Table of Contents

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Student Spotlight

Visual Impairment eNewsletter ​ ​ Recognizing and Understanding Cortical ~Winter 2018~ Visual Impairment (CVI)

Seeing AI: A Revolutionary iPhone App Introduction for the Blind

Hello everyone and welcome to the first Youth Low Vision Program

edition of The Inside Look. The purpose of ​ ​ Expanded Core 101 this eNewsletter is to educate and enlighten ​ ​ teachers, parents, students, and other Using VoiceOver on Apple Devices

professionals on information related to the Handheld Low Vision Devices field of blindness and low vision. The contributing authors of The Inside Look are The Importance of Orientation and ​ ​ Mobility in Early Childhood Teacher Consultants for the Visually

Impaired (TCVI) and Certified Orientation Bookshare and Mobility Specialists (COMS) that work Nystagmus for the Western Wayne County Program for

the Visually Impaired based out of Livonia The Importance of Routine Eye Exams Public Schools. It is our hopes that you take VI Resources the knowledge and resources shared with

you in this eNewsletter and use it to promote ​ ​ Upcoming Events the independence and success of each and every one of our students.

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“I really enjoy to dance. Specifically, I like Student Spotlight ​ hip-hop and alternative dancing. In fact, I In each edition of recently auditioned for the show America’s The Inside Look we Got Talent at Cobo Hall in Detroit. I am ​ will be spotlighting happy to announce that I passed the first a student who is round of auditions and am currently waiting currently receiving for a call back from producers on my next VI Services in order step!” to bring to light their remarkable Can you explain your visual impairment accomplishments. and how it affects your daily life? In this first edition, we have interviewed “I am diagnosed with retinopathy of Calvin, a Senior at Cambridge High School. prematurity and I have been dealing with Calvin has recently put his tremendous that my whole life. I am not totally blind dancing skills on display while auditioning but it is difficult for me to see objects and for the show America’s Got Talent. The text on a daily basis.” picture above is Calvin while at his audition. What are your plans after high school? Hello Calvin, how does it feel to be the “Well my first plan is going to be finding a very first student we decided to spotlight job. I really enjoy working with people and for the newsletter? I also like to fix things. I have recently lined “Wow that is a lot of pressure (laughing)! I up a job at the Holiday Inn working in the am excited and honored to be the very first maintenance department after I graduate.” student that you chose!” What are some skills that you have We would first like the readers to get to learned from your TCVI/O&M teachers know you a little bit, what are some of that have prepared you for the future? “Since I will not be able to drive a car, I your hobbies? ​ have learned important skills to get to where

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I need to go. I am now comfortable taking performance to be visually impaired, they the bus anywhere I need to go. I have also are considered to have CVI.” CVI is an learned how to use different tools (like often misunderstood condition due, in part, magnifiers) to help me with my vision.” to the fact that a child with Cortical Visual Impairment may have normal medical eye Thank you Calvin and congratulations on exams, or an eye condition that is not graduating this upcoming March. associated with their visual difficulties. “No problem, I can’t wait to graduate and get my own job and make my own money.” What are the common characteristics of a child with CVI? Recognizing and Understanding Children who have a Cortical Visual Impairment typically display 10 common Cortical Visual characteristics: Impairment (CVI)

By: Lori Marsh 1. Color Preference: The child with CVI is ​ ​ Teacher for the Visually typically drawn to highly saturated colors; Impaired typically red and yellow, but it can be any

bright fluorescent color. The child may also What is Cortical Visual Impairment? have a favorite color and prefer to only Currently, Cortical Visual Impairment, or visually attend to objects of that color. CVI, is the number one cause of Visual

Impairments in American children. 2. Need for Movement: ​ ​ According to the American Printing House Objects that contain movement or for the Blind, “Cortical visual impairment ​ movement-like properties (such as reflective (CVI) is a neurological disorder, which surfaces) will catch the child’s attention. results in unique visual responses to people, Reflective pom-poms, foil, or holiday educational materials, and to the garland are all reflective objects that environment. When students with these children with CVI may be drawn to. visual/behavioral characteristics are shown to have loss of acuity or judged by their

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turning away from faces or pictures of faces as well.

