Vision At The Blind And Visually Impaired

My mother came into to check the results. I was ordered out of the room, but I lingered outside so I could eavesdrop on their conversation. "It seems your son is unable to see some colors. He cannot differentiate red, yellow, and colors within that range. To him, those are just black and

At 6 months approximately a child is able to hold objects in palms. They are also able to estimate the distance between his hands and the objects. They are able to turn objects in the hands while looking at it closely. The child can also observe the differences of shape, size and texture of an object. And places objects into the mouth for “inspection”.

0-3 years: New born babies start by off by just turning their heads towards soft light. By the age of three months the baby is able to follow moving objects and respond to bright colours and bold images. At six months the baby will start reaching for objects, watching them fall and put things in their mouths to explore. Around the first birthday it can use the hands skilfully and move around, including dropping things on the floor and looking to see where they are. (This is called object permanence, where the child will be aware of an object/person even if it is out of direct visible sight.) It will also be able to recognize familiar people at longer distance (6 meters). Between the age of one and two children enjoy hide and seek games and it will find partially hidden objects. It is able to build towers of cubes when shown, turn pages of books, look at correct picture when the image is named and point to parts of the body, match colours and shapes, do jigsaw puzzles and concentrate for longer. The child starts using objects correctly (drinking from a cup, brushing

and exercise. Whilst early on vision is best at 25cm they can gradually focus on objects further away. • Intellectual Development: Baby explores its environment by putting objects in its mouth. They become aware of different smells and can recognise familiar faces and voices. Baby can focus on moving objects and responds to brightly coloured bold images. Baby is egocentric. • Communication and Language Development: Baby will turn head towards sounds and recognises familiar voices – will stop crying when it hears them. Baby responds to smiles when not upset, pauses to listen and makes noises as well as crying to gain

How eyes see color is pretty simple, our retinas approximately six million cone cells. Each cell in the retina is assigned to a certain color. There are three different types of cone cells, blue, green, and red, which correspond to the three primary colors. Being colorblind is more likely to happen to boys than to girls. By reading the article after the colorblind test I also learned that people who suffer from being color blind are not blind to a color, but have trouble seeing a certain shade of a color. Another, thing that I learned is that being colorblind can be inherited genetically or if you damage one of genes “photopigments” you also can become color blind. If I had never read this article, I would have never learned all this interesting and great knowledge to

For this technique, two objects or patterns are simultaneously shown to an infant. If the infant looks at one of the objects longer than the other, the researcher can infer that the baby is able to discriminate between them and has a preference of one over the other. Habituation is another method that is used to study sensory and perceptual development in infants. For this procedure, a researcher presents an infant with a particular stimulus until the infant’s response to it decreases. Then a new stimulus is presented. If the infant’s response to it increases, the researcher can then conclude that the baby can distinguish the new from the old

Color Vision Development in Infants: The Responsibility of Cone Types and Wavelength in Order of Color Development

There are many resources a teacher can refer to in order to determine the visual and academic ability of a student with a visual impairment. It is always best to consult the primary source, the student, who often knows what their needs are. It is important to form a relationship with the student because they will feel more comfortable expressing those needs to their teacher. Another helpful source are parents and guardians, they live with their child, therefore know their strengths and weaknesses, as well as understand the child more. Parents might also be able to inform the teacher on what works best for their child. Teachers should also look over their student’s individualized education program (IEP), which will have a lot of useful information. For example, the IEP will describe a child’s strengths and weaknesses, academic goals, instructional and physical accommodations and/or modifications, and a list of additional services and/or assistive technology devices. Furthermore, traditional teachers can consult with a teacher for the visually impaired (TVI) who can suggest strategies that will help the student learn more effectively. The last resources, includes an orientation and mobility (O&M) specialist, who helps visually impaired students navigate in the classroom and at school, such as on the playground and in the cafeteria.

Organisms possess several types of color vision depending on what wavelengths they are sensitive to. Humans are trichromatic, because their vision is formed by long, middle and short wavelength sensitive cones (Carroll, et.al, 2009). Depending on the environment, primates will have different variations of color vision. (Melin, et.al, 2017). Routine trichromacy and polymorphic trichromacy both track different food sources. Routine trichromacy is helpful for tracking down reddish-yellow fruit and seasonal leaves while polymorphic trichromacy is helpful for tracking down ripe fruits and insects (Melin, et.al, 2017).

