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Optical Device Use for Students who are Blind or Visually Impaired

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Optical Device Use

By: Carmen Willings
teachingvisuallyimpaired.com
Updated June 9, 2019


Many students who have visual impairments will be print readers and will use print as their primary mode of communication. Instruction in print reading and writing falls under the area of the general curriculum which means the student will receive their instruction within the general classroom setting. The Teacher of Students with Visual Impairments (TVI) will assess the student's functioning and determine what non-optical devices will assist a student in accessing print. The low vision specialist may prescribe optical devices that will help the student access print. The TVI will instruct the student in the proper use and care of the devices.
For those that are able, it is ideal and less restrictive to instruct a student in the use of optical and non-optical devices. Low vision devices will allow access to regular print materials both in and outside of the classroom, such as magazines, labels, price tags, game boards, time tables, and menus. This will prepare the student for adult life when most environmental, educational, and leisure reading materials will be available only in regular print.
​
After the student has been prescribed low vision devices from the Clinical Low Vision Specialist, the Teacher of Students with Visual Impairments will need to instruct the student in accurately and efficiently using the device(s). Some students will only require a short period of instruction, while other students will need longer to gain the skills needed to independently use the devices. As with all areas of instruction, the student's individual needs and skill levels will play a factor in determining the appropriate type and amount of instruction.
Prior to optical device practice, encourage the student to independently retrieve the device and clean the device if necessary. Throughout instruction encourage the student to use the dominant eye, grip the device correctly, stabilize the materials, determine the proper focal distance, and ensure the device is in focus. At the end of the practice, encourage the student to properly store the device.

​Near Optical Device Instruction

Students who have been prescribed a magnifier for near viewing need to learn to use the device properly. Teachers of Students with Visual Impairments (TVI's) instruct students on how to manipulate their devices, on how to focus them, and on how to use them to accomplish functional and academic tasks. Instruction also must center on identifying when it is appropriate to use the devices and on when to use them in conjunction with non-optical devices or techniques.  Skills the students will need to learn include:

  1. Teach the student to use appropriate positioning for optimal viewing. The student will need to learn to use the correct posture and body positioning. Using the magnifier along with a book stand/wedge will alleviate neck strain.
  2. Teach the student to stabilize reading materials/objects. This may come naturally, but the student may need some instruction, particularly when using the magnifier when they are not seated at their desk.
  3. Teach the student to stabilize the hand using the magnifier. Stand magnifiers are designed to rest directly on the flat surface. Handheld magnifiers are designed to be held above the viewing surface. This can be challenging as the student will need to maintain the focal distance while using the magnifier. The student will need to be taught how to coordinate their hands and use their opposite hand or arm as a wedge to maintain the correct distance. They will also need to be taught how to adjust the focal length of the magnifier from the eye to the page.
  4. Teach the student to read a variety of printed formats including those with graphics, maps, and charts. Provide the students with a variety of materials to practice their skills on. Be sure to include materials with various print sizes such as CD cases, DVD cases, dictionaries, labels on food packages, sales flyers, newspaper articles, recipes or magazines. Students may also be motivated to observe rocks, shells, fossils, feathers, money, fingerprints, leaves, flowers or any other materials related to the topic of study.
  5. Teach the student to select the appropriate magnifier for the task. Students will frequently be prescribed several magnifiers of varying strength or different types (stand, handheld, pocket, etc). They will need to be instructed on not only how to use the various devices, but when they should use.
  6. Teach the student to properly store and care for the magnifier (e.g. store and retrieve it, clean it).
  7. Teach the student to independently initiate and use the magnifier in a variety of settings.