5. Visual Field Preferences: The visual ​ ​ field refers to the area in which objects can be seen to the sides, top, or bottom as the

eyes are focused on a central point. Children

who have CVI often have a preferred visual 3. Visual Latency: Visual Latency refers to ​ ​ field. They may only look at objects out of a delay in response from when a child with their right or left visual field. Children with CVI views an object to when they respond. CVI may also have difficulty with their When the child is shown an object it may lower visual fields so they may tilt their take a few moments for them to respond or head or pick up the item to move it into their turn and look at it. These response times preferred visual field. vary from child to child.

6. Visual Novelty: The human brain is 4. Visual Complexity: The child with CVI ​ ​ ​ ​ ​ wired to respond to objects that are visually often cannot make sense of things that novel, or new. We automatically scan and contain a lot of patterns or are placed on a search for the item that is new or that patterned background. Placing items on doesn’t belong so we can assess if there is plain, black backgrounds can help danger. Children with CVI don’t process tremendously. Complexity can also refer to the world in that same manner. Oftentimes other sensory feedback. Can the child they are unable to pick out the item that visually attend to objects when there is doesn’t belong or that is new. For this background noise in the room? Can the child reason the child with CVI may only visually attend to the toy if it makes noise or do they respond to a familiar item, something they turn away? The complexity of a human face have seen or played with many times before. may be something that is difficult for a child with CVI to attend to. You may notice them

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objects at a distance greater than a few feet. The Child with CVI will typically prefer to view objects at near.

9. Need for Light: ​ ​ ​ Children with CVI may feel the need to stare at light or to have bright lights placed close 7. Abnormal Reflex Responses: The child to their face. They may open their eyes ​ ​ with CVI typically has abnormal reflex wider when looking into bright light, rather responses. They often don’t blink when than blinking or closing their eyes like those touched on the bridge of their nose. They without CVI would do. Children with CVI also may not blink to bright light or objects tend to prefer to view items if they are that are moved quickly toward their face. placed on a lightbox or lit with a flashlight. Reflex responses are not something that can 10. Visually Directed Reach: Children with be taught but they can be observed and ​ ​ recorded for changes as the child develops. CVI typically do not have a visually directed The absence of typical reflex responses can reach. They may look at an item, look away, be dangerous for a child with CVI, reach, and finally grab for the item. Whereas especially during activities where balls are those without CVI will look at the object being thrown such as Physical Education and maintain visual focus while they reach class or recess. and grab for it.

8. Difficulty with Distance Viewing: How is CVI Diagnosed? ​ ​ Because a child with CVI has difficulty with Since CVI contains a neurological visual complexity, naturally when objects component, it must be diagnosed by a are moved farther away from them they will neurologist or medical doctor. Children with blend into the background and become too CVI will oftentimes have relatively normal visually complex to discern. For this reason, medical eye exams or conditions that do not children with CVI have difficulties viewing explain the visual difficulty they are

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experiencing. They may have “normal” be activated. Along the bottom of the screen vision but struggle with visually attending to users have the option to choose between the faces, pictures, or toys. For this reason if following modes: Short Text, Document, you suspect your child may have a Cortical Product, Person, Currency, Scene, Color, Visual Impairment, it’s important to talk Handwriting, and Light. with your child’s medical team. Short Text Mode - In my opinion, this is ​ Seeing AI - A Revolutionary iPhone App the most useful mode of Seeing AI because for the Blind the app will read out loud any text that is By: Patrick Draheim directly in front of the camera. It is Certified Orientation & important that the user holds the device nice Mobility Specialist and steady while using this mode or the app may begin reading from the top again. It Wouldn’t it be great for an may also take the user some practice to be individual experiencing blindness or low able to aim the camera at the correct angle to vision to be able to quickly access small properly read the text. print, read street signs, identify money, scan barcodes, read handwriting, preview their Document Mode - ​ surroundings, and even identify faces all This mode allows while traveling in the community? Well users to scan an have no fear, Seeing AI is here! Seeing AI entire page of text is an iOS (Apple) application created by into the app and Microsoft and released in July of 2017. have the contents be Seeing AI is currently free to download in read out loud to the App Store and is rumored to be released them. Once the for Android devices within the next year. mode is selected, The app is very user friendly and easy to users need to hold operate once downloaded. After opening the device about 10-12 inches above the the app, the back camera on your device will page they are trying to scan and position the

