to regular print resources, black/whiteboards and other learning resources in the educational setting;
• Require the use of specialised techniques, teaching materials or equipment. For example, some students may require visual aids for detailed visual tasks, or enlarged print materials.

Each student's vision impairment may take a different form. For example, one student may have sufficient vision to move around freely, but may be unable to distinguish small print or facial features. Another may be able to read small print but may not be able to see the board. Some students wear glasses, which help improve their vision, while others with vision impairment cannot be assisted by glasses.

Many of the factors influencing a student's visual efficiency are directly related to the quality of the learning environment. However, with understanding and support, students with vision impairment can function visually and learn to their full potential.