Low Vision Devices For The Blind, Yes. What Are The Challenges?

Abstract

: It has been observed that when users of low vision devices view through the optical centre of the devices, they tend to shield light that fall at the centre thus reducing visibility of whatever one was to regard, such positions cause fatigue for the low vision user thus reducing the time taken on task, and limit low vision functioning. Some devices like the stand magnifiers and the C.C.T.V are bulkier to handle and as such may not be portable on excursions. It would seem that most low vision devices are useful in classrooms where one has to sit at a desk and view through the devices. Such arrangements tend to limit usage and therefore imposing limitations of function to the user. Stand magnifiers that use batteries require regular supply of batteries. The extra expense of buying batteries and bulbs can make them unaffordable to some learners. Proper visual environment which allows for maximum comfort and visual performance is essential for the low vision learner. In designing the proper visual environment for children with visual impairments, careful consideration should be given to the individual needs of each low vision learner based on the requirements of the visual task. With proper training learners with low vision can read rapidly with optical devices. The study by Sykes (quoted in Harley, 1984) indicated that visually impaired high school students were able to read as well with optical devices and standard print as with large print. Since large print is not always available, optical devices can provide a more convenient and equally effective choice for some learners with low vision. Before beginning class activities, the classroom must be prepared to maximize the amount of time the student will spend on the activity. Barraga (1983) noted that magnifying devices and prescription of optical aids have received increasing attention from clinicians and instructors as a valuable means of increasing the use of functional vision and efficiency in both near and distance visual functions. The purpose of this study was to find out challenges posed by low vision devices to learners with low vision. The study was carried out in five primary schools for the visually handicapped in Kenya. The study population included 90 teachers and 80 eight learners with low vision, a sample of 65 teachers and 78 learners took part in the study. Survey research design was used to collect data. Research instruments were questionnaires, observation schedule, interview schedule, a reading proficiency test and document analysis. Validity of the instruments were overcome by the researcher giving the research instruments to three experts on the topic of study who validated the contents of the instruments. Reliability was done by test re-test method. Data was analyzed by use of descriptive statistics that included frequency counts, percentages and the means. Findings of the study were that low vision learners lacked devices that can make them access curriculum content to the full. Recommendations of the study were: regular case conferencing be held among low vision team members to chart out learning needs of learners with low vision, and more contact time for the schools for the visually handicapped be created. Findings from the research could help curriculum developers at the Kenya Institute of Education to adapt and improve on low vision training curriculum. The Directorate of Quality Assurance and Standards also will glean information that will help in stocking classrooms with optical and non-optical low vision devices.