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device parallel. The app will tell the user to camera. Once the app has an adequate view hold steady and then will make a tone to of the barcode, it will take a picture of the notify the user the picture has been taken. barcode and then read the product name out After a short time processing, the app will loud. This mode is particularly good for begin to read aloud the scanned in text. users to differentiate between various canned or boxed foods. Person Mode - While using this mode, ​ Seeing AI will announce how many faces Currency Mode - This mode allows users ​ are detected in front of the camera. If the to hold the device above money and learn its user touches the middle of the screen while a specific denomination. The money should face is in view of the camera, Seeing AI will be placed on a flat surface with the camera announce the gender, age, and even the positioned 4-5 inches above. Once detected, emotion of the person. Be warned, the app the app will announce the denomination of tends to add a few years to people’s age so the bill as well as if it is front or back facing. do not feel bad when using this mode. After learning the denomination, users can Certain individuals may also be stored into fold their money accordingly. the app and labeled by name. That way, when a programmed face is detected, the app will announce by name that a specific person is in the view of the camera.

Barcode Mode - This mode allows users to ​ scan a barcode into the app and have the product name read aloud to them. Once the mode is selected, the user needs to hold the Scene Mode - This mode allows users to product 4-5 inches from the camera and ​ take a picture to learn about what is in their begin rotating the product until they begin to immediate surrounding. Once the mode is hear beeping. The beeping allows users to activated, users need to aim their camera and know that a barcode is in view of the touch the center of the screen. The app will

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process the image and describe what is iOS device today, it will open a whole new currently in front you. world to our students.

Light Mode - For users who do not have ​ Youth Low Vision Program light perception, this mode will make an By: Ericka Crawford auditory sound when aimed towards a light Teacher Consultant source. The closer to the light source the for the Visually camera is, the louder and faster the auditory Impaired sound will make. This is a great way for users who are totally blind to be able to tell Purpose: The ​ if they have left a light on. Michigan Bureau of Services for Blind Persons (BSBP) Youth Handwriting - Not only can Seeing AI read ​ Low Vision program enables students to printed materials but it is the first assistive participate as fully as possible in an technology app to decipher handwriting. educational setting along with their peers. Once the mode is selected, users need to This program provides the students the hold the device 4-5 inches from the opportunity to participate in a medical low handwriting and tap the center of the screen. vision evaluation by one of our approved The app will process the image and read out Certified Low Vision Practitioners. Through loud what is written. The successfulness of this program the students also may obtain this mode can vary depending on the corrective lenses, head-borne devices, handwriting it is trying to decipher. contact lenses and sport goggles when appropriate. Handheld devices and video Prior to Seeing AI, individuals experiencing magnifiers are not covered by the program. blindness or low vision had to carry around The federally funded program is organized a duffle bag of various devices in order to and run by the Michigan BSBP. accomplish all of the tasks this app can offer for free. So go download this app on your

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Low Vision program once every other year, if recommended by his/her TCVI, due to changes in vision and or educational needs. If additional questions arise regarding the program, please contact your student’s Teacher Consultant for the Visually

