List of acronyms and abbreviations
Chapter 2: Conceptual framework and literature review 2.0 Introduction
2.2 Review of related literature
2.2.2 Blindness and visual impairment
Use „able-bodied‟ or „people without disabilities.‟ The terms „normal‟ and
„whole‟ are inappropriate and inaccurate.
Most disabilities are not a disease. Do not call a person with a disability a
„patient‟ unless referring to a hospital setting. In an occupational and physical therapy context, „client‟ or „customer‟ is preferred.
Some diseases by legal definition are considered disabilities. Victimization imagery („AIDS victims‟) or defining the person by the disease („she or he is a diabetic‟) is inappropriate. Use „person with diabetes‟ or „people living with AIDS‟.
It cannot be over emphasised that language reflects the social context in which it is developed and used. It therefore reflects the values and attitudes of that context, and plays an important role in reinforcing values and attitudes that lead to discrimination and segregation of particular groups in society (DPSA 2000).
to the core and specialised curricula, and to enable them to most effectively compete with their peers in school, university and ultimately in society.
There are basically three concepts of visual impairment, which according to the American Foundation for the Blind (AFB) (2008) are:
Low vision whereby a person may have difficulty accomplishing visual tasks, even with prescribed corrective lenses. However, a person can enhance his or her ability to accomplish these tasks by using compensatory visual strategies, low vision devices, and environmental modifications.
Functional vision is vision that can be used to perform a task. In this particular case it is the responsibility of the institution and rehabilitation professionals to provide opportunities for students who are visually impaired to maximise their functional vision, thereby improving their ability to function in a higher learning basic education setting.
Visual efficiency: is the extent to which a person uses available vision. It is important to note that both functional vision and visual efficiency are characteristics of the individual, and are not necessarily predicted by clinical measures. For example, a person who is considered „legally blind‟ may have considerable residual vision.
The UKZN, as mentioned previously, has some assistive devices for students with visual impairments, among which is computer software known as Job Access with Speech (JAWS). According to AFB (2008) this product converts text and components of the Windows operating system into synthesised speech, allowing for access to Windows-based computer systems. Other tasks that JAWS performs include, but are not limited to, browsing the Internet, reading electronic books and other material, reading text out-loud from a computer screen and word processing (Rowland 2007).
According to Arter et al (1999: 76) Braille is another assistive device. It is a tactile symbol system based on representation of letters and numbers by varying arrangements of a six dot cell. Braille can be used for labelling cans, packages, clothing, and other items, as well as for reading materials including books, magazines,
and computer output. A Braille transcriber determines how to most accurately present information from a print textbook into a Braille version and then transcribes it into Braille so that a student who is blind or has a low vision can access the content and thus get the same benefits from the information as his/her sighted peers. AFB (2008) added that there are other low vision devices which are tools used by persons with residual vision to read text, including both optical devices (such as magnifying glasses) and non-optical devices (such as screen enlargement programs).
Howell and Lazarus (2003) noted that barriers for disabled students are further exacerbated by the physical environment of higher education institutions. In South Africa some of these remain largely physically inaccessible to many disabled students, especially physically disabled and blind students. For blind and deaf students in particular, access to information has been extremely limited. Barriers arising from the curriculum have been evident in the provision methods and materials of teaching and learning used, the manner in which classes and learning have been managed as well as the nature of the assessment practices (such as written examinations) used within the institutions (Department of Education, 1997).
It is important to remember that educational goals for students with visual impairments are essentially the same as those for all students. The goals, as enumerated by Huang (2004), are effective communication, social competence, employability, and personal independence. In order to accomplish these goals, however, students with visual impairments require specific interventions and modifications of their educational programs. Shakespeare (2006: 173) emphasised that an appropriate assessment of these unique educational needs in all areas, related to the disability and how the instructional methods are adapted to meet these needs, is essential to ensure appropriate educational programming.
All students, including those with visual impairments need an educational system that meets their individual needs, fosters independence, and is measured by the success of each individual in the school and community. Vision is fundamental to the learning process and is the primary basis upon which most traditional education strategies are based. To echo the words of Etheridge and Mason (1994: 15), students who are visually impaired are most likely to succeed in educational systems where appropriate
instruction and services are provided, in a full array of program options by qualified staff, to address each student's unique educational needs, as required by law.