It is common to hear that we ‘do visual stimulation’ with students with visual impairments, and it will prove to be beneficial for all ages. However, to do this we must find something that the learner is interested in looking at! We must also investigate how the learner sees. I would always recommend a formal visual function assessment by a skilled assessor, but the reality is that these people are often in short supply and may not be available to you.
So, how do you investigate what your learner can see at the moment?
Using a vast armoury of appropriate visual stimuli in the multisensory room or studio, we must try to find out more. Toys, torches, everyday items, visual equipment such as projectors, fibre optics and even bubble tubes could be used to build up a profile of the learner’s visual skills. What you will not be able to do is to identify the type of visual impairment your learner has. However, you may notice behaviours that indicate that he/she sees better from the side, for example, which could indicate macular degeneration.
Some helpful tips for your visual investigations:
- Find things that the learner likes or wants. You wouldn’t look at things that don’t interest you!
- Use favourite objects, then move on to other things.
- Make sure the learner is in a comfortable and appropriate position to access the presented effect.
- Work at the learner’s own pace and give them plenty of time to respond.
- If the learner shows signs of distress, stop!
- If you are giving verbal prompts, make sure the learner is reacting to the light – not you.
- Use torches to start with – you may find them easier to manipulate. Then move on to projected images: big, small, close, far, dull and bright.
- If using visual equipment with fans, be aware that the learner may be reacting to the sound, not the light.
- Make sure there are no other sound interruptions.
- Use bright objects and contrasts, to begin with, then reduce the brightness and contrast.
- Remember – the learner may react when the light disappears, rather than when it appears.
- Not all learners will see things directly from the front.
- Work in an area with reduced visual clutter.
- It does not have to be really dark in the room to do an investigation – try varying background lighting levels.
- Use reflected light as well as direct light – think survival blankets etc.
- Will size, colour, shape, as well as intensity, make a difference?
- Have you tried more than one object?
- Watch both eyes – a visual impairment often affects just one eye.
- It is possible that your learner has a different visual impairment in each eye.
- Short and regular investigations will be better than one long session every week.