Impaired and/or the Low Vision Coordinator. Eligibility: The Youth Low Vision program ​ serves individuals from birth to 26 years of Expanded Core 101 age who are currently under an IEP and are By: Jim Baird receiving vision support services. Eligibility Teacher Consultant for is based on a vision report from either an the Visually Impaired/ ophthalmologist or an optometrist, Certified Orientation indicating visual acuity of 20/70 or less in and Mobility Specialist the better eye after correction. Students also qualify with a visual field measurement of What is the Expanded 20 degrees, or less, in the better eye. Core? The Expanded Core (EC) is the body of Vision Insurance: Comparable benefits, ​ knowledge and skills needed by students such as parental vision insurance, shall be with vision loss in order to be successful in used to pay for the cost of any low vision school and post-graduate endeavors as a services, prior to the Youth Low Vision result of unique, disability specific needs. funds being used. Medicaid benefits are not expected to be used to pay for these Expanded Core Areas: services. There are nine areas of focus included within the Expanded Core. Functional Academic Referrals: Students may participate in a ​ Skills, Orientation & Mobility, Social low vision evaluation through the Youth Interaction Skills, Independent Living Skills,

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Recreation & Leisure Skills, Career possible. This requires systematic instruction Education, Use of Assistive Technology, in how to orient and negotiate obstacles Visual Efficiency Skills, and without the benefit of visual cues. Early Self-Determination. instruction helps to develop foundational skills of body image and essential spatial Why do students who are blind and or concepts. Instruction involves travel in the visually impaired need EC? school, home, and community (residential, Throughout an individual’s life, students city, and rural areas). In some cases using a with typical vision have visual experiences long cane. by which they learn concepts that students with vision loss often miss. As a foundation for future learning, these concepts must explicitly and systematically be taught to ensure that students with a vision loss learn them.

The Nine Expanded Core Areas:

3. Social Interaction: Nearly all skills are 1. Compensatory/functional academic ​ learned by observation of the environment skills: Learning experiences of concept ​ and people. In this area, students with a development, spatial understanding, vision loss need careful, conscious and organizational skills, listening skills, and explicit instruction. Without the opportunity adaptations for accessing the common core to learn appropriate social interaction skills, (braille, large print, optical devices, tactile students are at a high risk for isolation at symbols, sign language etc.) school, in the community, and into

adulthood. 2. Orientation & Mobility: Students who ​ are blind and visually impaired need to learn 4. Independent Living Skills: Independent to travel as safely and independently as ​ Living Skills (ILS) are tasks and functions

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that students perform in daily life to optimize 6. Career Education: Exposure to and ​ ​ independence. These include but are not development of interest in various careers limited to: personal hygiene, food often comes through observing what others preparation, money management, do in a daily life. In many of the other skill organization, and household cleanliness. A areas of the EC, vision loss impacts the systematic learning approach, adaptive ability to observe and develop interest in a equipment, hands on experience, and wide variety of career choices that exists. exposure are important elements to learning Students with a vision loss benefit from ILS. learning experiences, structured visits to community sites, and discussion with 5. Recreation & Leisure Skills: Physical individuals who perform various jobs. These ​ education and health and wellness activities experiences help the student to better are important and appropriate for students understand the concepts and specific skills who have a vision loss. These skills are that are needed to be successful in those jobs. necessary to make connections with other peers and to develop recreation and leisure 7. Assistive Technology: Assistive ​ ​ activities they can enjoy throughout their technology is a powerful tool that enables a entire life. Success in some activities requires student with a vision loss to overcome adaptations in rules, equipment, and common traditional barriers to independence physical support. and employment. This includes increased efficiency in accomplishing a wide array of tasks from skills of daily living to more complex tasks that are essential for success.

