Inservice Ideas
Dona Sauerburger, COMS

Hand out a quiz that has questions addressing many of the things we want them to know (sample below). This is only for their own education and to initiate fun discussions, not to make them feel stupid or defensive, so their quizzes are not collected (they can keep it to write notes).
Go over the answers using the cheat sheet, covering points that the questions raise.
Explain blindness (anything that wasn't already covered in the quiz) -- see "Outline of explanation about blindness."
Present the skit (choose one of the skits below). Debrief afterwards.
Leave them a handout.

MORE IDEAS:

Click here for another inservice that was very effective for helping teachers and professors understand how to make their instruction accessible to people who are blind.

Click here for a suggestion for walking around safely while simulating complete blindness.

Outline of explanation about blindness

Loss of vision initially leads to loss of control / feeling helpless, hopeless / fear of unknown
But there are strategies to overcome disability -- different ways of doing things (learned through training)
Strategies to overcome disability:
- Alternative techniques instead of looking (explain pouring; dialing phone; traffic sounds and APS for signals; spatial memory and kinesthetic sense to get around room)
- Systems of organization (explain systems for finding things, for identifying cans, clothes, thread, etc.)
- Access to information (explain accessible media and technology; nursing homes activity schedule can be read to resident or recorded or brailled; the environment should be described, such as who is in room)
- Adaptive equipment (explain markers; clocks; games; equipment for blind diabetics; magnifiers and CCTVs)
- Getting around (explain):
  - orientation techniques (e.g. kinesthetic development, spatial memory, etc.)
  - protective techniques (cane, AMD, upper hand/forearm, etc.)
  - human guide technique

TRUE-FALSE QUIZ -- These are some questions you may want to use with inservices to engage the audience and lead to interesting conversations. To avoid making people feel defensive, they don't turn in their answer sheets, but keep them to refer to when learning the answers. Inservice providers can use the "cheat sheet" to remind themselves of the points they want to bring up.

BLINDNESS (DEAF-BLINDNESS) -- FACT OR FICTION?

You have probably heard things about people who are blind / deaf-blind; some of them are true, others are myths. Can you tell which are which? Mark the following statements as true or false:
________ 1. If a person is legally blind, that means he or she can't see anything.
________ 2. Anyone with 20/20 vision could not be defined as blind.
________ 3. Blind people can learn to use echoes to hear walls (similar to the way that a bat does).
________ 4. Because blind people learn to use their senses better, audiological tests show that the hearing of most blind people is measurably better than that of most sighted people.
________ 5. In order for a person who cannot see to accomplish daily activities and get around independently, hearing is the most important sense.
________ 6. Most blind people are not as happy as sighted people.
________ 7. Blind people usually need someone to take care of them.
________ 8. Most blind people cannot keep track of their money.

CHEAT SHEET FOR QUIZ

(points to go over with participants)

CHEAT SHEET FOR BLINDNESS (DEAF-BLINDNESS) -- FACT OR FICTION?

True or false:

F 1. If a person is legally blind, that means he or she can't see anything. The majority of blind people see something
F 2. Anyone with 20/20 vision could not be defined as blind.

Explain definition of blindness (20/200 visual acuity / 20 degree visual field with best correction)
Ex.: RP/tunnel vision see detail but not whole picture; may stumble on a chair and then sit down and read a newspaper.
Macular degen. like seeing after blinding light; Can see to get around but not details (faces, regular print); explain eccentric viewing;
Diabetic retinopathy: vision varies daily
Lighting needs vary (good light for one may be glaring/painful/dim to other)
To maximize vision:
Increase size (closer; magnification; enlarge)
Increase contrast (yellow/black; dark plate for chicken, corn, potatoes; mug color for coffee/milk; mats/tapes)
Maximize light (reduce glare from front; ask about light preferences)
Refer to low vision specialist (bring papers/music/sewing projects to appt)
BUT other senses, adaptive equipment, and strategies/techniques can provide much of the information we get from vision

T 3. Blind people can learn to use echoes to hear walls (the same way that a bat does). Explain echolocation (demonstrate with plate or object close to the ear of volunteer with eyes closed) also explain direct sound & sound shadow
F 4. Because blind people learn to use their senses better, audiological tests show that the hearing of most blind people is measurably better than that of most sighted people.

