Page 46 - DEDU506_SPECIAL_EDUCATION_ENGLISH

Special Education

Notes • Use an overhead projector, chalkboard, graphs, or slides as you would normally, but provide
more detailed oral descriptions, possibly supplemented with thermoforms where appropriate.
• Allow student to use a tape recorder for recording classroom presentations or the text.
• Make all handouts and assignments available in an appropriate form: e.g., regular print, large
print, Braille, or on a cassette, depending on the students optimal mode of communication.
• Use a monocular or a private eye (electronic miniature television) or similar devices for long
range observations of chalk board or demonstration table presentations.
6.2.2 Text Reading Systems

• Paid or volunteer readers or writers can assist a student with a visual impairment with texts,
materials, and library readings.
• Offer to read, or arrange to have read, written information for a person with a visual impairment,
when appropriate.
• Arrange, ahead of time, for audio book acquisition of the text or other reading materials through
the Talking Book Service, Recordings for the Blind and Dyslexic, text reading systems, or audio
output devices.
• Various Braille devices can be used to assists vision impaired students when reading.
6.2.3 Testing
• Make arrangements for tactile examinations, if touch is not normally permitted (say, in a
museum) then contact the curator for tactile access to a museum display items or say, in a zoo
for access to a plant/animal species and/or collection).
• Place the student being tested close to the activity if tactile examination is necessary.
• Present examinations in a form that will be unbiased to visually impaired students. Ask the
student for the approach he/she finds to be most accessible.
• One possible accessible method is to record test questions on tape and have the students record
their answers on tape in an area which has minimal disturbance for other students.
• Use an enlarged activity script, directions, or readings to go along with the testing material.
• Allow more time.
• Allow calculators to be used during the test.
• Make use of larger print (e.g. 14 pt; 20 pt sized or as needed).
• Make use of visual magnification (magnifier or magnifying machine), audiocassette, Braille/
Braille graphs/Braille device for written responses, large block answer sheet.
Self Assessment
1. Fill in the blanks:
(i) ....................... is essential for new born baby for avoiding eye blindness and xerophthalimia.
(ii) Parents should protect children from exposure of sun rays, intensive heat and ................ for
avoiding the eye-problems.
(iii) If ....................... increase in the eyes the power of glass should ................... .
(iv) The ................... has become very popular for the prevention of visual impairment and cure of
contract, glaucoma etc.
(v) Teacher should use an .......................... where a visual signal is normally used.

6.3 Prevention of Hearing Impairment
Preventing noise-related hearing loss: Being exposed to loud noise over and over is one of the most
common causes of permanent hearing loss. It usually develops slowly and without pain or other
symptoms, and you may not notice that you have hearing loss until it is severe.

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