8. Visual Efficiency Skills: Most students ​ ​ with residual vision, when given proper training, can increase their ability to successfully perform necessary tasks of daily

living (home/school). Both medical and

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functional assessments are essential to with loved ones, read labels (shout out to determine how visual efficiency can be Seeing AI!), find directions to the nearest further developed. Assessments should be restaurant, and access social media. Our conducted by a qualified professional smartphones also have accessibility features annually as the type of activities and that allow users with a visual impairment to demands change with each grade. operate their devices with ease. VoiceOver is a built-in screen reader on all 9. Self-Determination: This area addresses Apple iPhones, iPads, and iPods. With ​ ​ the need for student with a vision loss to VoiceOver, the user can operate the device, develop a realistic concept of who they are access apps, listen to music, send text and what they can do. Too often, students messages, make phone calls, and operate become “victims” of pity setting low GPS, with the use of finger gestures. expectations and attitudes which may VoiceOver reads what is on the screen with translate into low self-esteem and adjustable settings for speech volume, rate, self-confidence creating a self-fulfilling and pitch. To turn on VoiceOver for the first under performance. Students need to learn time, go into your Settings --> self-advocacy through their strengths and Accessibility--> Voiceover. Use your home abilities and a positive approach to button to go back to your main screen then, constructive problem-solving to overcome try out some of these gestures: barriers that may exist. Flick Right: With one finger, sweep to the ​ Using VoiceOver on Apple Devices right to move the focus to the next item.

By: Tori Haber Flick Left: With one finger, sweep to the Teacher Consultant for ​ left to move the focus to the previous item. the Visually Impaired

Tap Screen Once: With one finger, tap the Where would we be ​ screen to select an item. without our smartphones?

Our smartphones help us to stay in touch

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Double Tap Screen: With one finger, tap know that the more you practice the easier it ​ the screen quickly two times to activate the gets! selected item. YouTube VoiceOver Tutorial Swipe Three Fingers: With three fingers, ​ begin at the bottom edge of the phone with Handheld Low Vision Devices your middle finger on the home button. By: Michelle Ellis Then, sweep up to scroll up a page. To scroll Teacher Consultant for down, repeat the gesture beginning at the top the Visually Impaired edge of the device, middle finger on the speaker. All students with low vision will be trained in Four Finger Double Tap: Enters you into ​ the use of some type of Help Mode. Perform a finger gesture and low vision device(s). The focus of this Help Mode will tell you what the article is on a few of the handheld low corresponding action will be. To exit Help vision devices many students have available Mode, perform another four finger double during their school day. Consider asking tap. your student to share their knowledge about the device they are using. Triple Click Home Button: To initially set ​ up this shortcut go to Settings -> Dome Magnifiers Accessibility->Accessibility Shortcut-> A dome magnifier is a completely clear VoiceOver. Once set-up, quickly press the ​ acrylic solid dome lens that creates lots of home button three times to turn on light for easy reading at near. These devices ​ ​ VoiceOver at any time. are available in several magnification levels. The student simply rests and slides the dome VoiceOver takes PRACTICE. It is a whole magnifier across the reading material, new way to operate your smartphone and eliminating fatigue while reading. The dome takes time to get used to. Have patience, and design allows a magnified view from

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multiple angles (AFB.org). This device is ​ small and can easily be carried from class to class, or leave it in their desk or backpack when not in use.

Handheld Video Magnifier Some students work well with a handheld video magnifier. This is an electronic device and requires batteries but is still Monocular Telescope small enough to be handheld and it can be A monocular telescope is a lightweight and carried throughout the day, if needed. This compact telescope used with only one eye. This device is utilized for distance viewing. device often includes built in LED lighting ​ ​ and high-contrast modes to best fit the user. An example within the classroom is viewing This device offers higher magnification a portion of a lesson on the whiteboard or a options for near viewing, as compared to projector screen while the student is seated ​ ​ the dome magnifier. The magnification on at their desk. A student may also utilize this the electronic devices can increase device within their O&M instruction to magination up to 14X power to read the access signage in school and the community. smallest of print. The desktop version of The range of a typical classroom monocular this device is called a CCTV. A CCTV for telescope is 4x or 6x. This means the low vision use, provides similar properties magnification is 4 times (or 6 times) larger as the handheld video magnifier with in size than with the eye alone. increased magnification and an increased viewing screen.