Monocular Instruction

​Students who have been prescribed a monocular for distance viewing need to learn to use the device properly in order to participate in activities across a variety of environments.
Skills the students will need to learn include:
  1. Teach the student to determine and use the dominant eye. Most students will automatically look through the monocular with their preferred eye, but others will need instruction.
  2. Teach the student to use the best positioning to stabilize the monocular and avoid physical fatigue as well as position to avoid glare and obstacles. It goes without saying that the student will also need to be instructed in which end of the monocular to look through.
  3. Teach the student to scan the environment to find a stationary object prior to using magnification. This will help the student use their full visual field to locate the object before having to reduce the field with a telescope.
  4. Teach the student to locate and verify pictures or signs from a distance. This can be taught using existing signs or by placing pictures/signs throughout the environment for the student to locate and identify.
  5. Teach the student to use a systematic technique to spot the desired targets. This includes learning to scan from left to right, from top to bottom and/or using a reference point.
  6. Teach the student to adjust the focus by having the student start by closing the monocular to its shortest length. Then have the student slowly open the monocular as they hold the monocular to their eye. Finally, as the image is clear, have them slowly turn past this point to blur again, and then turn back to the clearest image to self-check.
  7. Teach the student to copy symbols, words, and sentences spotted at a distance. This is an important skill for the student to have, but they should not be expected to use this skill in the general education setting until they are able to complete the task with minimum errors or glances. Also, this skill should be used to copy short passages and not for copying lengthy notes.
  8. Teach the student to scan to locate objects/pictures in a variety of planes. The student will need to use scanning and focusing skills they have previously learned. This skill can be used in a smaller environment and then transferred to a larger and more complex environment.
  9. Teach the student to track moving targets. This will allow the student to access most environments and materials that are within viewing distance. The student will need to incorporate previously learned skills of locating, focusing and tracking to complete this skill.
  10. Teach the student to properly store and care for the device.
  11. Teach the student to independently initiate the use of the device.

The following are some possible activities the student can use the monocular for:
  • Read street signs and house numbers
  • Read menus on the wall at fast-food restaurants
  • Watching assemblies and other performances
  • Locating a seat in a theater, auditorium, cafeteria or another public place
  • Observing sporting events and viewing the scoreboards
  • Reading signs in the grocery store
  • Observe wildlife (birds or squirrels, etc) or sights at amusement parks, zoos, and fairs
  • Playing games such as "I Spy" to locate toys "hidden" around the room.
  • Observe moving targets such as other students on the playground, kites, traffic or bubbles.
  • Tape pictures along a wall and have the student locate and identify the pictures.
Family Connect
AFB's site, Family Connect, provides a list of fun activities for teaching magnifier use. The specific page can be found here.

Picture of ENVISION Kit for Near
ENVISION Near Magnification Devices
This training program and kit, available from APH, teaches students to use near optical devices and practice the skills of tracing, tracking and scanning with near distance magnification devices.

Picture of ENVISION Kit for distance
ENVISION Distance Magnification Devices
This training program and kit, available from APH, teaches students to use distance optical devices and practice the skills of tracing, tracking and scanning with distance magnification devices.

By providing a variety of tools to gain access to print materials, the teacher is applying the principle of filling a student's toolbox with a variety of tools."
Holbrook & Koenig, Foundations of Education 2nd Ed., Vol. II p. 181

