Varying degrees of vision which interfere with progress in a regular educational programme and result in the need for special materials, teaching strategies, classroom accommodations and equipment to facilitate learning (e.g. print modifications, Braille instruction and materials).
A qualified medical practioner or optometrist should support identification with an assessment
Deafblindness is a total or partial loss of both vision and hearing, such that neither of these senses can be used as the primary means of learning.
Identification must be supported by assessment from W Ross MacDonald Provincial School for the Blind and Deaf Blind.
Erin, J. (1996). Children with multiple and visual disabilities.
In Children with visual impairments: A parent’s guide
(pp.287-316). Bethesda, MD: Woodbine House.
Hill, E.W., & Snook-Hill, M. (1996). Orientation and
Mobility. In M.C. Holbrook (Ed.). Children with visual
impairments: A parents guide (pp. 259-286).
Bethesda, MD:Woodbine House.
Tuttle, D.W., & Tuttle, T.N. (1996). Self esteem and
adjusting with blindness: The process of responding to
life’s demands. (2nd ed.). Springfield, IL: Charles C.
Thomas.
Canadian National Institute for the Blind
http://www.cnib.ca/
American Foundation for the Blind
http://www.afb.org/
World Health Organization
http://www.who.int/health_topics/blindness/en/