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The Importance of Orientation & will occur through doing activities that will Mobility in Early create building blocks and sub-skills that will give them a better understanding of Childhood their environment and their position in By: Kirsten Davies space. For example, a 10 year old child Certified Orientation might be working on the correct way to hold & Mobility Specialist a cane and move his hand in order to get

adequate protection. While an infant could What is Orientation and Mobility? be playing with toys and practicing activities Orientation and Mobility is a service that use a lateral wrist movement, which one specific to low vision and blind students that day will help him to hold a cane correctly. teaches safe and independent travel skills to people of all ages. An Orientation and Research shows that at-risk infants and Mobility (O&M) Specialist offers toddlers who receive early intervention instruction that can help someone develop services or pre-school services from birth-5 skills and concepts needed to travel safely have improved O&M skills in elementary and independently within their home, school compared to at-risk children that did school/work facility, outdoors, and in the not receive services. community. O&M Specialists provide services throughout the lifespan, teaching infants and children in pre-school and school programs, as well as adults in a variety of community-based and rehabilitation locations.

Orientation and Mobility services largely focus on independent travel skills, which take many years to develop, O&M services are important in the early years of a child’s life (0-5). Orientation and Mobility skills

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Legislative Support With incidental learning and building block Because of the significant amount of activities in early childhood, students will be learning that takes place before a child even more likely to strive for and succeed in enters kindergarten, federal legislation independent travel skills. guarantees access to educational services beginning at birth for children with Bookshare disabilities. The Individuals with Disabilities By: Julie Burger Education Act (IDEA) Part B, Section 619, Teacher Consultant mandates a free and appropriate education for the Visually for all kids with disabilities age 3-21 and are Impaired typically provided under the state Department of Education. Each child will Why do we need to have an Individualized Education Program have access to books? (IEP) that will aim to deliver the appropriate It is easy to understand that reading is services in the least-restrictive environment essential to all. However, it is incredibly for that student. The IDEA part C, important for children. Reading leads to an guarantees developmentally appropriate increase understanding of the world around services for infants-3 and are delivered them, improves imagination, and creativity. through a state agency and an Individualized The children build independence and Family Service Plan (IFSP) is written for the confidence as they learn to depend less on qualifying child. For children three and adults read to them and find books for them. under, services are provided in the child’s As they develop, they will need to possess natural habitat which is usually their home strong reading skills to make it through or daycare center. If the IEP or IFSP school and into their career. indicates a need for Orientation and Mobility services, then those will be How can we help get books and articles to provided. our children with visual impairments so they have the same opportunities as their sighted peers?

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There are many resources that are available How does your student create an to our children. I will provide information account? on how to get books in braille, digital print, A student can easily obtain their own and/or audio format. In this article, I will be membership through their Teacher focusing on Bookshare.org. Consultant of the Visually Impaired (TCVI). The teacher will add the student to their What is Bookshare? Bookshare member roster and click on the, Bookshare is an accessible digital library for “Add Individual Membership” button on the people with all types of print disabilities. bottom of the page. An email will be sent to There are over half a million titles to pick the email address that is registered with that from. At Bookshare, you can find virtually student. Afterwards, a username and any book you need for school, career or the password will be sent to that email. joy of reading. Materials are downloaded from their website instantly in the DAISY If you are signing up on your own and not file format, which can be converted to audio, through your TCVI, you click on the “Sign Braille, or large print. Bookshare is for Up Today” link at the top of the home page. ​ people with print disabilities and is provided A “Choose Membership Type” page will FREE to schools and qualified US Students appear. Click on the “Sign Up Individual” ​ of any age! Non-Students and other button. A series of question will appear and organization pay a low fee. needed to be answered. You will be asked to create students username/email and password. You will need to log on with the username and password to download books. The books can be download and read with auditory, if desired, on your computer with Chrome or Safari. It is also available on mobile devices using the Bookshare reading app, named Read2Go for Apple and Go Read for Android.

