Collection of Experiences (1)

Sarah Barnes

The purpose of this paper is to explore the ways in which my own previous
experiences with individuals who have visual impairments has impacted my life and my
future as an educator.
The Michigan MARSE Document defines Visual Impairment as a condition which,
even with correction, interferes with development or which adversely affects educational
performance. Visual impairment includes both partial sight and blindness (Michigan
Department of Education, Office of Special Education, 2013, p.15). The document continues
by stating that a determination of impairment shall be based upon a full and individual
evaluation by a multidisciplinary evaluation team, which shall include an ophthalmologist or
optometrist (Michigan Department of Education, Office of Special Education, 2013, p.15).
Ophthalmologists and optometrists are specialists in the area of vision. They can provide
detailed information on the ocular health of a student, and can reassess for changes in
visual functions over time which may affect the academic performance of a student.
Growing up, I always heard the adage you can do anything you put your mind to as
famously spoken by Benjamin Franklin. Individuals classed as having a visual impairment
might, like many other individuals in society, face challenges in life. However, the challenges
they face might not be the same or equal to individuals who have their sight. Individuals with
visual impairments need to be judged by their abilities, not by their disabilities. They should
be classed as equal in our diverse society and seen as a complete person, not defined by a
label they have been given based on their impairment.
Walking around through society, it is clear to see that many individuals associate
blindness or visual impairments with helplessness. However, blindness is not synonymous
with helplessness. I have encountered many individuals with visual impairments who have
adapted or completed a task in an alternative way, but they still have the ability to succeed
and complete the task without assistance. The loss of sight does not equate to the loss of
the mind. Individuals with visual impairments still have the ability to use their voice. A voice

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Collection of Experiences (1)

Sarah Barnes

which will ask for help when it is required, rather than it be automatically assumed by the
sighted that their assistance is needed.
The importance of voice was highlighted to me in my first year at Liverpool Hope
University by a highly inspirational and knowledgable lecturer I had, who happened to be
legally blind. In one of his many lectures to us, he once quoted a speech Barack Obama
(2008) made: One voice can change a room, and if one voice can change a room, then it
can change a city, and if it can change a city, it can change a state, and if it change a state,
it can change a nation, and if it can change a nation, it can change the world. Your voice can
change the world. The important message he was trying to portray to us was that even
without the ability for him to see, he always had the most important thing, the power of his
voice. A voice which can make a change in society.
My lecturer did not let his disability define him as an individual. Each day, he
confidently walked the university corridors, going to and from classes and lectures to his
main office. In the back of my mind, I was always thought How does he not get lost? or
How does he not bump into things? as he always seemed so confident in what he was
doing. However, we soon realized, he had the route clearly memorized. Even though he
could not physically see where he was going, in his mind, he could visualize the route. The
university never changed his classroom and never moved his office. He was given the
freedom and independence that he deserved.
During another one of his lectures, he talked about how he found it simplistic and
damaging that being given the label of having a visual impairment was portrayed as a deficit.
It gives individuals the assumption that having sight is a supreme sense, and that results in
other means of perception being deceived as meagre, when in fact it is not. Vision is just one
of the many senses we have, but is there the possibility that without the use of vision, we
can gain better use of our other senses? Can individuals with visual impairments be better at
using their other senses than sighted individuals?

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Collection of Experiences (1)

Sarah Barnes

Over the years, I have taken part in many simulation exercises where I have placed
on a blindfold and attempted to perform various tasks or daily activities. These exercises
were important to demonstrate how much we take our eyesight for granted and how
challenging we find completing daily tasks without the use of our sight. We had to place our
trust in other individuals to guide us through the tasks and show us where to go.
However, I have also been shown how completing these activities are not an
accurate portrayal of the life of an individual with a visual impairment. Individuals with a
visual impairment learn a series of skills which
enables them to complete tasks independently
without the use of sight. What these simulation
exercises are doing is being derogatory to
individuals with visual impairments. Simulation
exercises engender emotions such as sadness,
Visually Impaired Simulation
Exercise

fear and pity, rather than fostering acceptance and

understanding which all individuals deserve. Can

we really believe that closing our eyes emphasizes with individuals who have visual
impairments?
I have witnessed some of the incredible technologies that are now available in the
twenty-first century. A colleague of mine works as a mobility officer and demonstrated to me
some of the effective technologies that are readily
available for individuals with visual impairments to assist in
their drive to be completely independent. One assistive
technology I was shown was a Liquid Level Indicator. In
the book Assistive technology for visually impaired and
blind people (Herse & Johnson, 2008, p.635) they state
that a liquid level indicators uses a sensor to detect the

Different Assistive Technologies

for the Visually Impaired
(Teaching Students with Visual
Impairments, 2016)

level of liquid in the container and give an audible indication when the level reaches a given
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Collection of Experiences (1)

Sarah Barnes

distance from the top. Using this piece of technology, I was able to successfully pour a
glass of milk without overfilling the cup when I had no
sight available. This was an interesting experience, as I
was confident the cup would not overfill, due to the
device, however I found it was challenging to coordinate
pouring the milk carton into the cup without missing the
cup completely. A simple device such as a Liquid Level
A Liquid Level Indicator
(Hertfordshire Acting on
Disability, 2016)

Indicator offers so much independence to individuals

with visual impairments as they can complete daily
tasks such as making their own drinks without any

assistance from others.

