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chapter 12
| Term | Definition |
|---|---|
| Tactile maps | are embossed representations of the environment. People who are blind can orient themselves to their surroundings by touching raised symbols rep- resenting streets, sidewalks, buildings, and so forth. |
| Long canes | can be straight folded, or telescopic; the last two types are more compact but not as sturdy as the straight. They are for support |
| Guide dogs. | Dogs trained to support people in need of extra assistance. |
| magnifying devices | instead of, or in addition to, large-print books (Zimmerman et al., 2010). With respect to reading speed and comprehension, using magnifying devices is at least as effective as using large-print books for many students (Lussenhop & Corn, 2003). |
| large-print book | The text in this book, printed primarily for sighted readers, is printed in 10-point type. Figure 12.3 shows print in 18-point and 24-poin type, two of the most popular sizes. |
| Expanded Core Curriculum (ECC) | (Heubner et al., or low vision has been guided by 2004; Zebehazy & Lawson, 2017) Essentially, the ECC provides recognition. |
| stereotypic behaviors: | repetitive, stereotyped movements such 's body rocking, poking or rubbing the eyes, repetitive hand or finger movements, and grimacing. These can begin as early as a few months of age. |
| phonological awareness | is an important component of learning to read braille. So students who are blind and who have poor phonological awareness would be candidates for a type of "braille dyslexia." |
| echolocation, | which is the ability to detect objects in the environment by auditory echoes (sound waves) created, for example, by footsteps, tapping a cane, or even clicking one's tongue (Thaler et al., 2020). |
| Obstacle sense | an unfortunate term in some ways, because many laypeople have taken it to mean that people who are blind somehow develop an extra sense. |
| cognitive mapping, | , which can help them navigate through their environment (lachini & Ruggiero, 2010). Cognitive mapping, sometimes referred to as mental mapping, involves the ability to integrate the relative position of various points. |
| Orientation and mobility (O & M) | these skills refer to the ability to have a sense of where one is in relation to other people, objects, and landmarks. |
| Nystagmus | is a condition in which rapid involuntary movements of the eyes occur, usually resulting in dizziness and nausea. Nystagmus is sometimes a sign of brain malfunctioning and/or inner-ear problems. |
| Strabismus | is a condition in which one or both eyes are directed inward (crossed eyes) or outward. Left untreated, strabismus can result in permanent blindness because the brain will eventually reject signals from a deviating eye. |
| (night blindness) | affects one's ability to see in low light |
| Retinitis pigmentosa causes | usually causes the field of vision to narrow tunnel vision) |
| Retinitis pigmentosa | is a hereditary condition that results in degeneration of the retina. It can start in infancy, early child- hood, or the teenage years. |
| The three most common causes of blindness | in children are cortical visual impairment (CVI), retinopathy of prematurity (ROP), and optic nerve hypoplasia (ONH). With respect to locus of causation, as a general rule. |
| diabetic retinopathy | a condition that results from interference with the blood supply to the retina |
| Cataracts | are caused by a clouding of the lens of the eye, which results in blurred vision. In children, the condition is called congenital cata |
| Glaucoma | is actually a group of eye diseases that cause damage to the optic nerve. It is usually caused by excessive pressure of fluid (the aqueous humor) in the eye, Glaucoma is referred to as the "sneak thief of sight' |
| astigmatism | (blurred vision) are examples of refraction errors that affect centra visual acuity. Although each can be serious enough to cause significant impairment (myopia lenses usually can bring vision within normal limits. |
| hyperopia | (farsightedness). |
| Myopia | Nearsightedness |
| Refraction | refers to the bending of the light rays as they pass through the various structures of the eye. |
| functional vision assessment | involves observing the student interacting in different environments (e.g., class- student can identify objects and perform various tasks (Zebehazy & Lawson, 2017). room, outdoors, grocery stores), |
| visual acuity | is most often measured with the Snellen chart, which consists of rows of let- ters (for individuals who know the alphabet). |
| Snellen Chart | which consists of rows of let- ters (for individuals who know the alphabet). For the very young and/or those who canno read, the chart has rows of the letter E arranged in various positions, etc. |
| optic nerve | which carries the information back to the brain |
| the retina | (the back portion of the eye, containing nerve fibers. |
| lens | which refines and changes the focus of the light rays before they pass through the vitreous humor (a transparent gelatinous substance that fills the eyeball between the retina and lens) |
| vitreous humor | a transparent gelatinous substance that fills the eyeball between the retina and lens. |
| pupil | (the contractile opening in the middle of the iris, the colored portion of the eye that contracts or expands, depending on the amount of light striking it |
| aqueous humor | aqueous humor (a watery substance between the cornea and lens of the eye) |
| cornea | cornea (a transparent cover in front of the iris and pupil), whick performs the major part of the bending (refraction) of the light rays so that the image will be focused |
| braille | braille, a system of raised dots by which people who are blind read with their finger- tips. It consists of quadrangular cells containing from one to six dots whose arrangement denotes different letters and symbols. |
Created by:
Emmaleeg