Transitions

Visual Impairment, Deaf and Hearing Impairment. Transitions Assessments and More Student Name Institutin Professor Name Course Date Visual Impairment, Deaf and Hearing Impairment. Transitions Assessments and More SPE 461 – Weekly Activity #16 Visual Impairment, Deaf and Hearing Impairment. Transitions Assessments and more …! For this week, you briefly reviewed Visual Impairment/Blindness, Deaf/Hearing Impairment & Transitions for Dtudents with Disabilities who are in secondary school. 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) importate key takeaways that obtained that may influence your capacity in working with students with this disability. Part A_One: The importance of the expanded core curriculum. Besides the regular academic curriculum, students with visual impairment must be taught a broadened core curriculum that includes the special skills necessary for an independent life. Among these are the development of skills to use assistive technology such as screen readers and adapted computer applications, literacy in braille or large print formats, orientation, and mobility skills using canes or electronic travel aids, as well as understanding social cues and body language, independence in tasks like cooking and money management and age-appropriate career education (Gogate et al., 2009). The skill in these areas is vital for the success of the visually impaired in all fields of life. As an educator, I have to make sure that the students with visual impairments have the same access to an expanded curriculum as the rest of the students by having teachers with specific training in teaching visually impaired students through certifications or special education backgrounds. Providing this expanded core curriculum empowers visually impaired students to navigate all aspects of life confidently. It equips them with the necessary tools to overcome challenges posed by their visual impairment, promoting their overall independence, inclusion, and self-determination. Part A_Two: The need for early intervention and support. Early vision screening in childhood is vital because identification and treatment of vision impairments at a young age can be recovered, thus preventing the domino effect of developmental delays. As soon as possible, it is necessary to introduce low-vision devices, assistive technology, and family education to create a more favorable atmosphere for the child’s development. Without sufficient early assistance, visual defects can influence a child’s health, self-esteem, education, future job prospects, and social relationships to a great extent (Gogate et al., 2009). It is imperative to focus on timely assessment and personalized intervention from the very early stages of life to offer sufficient assistance.  In this way, teachers can ensure the best possible outcomes for students with vision impairments that will positively impact all areas of their lives. While providing these preventative services from childhood is the most important step towards their long-term independence and quality of life, it is nevertheless critical. Part B: Deaf/Hearing Impairment Based on information from the slides, the video clips or the Chapter 26 Study Guide, or handout in Module (Hearing Impairment Modifications) describe and explain two (2) important key takeaways that obtained that may influence your capacity in working with students with this disability. Part B_One: Understanding deaf culture perspectives. The deaf community's cultural model does not see deafness as a disease that needs medical treatment but as a cultural identity and communication difference. This viewpoint contrasts with the medical model of curing or fixing hearing loss. Educators must be aware and respectful of this cultural perspective (Hillbriggs et al., 2007). Strategies that embrace deafness, for instance, teaching si...