Another piece of assistive technology which can help individuals with visual
impairments is a computer software program called Read & Write 11. Read & Write 11 is
designed to provide help to computer users
with reading and writing difficulties. It can read
text aloud and help construct words and
sentences. It also has many other features,
such as advanced spell checking, document
A Screenshot of Read and Write
Software vocally reading the paragraph
adjacent out loud.

scanning and Internet tools (Read & Write 11,

2015). Read & Write makes websites,

documents and files more accessible for all individuals with disabilities, not just those with
visual impairments. Using this software myself, I find it a friendly and intuitive piece of
software, which helps me and millions of others with disabilities complete everyday tasks
such as reading text out loud, proofreading written work and understanding unfamiliar words.
The software is designed to help individuals become more independent, because the
software is designed to read any type of electronic file and it allows individuals to
independently access any piece of text, without the need for assistance or guidance.
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Collection of Experiences (1)

Sarah Barnes

Many individuals face daily challenges when they try to communicate, especially in
the form of written communication. Dragon is a piece of computer software which aims to
help everyone gain barrier-free access to widelyused information and communication
technologies (Nuance.com, 2016). The software
allows individuals to express themselves using
text to speech technology rather than operating a

Dragon Software writing this

Collection of Experiences

keyboard which can be challenging for individuals

with visual impairments and other disabilities. As the software is uniquely trained to the voice
of the user, it allows them to accurately communicate and portray their ideas in an
accessible format whilst bypassing the demands of typing or handwriting. In the classroom,
this technology could be used to help students compose stories that are longer, more
complex, and contain fewer errors (Graham, 1999, p.75) than if they had to physically write
an assignment.
Assistive technology can reduce a students dependence on others to read, write,
and organize their work (MacArthur et al., 2001; Mull & Sitlington, 2003) which is important
to allow individuals with visual impairments to lead more independent lives, especially in the
classroom environment. As a future educator, it is important to become familiar with different
assistive technologies and understand how they can be incorporated into the classroom and
daily lessons in order to create an inclusive learning environment for everyone.
Even though the simulation exercises are not an accurate portrayal of the life of an
individual with a visual impairment, they do help to highlight many potential issues that could
arise in the classroom environment. The experience highlighted how the environmental
layout of a classroom is crucial to help an individual with visual impairments safely and
efficiently move through the classroom environment. It also highlighted how I need to treat
each individual case uniquely and no two individuals with impairments will require the same
accommodations.
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Collection of Experiences (1)

Sarah Barnes

My life experiences have taught me that just by placing an individual with a visual
impairment in a general education classroom does not mean that they are being totally
included in society. Each individuals unique educational needs for accessibility need to be
fully accessed by a specialized multidisciplinary evaluation team who can help decide upon
the least restrictive environment for the individual. It is important that we take on the advice
of the multidisciplinary evaluation team as they can provide appropriate instruction and
services to allow students who are visually impaired the best chance to foster independence
and gain success in life.
As educators, we must ensure that all visual materials we offer our students are also
accompanied by verbal descriptions. This is an important accommodation that could benefit
all students in the classroom, not just students with visual impairments as it removes the
barriers that accompany reading and helps to emphasize important learning stages to
develop students understandings. Making accommodations within our classrooms will help
us to better support our students and enable them the best possibility for a successful
education. As educators, we are constantly judged on league tables and test performances,
and without adapting our learning styles to best suit the needs of the students, we will never
perform to the best of our abilities.
It is important to understand that students with Visual Impairments are not disabled
they are just individuals who might require extra support and services to fully participate in
the general classroom. We need to ensure that we treat all individuals equally, regardless of
any disabilities they have been labelled with. A fully inclusive classroom will create the best
learning and teaching environment for all students and educators to grow and develop into
better individuals.

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Collection of Experiences (1)

Sarah Barnes

References
Graham, S. (1999). The Role of Text Production Skills in Writing Development: A Special
Issue: I.Learning Disability Quarterly, 22(2), 75. http://dx.doi.org/10.2307/1511267
Hersh, M., & Johnson, M. (2008). Assistive technology for visually impaired and blind
people. London: Springer.
Hertfordshire Action on Disability,. (2016). Audio & vibrating liquid level indicator - Household
Shop.Hadnet.org.uk. Retrieved 23 January 2016, from
http://www.hadnet.org.uk/_shop/shop/household/drinking/aud-vibrating-liquid-levelind.aspx
MacArthur, C., Ferretti, R., Okolo, C., & Cavalier, A. (2001). Technology Applications for
Students with Literacy Problems: A Critical Review. The Elementary School
Journal, 101(3), 273-301. http://dx.doi.org/10.1086/499669
Michigan Department of Education, Office of Special Education,. (2013). Michigan
Administrative Rules for Special Education (MARSE) (p. 15). Michigan: Michigan
Department of Education, Office of Special Education.
Mull, C., & Sitlington, P. (2003). The Role of Technology in the Transition to Postsecondary
Education of Students with Learning Disabilities: A Review of the Literature. The Journal
Of Special Education, 37(1), 26-32. http://dx.doi.org/10.1177/00224669030370010301
Nuance.com,. (2016). Accessibility | Dragon helps people with physical disabilities do things
they never thought possible. | Nuance. Retrieved 20 January 2016, from
http://www.nuance.com/for-individuals/by-solution/accessibility/index.htm
Obama, B. (2008). The Last Rally - Night Before the Election. Speech, Manassas, Prince
William County, Virginia.
Read & Write 11 (Version 11.5). (2015). United States.

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Sarah Barnes

Teaching Students with Visual Impairments,. (2016). Assistive Technology for Students who
are Blind or Visually Impaired. Retrieved 23 January 2016, from
http://www.teachingvisuallyimpaired.com/assistive-technology.html

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