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Nystagmus By: Caitlin Oliver Teacher for the Visually Impaired

What is nystagmus? The American How do I search for titles? Optometric Association defines nystagmus as, “a vision condition in which the eyes First log on to your Bookshare account. If ​ using the app select settings to locate where make repetitive, uncontrolled movements. you can log in at. In settings you can These movements often result in reduced change font size, visual color and audio in vision and depth perception and can affect this area of the app also. Once you are balance and coordination. These involuntary logged into your account you can search by eye movements can occur from side to side, title, author or ISBN number if you know up and down, or in a circular pattern.” what book you are looking for. You can use the “Browse” feature if you are unsure of How does nystagmus affect someone? your selection. Nystagmus can affect an individual's vision in a number of ways. Most commonly, READ, READ, READ! nystagmus can make it difficult for someone In my experience bookshare is a wonderful to focus on a specific, targeted item for an tool in increasing student independence and extended period of time. Most people love of reading. It is great to have in your diagnosed with nystagmus have what is toolbox of skills to help level the playing called a null point. A null point is a spot in field with sighted peers. The website has their field of vision where their eye doesn’t many helpful tutorials that walk you through move as much which can make it easier to the process of using this tool until it focus on a target. Many factors contribute to becomes second nature. Enjoy! nystagmus. It can change from day to day

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depending on; stress levels, emotional state, What do the eye doctors look for when tiredness, nervousness, and physical state. diagnosing nystagmus? Nystagmus is diagnosed through a thorough eye exam conducted by an optometrist or opthamologist.. These tests may include a review of past eye reports, an updated visual acuity, and reading passages at near and at a distance. The test also includes how the eyes focus, move, and work together. This

will help determine a diagnosis and detect the presence of any other general health Types of Nystagmus problems. An optometrist or opthamologist Manifest: Nystagmus that is present at all will also review what medications the ​ times. patient is currently taking or has taken in the Congenital: Someone who is born with the past. It is important for the doctor to look at ​ eye condition. (also called Infantile environmental factors that may contribute to Nystagmus) the symptoms. Manifest-latent: Nystagmus is continually ​ present, but worsens when one eye is Treatments and Interventions Medical: Nystagmus cannot be fully treated covered. ​ Acquired: Can be caused by a disease but rather its symptoms can be alleviated ​ (multiple sclerosis, brain tumor, diabetic through corrective lenses, medications, neuropathy), an accident (head injury), or a injections, holistic approaches, and in rare neurological problem (side effect of a cases, surgery. medication). Latent: Occurs when one eye is covered. Orientation and Mobility: In some cases, ​ ​ nystagmus interferes with vision more substantially. Your child may benefit from O&M lessons focusing on issues with

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balance, trouble with depth perception, and extra-curricular activities, and the difficulty with low vision techniques such as responsibilities facing families on a daily scanning and tracking. basis, it is easy to understand how things like routine eye exams are forgotten or Teacher Consultant for the Visually delayed. So just how important is it to visit Impaired: Your child’s TCVI should the eye doctor as often as recommended? ​ perform a functional vision assessment to According to the American Academy of determine how your child sees in functional Ophthalmology (AAO), “Babies, children, environments and a learning media and teenagers have different eye health assessment to determine which senses your needs than adults. Some problems, like child primarily uses to get information from amblyopia, that can be treated in babies and the environment. These assessments, along young children, become irreversible once a with the orientation and mobility child is older. Once a child’s best eyesight is assessment, will give the educational team established, it’s crucial to protect their sight information needed to make specific from injury, bad habits like smoking, or recommendations for your child to best other bad choices.” (Eye Health for Babies, ​ access learning material in his or her Children & Teenagers) ​ environment. How often you should go to the eye doctor The Importance of Routine Eye depends on many factors. The AAO Exams recommends that newborns be seen by a By: Jessica Kusku trained health professional at birth. A second Teacher Consultant eye health screening should be completed for the Visually between six and twelve months at a Impaired well-child visit. Vision should again be examined near age 3 and upon entering Today, the demands school. If evidence of a visual impairment, on families can be overwhelming. Between eye disease/disorder, or any other suspected work obligations, school projects, problem is found at a vision screening, it is