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      • Determining Service Intensity Using the VISSIT
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    • Foundations of Teaching the ECC in the Age of Virtual Instruction
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    • Itinerant Teaching Strategies & Tips
    • Accommodations for VI
    • Strategies & Activities for Standard Course of Study
    • Using Themes to Teach the ECC
    • Accessible Content for BLVI
    • Conducting a FVLMA
    • Developing SMARTER Goals
    • Selecting the Right AT
    • Tips for Being a "Physically Fit" TVI
    • The Art of Teaching the ECC
    • Activities to Teach the ECC
    • Determining Service Intensity Using the VISSIT
  • Professional Practice
    • Vision Professionals >
      • Become a Vision Professional
      • Professional Preparation Programs
      • Teacher of Students with Visual Impairments
      • Orientation & Mobility Specialist
      • Low Vision Specialist
      • Rehabilitation Specialists
      • CATIS
      • Parapros & Braille Transcribers
    • Professionalism >
      • Professional Ethics
      • Professional Development
      • Teacher Standards
      • Professional Organizations
      • Certification Organizations
      • Awards & Recognition
      • APH Scholar Program
    • Instructional Planning >
      • VI Program Handbook
      • Caseload Analysis
      • Itinerant Teaching Tips
      • Year at a Glance
      • Role of the Classroom Teacher
      • Simulation Activities
    • Professional Publications >
      • General VI Resource Books
      • CVI & MD Resource Books
      • Braille Resource Books
      • O&M Resource Books
      • Early Intervention Resource Books
      • Journal Resources
  • Foundations of VI
    • History of Visual Impairments >
      • Timeline of VI
      • Biblical Passages Concerning Blindness
      • Notable People
      • Helen Keller
      • APH Museum
      • Leaders & Legends
      • History of Braillewriters
      • Legislation
    • Visual Impairments >
      • Structure & Function of the Eye
      • Vision Classifications
      • Common Vocabulary
      • Common Visual Impairments
      • Cortical Visual Impairments
      • Convergence Insufficiency (CI)
      • Deaf-Blind
    • VI Resources >
      • VI Organizations
      • US Government Agencies
      • Support Networks
      • Deaf-Blind Resources
      • Georgia Vision Resources
      • Online Parent Resources
    • V.I. Book Resources >
      • Children's Books
      • Young Reader Books
      • Books about Dog Guides
      • Teen & Young Adult Books
      • Non-Fiction Books
      • Helen Keller Books
      • Parent Resource Books
      • Grief & Suffering Books
    • Impact on Development & Learning
    • Psychological Impact
    • Social Etiquette
    • Financial Assistance
  • VI Service
    • Educational Programming >
      • National Agenda
      • The Expanded Core Curriculum
      • IDEA and Vision
      • Federal Quota Funds
      • Deaf-Blind Child Count
      • State SpEd Agencies
      • Schools for the Blind
    • Referrals >
      • Vision Concerns
      • Referral Process
      • Eligibility Guidelines
      • Vision Therapy Controversy
      • When Student Doesn't Qualify
    • Medical Vision Exams >
      • Medical Professionals
      • Vision Tests & Tools
      • Visual Acuity
      • Lenses
      • Visual Fields
    • FVLMA >
      • What is the FVE
      • Interpret the Eye Report
      • Environmental Observations
      • FVLMA Observations
      • Interviews
      • Assessment Kit Materials
      • Oculomotor Skills
      • Near Visual Acuities
      • Print Comparisons
      • Distance Acuity
      • Test Visual Fields
      • Vision Skills
      • Learning Media Assessment
      • Reading Rates
      • Writing the FVE Report
    • Service Planning >
      • ECC Annual Needs
      • Service Delivery Models
      • Least Restrictive Environment
      • Early Intervention Services
      • Students with Multiple Disabilities
      • Student Led IEPs
      • 504 Plans
      • Transition Plans
    • Writing Goals >
      • Writing SMART Goals
      • Blooms Taxonomy
      • Independent Living Goals
      • Compensatory Goals
      • Sensory Efficiency Goals
      • Assistive Technology Goals
      • Social Skills Goals
      • Recreation & Leisure Goals
      • Self Determination Goals
      • Career & Vocational Goals
    • Low Vision Eval
    • O&M Evaluation
    • Educational Assessments
  • Adaptations
    • Unique Visual Needs
    • Accommodations & Modifications
    • Home Adaptations >
      • General Home Safety
      • Kitchen Adaptations
      • Bathroom Adaptations
      • Medication Adaptations
      • Clothing Management Adaptations
    • Curriculum Adaptations >
      • Numbers & Counting
      • Algebra
