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The American Foundation for the Blind has a host of resources and support for parents. There is also citations of law to encourage advocacy for individuals with visual impairments.

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The American Foundation for the Blind (AFB) understands that information is power. We are committed to connecting parents and guardians of children who are blind or visually impaired to life-changing information, resources, local services, and a vibrant and supportive community.

That's why AFB launched FamilyConnect-which as of July 1, will be stewarded by the American Printing House for the Blind-a free, comprehensive resource of information and support for parents of children who are blind or visually impaired.

Recommended Links from FamilyConnect

FamilyConnect is a website created to give parents of visually impaired children a place to support each other, share stories and concerns, and find resources on raising their children from birth to adulthood.

The "After the Diagnosis" section addresses many common concerns of those who have children recently diagnosed with an eye condition. It provides eye condition-specific information as well as general guidance such as instructing parents on successfully working with a child's medical professionals, adapting the family home, and obtaining helpful products and toys. This section also introduces parents to success stories of those living well with vision loss.

The "Browse by Age" section provides articles on age-specific information on raising a visually impaired child-addressing family relationships and social activities, growth and development, pertinent education issues, assistive technology, and more.

The "Multiple Disabilities" section delivers information to support the learning, communication, and independence of children who are visually impaired and have an additional disability.

Know Your Rights as the Parent of a Visually Impaired Child

The "Know Your Rights" section on the American Foundation for the Blind's website presents information on the United States' current special education law and outlines the assessments and services many children with low vision and blindness are eligible to receive. Additionally, you can find information on early intervention services, accommodations and modifications your child is entitled to, and how to be an effective advocate for your child.

The Cogswell-Macy Act

The Alice Cogswell and Anne Sullivan Macy Act has been introduced in the House of Representatives as H.R. 1120 and in the Senate as S. 2087. AFB and organizations across the blind, deafblind, and deaf communities are working hard to drum up support for these bills so that this legislation can become a reality. The Cogswell-Macy Act would ensure specialized instruction, increase the availability of services and resources, enhance accountability, and increase research into best practices for teaching and evaluating students with visual impairments.

Learn more about the Cogswell-Macy Act by visiting the following links on AFB.org.

For more information about Americans of all ages with vision loss, visit "Statistical Snapshots from the American Foundation for the Blind."

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FamilyConnect | American Foundation for the Blind

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The American Foundation for the Blind (AFB) understands that information is power. We are committed to connecting parents and guardians of children who are blind or visually impaired to life-changing information, resources, local services, and a vibrant and supportive community.

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In my research, I found a great website for inclusive play. It lists games, devices, and resources for our visually impaired students to have a great time in the classroom!

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Games for Students with Visual Impairments – Paths to Literacy

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Games for our students with visual impairments creates learning opportunities while making meaningful social connections.

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Children with disabilities tend to exhibit delays in play skills. they may:

Engage in high rates of solitary play

Seek out adults rather than children

Become disoriented by quick, unpredictable movements of peers

However, the interactions with peers are formative and necessary for development. There are many activities and games that are able to be enjoyed by all. Explicit instructions should be provided to all children describing inclusive play. Moreover, inclusive dialogue should be taught to all students to avoid any bullying.

For example, there are balls made specially with sound reactive technology that allow those with visual impairments to play many games with their peers. With instruction, patience, and understanding the sky is the limit.

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Often vision screenings are done on children in school. A Snellen Chart (similar to above) would be shown and the student would attempt to correctly identify letters of different sizes. If the test is difficult for the student, or behavior (such as head tilting, or watering eyes) is exhibited to suggest vision issues, the student is referred to an eye specialist. This professional would perform a more thorough exam and, if need be, make recommendations of services necessary for the student. Depending on the severity of vision loss, students may use assistive technology in an adapted setting, or may go to a school specially for the visually impaired.

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Some characteristics of a person with a visual impairment may be:

not be able to see objects at a distance, like on a whiteboard or blackboard

having trouble reading (or learning to read) and participating in class

not be able to focus on objects or follow them, may squint often and rub their eyes a lot, have chronic eye redness or sensitivity to light

bump into things often

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"Visual impairment is a low incidence condition, but it can have a high impact on student performance. Material and equipment must be carefully chosen to meet the unique needs of each student with a visual impairment. The Exceptional Children Division of the North Carolina Department of Public Instruction has developed a Statewide System of Support for Students with Visual Impairments to help local education agencies (LEAs) understand and meet the needs of their students with visual impairments." (North Carolina Dept. of Public Instruction, 2023).

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- Recorded books or texts: Depending on severity, student may need texts to be read via audio file or CD.
- Voice Recorders: Students may record responses to classwork on this device rather that writing or typing.
- Enlarged Print/Magnifying Device: Some students may use enlarged print or a magnifying device to see letters.
-Tactile Materials/Braille: Students who are blind may need these resources to distinguish text and to help them navigate.

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Naipal, S., & Rampersad, N. (2018). A review of visual impairment. African Vision and Eye Health, 77(1), 1-4.
Chicago

Nicholson, W. (n.d.). Visual Impairment Support. Iu1.org. Retrieved July 20, 2023, from https://www.iu1.org/departments/special-education-services/visual-impairment-support#:~:text=The%20Individuals%20with%20Disabilities%20Education,both%20partial%20sight%20and%20blindness.

North Carolina Department of Public Instruction (n.d.). Visual Impairments. Dpi.nc.gov. Retrieved July 20, 2023, from https://www.dpi.nc.gov/districts-schools/classroom-resources/exceptional-children/resources-unique-needs/visual-impairments

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The Individuals with Disabilities Education Act (IDEA) defines “visual impairment including blindness” as an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness. (Nicholson, 2023)