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important to schedule an appointment with early treatment of age-related vision loss. an ophthalmologist for a comprehensive (Get Screened at 40) ​ ​ medical eye exam. (Eye Screening for ​ Children) Some families find themselves in need of ​ support when faced with the task of ensuring After the first eye exam with the that all family members receive regular ophthalmologist, it is important to follow-up vision exams. Sometimes it is confusing to as often as suggested by the doctor. For determine just which type of doctor to go to. some ages and eye conditions, annual And sometimes you may just need some examination is sufficient. However, those support from families who are in the same requiring more direct intervention (surgery, position as you. If that is the case, here are glasses/contacts, patching, etc.) will require some resources to help you out. more frequent visits. If you are unsure of when to next see your ophthalmologist, be Doctor's Orders: Following the Eye sure to call the office and ask. Doctor's Directions - An article with tips ​ When it comes to the health of the eye, even for how to manage things like patching, people without any functional vision should drops, etc. see their ophthalmologist regularly. At these visits, doctors can screen for possible health Family Connect - An online, multimedia ​ complications relating to the eye disease and community created to give families with for the health of the surrounding structures. visually impaired member a place of support and resources Adults, don’t forget you should also get your vision checked! Even if you do not have a Eye Care Professionals Who May Work history of eye disease, the AAO With Your Child - An article explaining ​ recommends that all adults get a baseline the different types of eye care health screening at age 40. This will both set a professionals baseline for your vision and also allow for

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Eyes of Hope - Income-based program for ​ Resources Available to Parents of eye care and glasses for children and adults Children with a Visual Impairment: EyeCare America - No-cost eye exams ​ ​ Michigan Department of Education-Low through AAO for seniors and people with Incidence Outreach glaucoma Lions Club International

Works Cited in “The Importance of Michigan Parents of Children with Visual Routine Eye Exams”: Impairments “Eye Health for Babies, Children & The Greater Detroit Agency for the Blind Teenagers.” American Academy of ​ and Visually Impaired Ophthalmology, 30 Mar. 2016, ​ www.aao.org/eye-health/tips-prevention/ The Michigan Bureau of Services for Blind Persons (BSBP) babies-children-teenagers.

“Eye Screening for Children.” American ​ Seedlings Braille Books for Children Academy of Ophthalmology, 22 Jan. ​

2018, Upcoming Events www.aao.org/eye-health/tips-prevention/ children-eye-screening. Workshops “Get Screened at 40.” American Academy of Classroom Accommodations for Student ​ Ophthalmology, 3 May 2017, with Neurological Visual Impairments ​ www.aao.org/eye-health/tips-prevention/ January 25, 2019 in Waterford, MI screening. Offered By MDE-LIO Workshop Link

BrailleNote Touch Basics February 20, 2019 in Jackson, MI

Offered By MDE-LIO

Workshop Link

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2019 Michigan Regional Braille Challenge February 23, 2019 in Flint, MI Offered By MDE-LIO

Workshop Link

PRE-ETS Summer Program

● June 17th - June 28th in Livonia, MI ● Two-week program offered to

students 14 and older focusing on pre-employment job readiness skills ● This program is offered through a partnership with Livonia Public Schools VI Department and BSBP ● For more information, contact your students TCVI or O&M

Closing Words Thank you for reading our first edition of The Inside Look. We hope that you take the ​ information shared with you in this educational enewsletter and use it to help ​ ​ promote the success and independence of our amazing students. We will be sending out two more editions of the enewsletter this ​ ​ school year, so make sure to keep checking those inboxes!

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