Visual Impairment Deaf Hard of Hearing

Visual Impairment (VI) & Deaf and Hearing Impairment (D/HI) Student Name Institution Professor Name Course Date Visual Impairment (VI) & Deaf and Hearing Impairment (D/HI) SPE 461 – Weekly Activity #15 VI - DHI Visual Impairment (VI) & Deaf and Hearing Impairment (D/HI) This week, you briefly reviewed Visual Impairment/Blindness and Deaf/Hearing Impairment. There were some video clips, information shared, and two significant resources. These are located in the Module for Week #15. 1 Hearing impairment adaptations and modification for school-age populations and students who are deaf or hard of hearing/impairment 2 Visual Impairment Factsheet Part A: Visual Impairment/Blindness Based on information from the slides, the video clips, the Chapter 25 Study Guide, or the handout (VI Factsheet), describe and explain two (2) critical vital takeaways that were obtained that may influence your capacity in working with students with this disability. Part A_One: Comprehensive instruction in the expanded core curriculum is essential for students with visual impairments to develop independence and life management skills. While sighted children learn many crucial skills incidentally through observation and visual cues, those with vision loss miss out on these critical learning opportunities (Glatz et al., 2022). The expanded core curriculum fills this gap by offering specialized, systematic instruction tailored to their unique needs. The most important part of the training will be learning how to use assistive technology, which involves screen readers, refreshable braille displays, and more. In support of Glatz et al. (2022), the students will be taught braille and other adaptive techniques like managing money, cooking, grooming, and other routine activities of daily living. Using spatial orientation, environmental concepts, and safe travel with canes or guide dogs results in independent travel. Development of age-adequate career education includes the interests, job requirements, and strategies for future employment. Social skills training is crucial for interpreting postures, facial expressions, and other visual social cues. With direct teaching by certified specialists in these areas, visually impaired students tend to compete equally with non-visually impaired peers in the critical areas of independence and vocational skills. This specific curriculum that is expanded core ensures that the same information reaches the learner through non-visual methods other than the traditional ones (Wiley et al., 2016). When learned and mastered, these compensatory abilities provide a solid foundation for a successful academic career, future career, and independent adult living. The expanded core curriculum is the set of instructional skills that teachers should prioritize. These courses are essential, but this skill development equips visually impaired students to succeed and excel in school, workforce, and community integration after graduation (Wiley et al., 2016). The courses, among other things, the well-rounded functional education will provide the necessary tools to unleash their potential. Part A_Two: One of the critical lessons from this example is that early vision screening during childhood and timely actions for any detected deficiencies are of utmost importance. The unresolved vision problems in the formative years of life can negatively impact global development in all domains, such as cognition, language, motor skills, and emotional and social growth (Ray, 2001). The reason is that a c...