      • Geometry & Spatial Sense
      • Measurement & Data
      • Early Literacy Experiences
      • Create Tactile Books
      • Reading Instruction
      • Reading Efficiency
      • Science Adaptations
      • Social Studies Adaptations
    • Material Adaptations >
      • Accessible Educational Materials
      • Large Print
      • Braille Code
      • Photocopying
      • Font Legibility
      • Increase Contrast
      • Pictures and Worksheets
      • Tactile Graphics Guidelines
      • Creating Tactile Graphics
      • Teacher Made Materials for Students with MD
    • Instructional Adaptations >
      • Individual Schedules & Communication Cards
      • Movies & Assemblies
      • Lectures & Instruction
      • Board Work (Chalk, Interactive, White)
    • Environmental Adaptations >
      • School Campus Adaptations
      • Classroom Design Tips
      • Labeling System
      • Adjust Lighting
      • Playground Adaptations
      • Sensory Areas & Rooms
    • Early Childhood Adaptations >
      • Daily Schedule
      • Morning Meeting
      • Weather Check
      • Dramatic Play
      • Blocks
    • Adaptations to the Arts >
      • Art Adaptations
      • Art Materials
      • Music
      • Music & Movement
      • Dance
    • Recreation & Leisure Adaptations >
      • Recreation Adaptations
      • VI Sports Associations
      • Recreation Resources
      • Camps for VI
      • Card and Board Game Adaptations
      • Transcribe Playing Cards
  • VI AT
    • Overview of Assistive Technology
    • VI Assistive Technology >
      • Non-Optical Low Vision Devices
      • Low/Medium Tech Devices for Tactual Learners
      • Optical Devices for Near
      • Optical Devices for Distance
      • Video Magnifiers
      • Screen Magnification & Readers
      • Braille Technology
      • Tactile Graphics Technology
      • Auditory Access Devices
      • Braillewriter Repair
    • Apps for VI >
      • Note Taking Apps
      • Apps for Accessing Books
      • Identification Apps
      • Navigation & Location Apps
      • Braille Apps
      • Magnifier Apps
      • Sound Making Apps
      • Cause & Effect Apps
      • Vision Skills Apps
      • Apps for Early Learning
      • Read to Me Story Apps
      • Apps for Communication
      • Android Apps for VI
    • AT Instruction >
      • Video Magnifier Instruction
      • Notetaker Instruction
      • Accessing Audio Books
      • Navigate Computer without a Mouse
      • Word Processing and Shortcuts
      • Keyboarding Instruction
    • iOS for VI >
      • iPads as Instructional Tools
      • Making the iOS Device Accessible
      • iOS Accessibility Resources
      • VoiceOver
    • Assistive Technology Assessment
    • VI AT Resources
    • Vendors
  • Instruction
    • Virtual Instruction
    • Instructional Strategies >
      • Development of ECC Resources
      • Teaching in Thematic Units
      • Teaching the ECC
      • Summer Reading (braille)
      • Summer Outdoor Activities
      • Rainy Day Activities
    • Compensatory >
      • Guiding Principles of Concept Development
      • Functional Skills
      • Community Based Experiences
      • Concepts to Teach
      • Organization & Study Skills
      • Cranmer Abacus Instruction
      • Time Management
    • Communication Modes >
      • Language Development
      • Braille Instruction
      • Braille Instruction Materials
      • Writing Braille
      • Signature & Handwriting Instruction
      • Nemeth Braille Code
      • Tactile Graphics Instruction
    • Sensory Efficiency >
      • Sensory Input
      • Encourage Use of Vision in Students with MD
      • Lightbox Use
      • Sensory Activities for Students with MD
      • Sensory Table
      • Visual Efficiency Skills
      • Visual Attend and Scan Activities
      • Visual Tracking Activities
      • Visual Discrimination Activities
      • Visual Motor Activities
      • Optical Device Use
      • Tactual Readiness
      • Developing Skillful Hands
      • Auditory Readiness
      • Listening Skills Instruction
    • Independent Living >
      • Responsibility & Independence
      • Mealtime Independence
      • Eating Adaptations
      • Food Preparation
      • Recipe Activities
      • Hygiene & Grooming
      • Dressing & Clothing Management
      • Money
      • Housekeeping Instruction
    • Orientation & Mobility >
      • Transition Between Activities
      • Proper Guide Techniques
      • Orienting Student to Environment
      • Mobility Skills
      • Travel
      • Dog Guides
    • Social Skills >
      • Non-Verbal Communication
      • Social Interactions
      • Self Concept
      • Icebreakers & Mixers
    • Career Education >
      • Classroom Jobs
      • Career & Vocational
      • Prepare for College & Career
    • Recreation & Leisure >
      • Learn to Play
    • Self Determination