The article “Gene therapy for red- green colour blindness in adult primates” by Katherine Mancuso and her colleges is about the possibility of curing color blindness. This test was done on adult squirrel monkeys that were missing the L- opsin gene. Out of the three cones humans have (short (S), long (L), or the middle (M) photoreceptor) only the L-or-M cone is responsible for red- green colour blindness. Many female squirrel monkeys have the ability to access all three photoreceptors giving them the ability for trichromatic color vision, but males are dichromats meaning they are missing the L-or- M gene causing them to be color blind. In order to correct this color deficiency a third type of pigment was added to the monkeys retinas to provide them with the receptors that are necessary in order obtain trichromatic color vision. Over the span of a year the scientists observed that before the treatment the monkeys couldn’t decipher between blue green and red violet. After they started to develop a new pigment (due to the injection) in the cone photoreceptors scientists discovered that the monkeys now reacted to the colors they couldn’t see before. The scientists concluded primates benefited from the injection and that they were able to see colors they were invisible to them before, and that the findings in this experiment could

Red-Green colorblindness is a genetic disorder that 8% of males and .5% of females suffer from everyday (Deeb and Motulsky, 2005). John Dalton is credited as being the first to discover the disorder when he wrote about his own colorblindness in “Extraordinary facts relating to the vision of colours” in 1793 (Flück, 2010). At this time he thought that there was colored liquid inside his eyeballs and that was what caused his different perception of color. He claimed that he saw red, orange, yellow and green all the same and everything else was just blues and purples. When he died, scientists examined his eyeballs and found that there wasn’t actually colored liquid in his eyes and that his

This stage lasts from birth to twelve months. In this stage, infants gain knowledge about their surrounding by using their senses. (Clarke-Stewart, Gruber, & Fitzgerald, 2007, p. 154). They recognize the faces of their caregivers and may respond to smiles. At these stage infants are generally attracted to bright colors, and show response to sound by turning towards the direction of the sound. Studies have indicated that infants between the ages of three and seven weeks have the ability to recognize shapes and pictures of human faces (Goswami, 1994, p. 376).

New born infants have poor visual acuity as opposed to adults. Visual acuity measures to what extent an individual can detect visual detail. Their lack of visual acuity means they see the world a more ill-defined manner. Adult visual acuity is thirty times the visual acuity of a new born (Van Hof-van Duin & Mohn 1985). Atkinson & Bradrick (1981), supported this and found that new born infants could only detect the separation of lines if they are 30 times wider than the minimum width adults can detect. There is at least a five-fold improvement by 6 months of age in acuity, though it takes several years for it to reach adult level, Brown & Yamamoto 1986. New born infants also have poor visual accommodation, needed to make sharp retinal images at different distances.

Growing up we use our key senses to understand and live in the world around us. After birth newborns eyes are still developing and cannot make out fine details far away. Newborns vision is around 20/240, but by 6 months their vision clears up to around 20/40. At birth infants are genetically programmed to know who their mother is and by three months they can match voices with their gender and ethnic groups. Along with being better to distinguish voices, newborns sense of colors also enhances with age. Perceptual vision is very important for infant eye development. This is necessary because without this ability they would see an “object at a different distance or in a different orientation, they would perceive it as a different object” (Santrock 161). There are two main factors for this size constancy,

Additionally, such students are not able to effectively use gestures (Fan & Cheung, 2005). Most of the developmental steps of such chilren are delayed due to lack of vison. In emotional context, they may feel helplessness while interacting with others. These children can develop congnitive impairment because they they lack the integrating experience of association and classification and the understaning of these experiences. The other challenge faced with such children to develop their vocabulary. Sighted children can easily acquire these skills by reading, watching facial expressions and movements, but visually impaired children are unable to expereince this and it hinders their capability to improve their vocabulary. Physically, a visually impaired student is constantly rubbing their eyes and is always blinking. Frowning, squinting and holding books at close range are other characteristics of visually impaired individuals. Lastly, visually impaired learners are constantly complaining of dizziness, nausea, itchy eyes as well as blurred vision (Fan & Cheung, 2005).