Visually impaired people become more aware of use of hearing & other senses, not necessarily developing better hearing acuity.

F 5. In order for a person who cannot see to accomplish daily activities and get around independently, hearing is the most important sense.

Explain kinesthetic sense, used for orientation, eating, dressing, writing

F 6. Most blind people are not as happy as sighted people.
F 7. Blind people usually need someone to take care of them.
F 8. Most blind people cannot keep track of their money. Explain different systems of organization, and sensory awareness (edges and sizes of coins).

Other possibilities for questions, depending on what points you want to make with this particular audience:

they can get around without help because they developed skills using their other senses to remain oriented and move safely

Sounds can augment information but the primary sense people use to get around familiar places is their kinesthetic sense and touch

they use their kinesthetic sense to measure distance

Skits -- The Aid / Instructor from Hell!

Versions of these skits are fun and effective for helping people understand courtesies when working / being with people who are blind. We've used them for nursing homes, civic groups, teachers, etc. They can be revised to suit the audience and their needs -- for example, Skit #3 that was adapted for the staff of a recreation center.

Instructions:

handout

SKIT 1:

Corrections to be noted:

Always identify yourself
no guessing games
don't enter the room without announcing yourself (it scares the residents).
Leave resident's things where they were.
Warn/ask before touching the blind person.
Explain directions clearly, don't point. <
Ask if the person needs help, don't assume and impose.
Guide from the front [demonstrate human guide]; give control to resident
Resident can seat self; just show where chair is (SAFETY POINT: resident should know to check for the chair with the back of both her legs before sitting)

SKIT 2:

Corrections to be noted:

Always identify yourself -- no guessing games
Explain role and environment (medicine; who's in dining room)
Don't touch the person without asking and explaining.
Guide from front; give control to resident [demonstrate human guide]
Resident can seat self; just show where chair is (SAFETY POINT: resident should know to check for the chair with the back of both her legs before sitting)

SKIT 3 (for day programs or recreation centers:

Corrections to be noted:

Always identify yourself
Explain your role
Warn/ask before touching blind person
Explain directions clearly, don't point
Don't move their things without asking, and let them know where you put them
Suggestions to demonstrate exercises or crafts:
- Explain verbally what to do
- Let her feel your body as you do the exercise
- Position or move her AFTER you ask permission; usually it's better for her to follow your movements
Guide from front (blind person should be in control) [demonstrate human guide]
Blind people can seat themselves; just show them where the chair is.

HANDOUT

COURTESIES WHEN WORKING WITH
A PERSON WHO HAS A VISUAL IMPAIRMENT:

1. Have a positive expectation which maintains the resident's dignity

Encourage to be as independent as other residents;
Don't offer to do what he/she can do; but
Don't harass them to achieve more, or compare their achievements with those of other visually impaired people

2. Provide access to information:

Identify yourself and your role
Name the person you are speaking to
Describe who's in room or what is happening;
Inform of schedule, anticipated appointments/activities;
Explain when you move or leave something in resident's room/environment
Explain the environment concretely (as if describing over the phone);
Inform of soiled clothes.

3. Give control to the person:

Ask what is needed (not "you should...;" "why don't you...;" "Let me...");
The person is the expert about his or her needs;
There's no universal answer or technique;
Respect and encourage their systems of organization:
- don't move their things around;
- when putting away their clothes/items, ask where they want them to go.

4. When guiding:

Allow them to take your arm (above your elbow); don't push or manipulate them;

Walk normally (but slow down if they are pulling back -- they may be nervous);

Always approach steps, curbs, and other drop-offs perpendicularly;

At the edge, allow them time to find the edge and step up or down;

You can establish a signal to walk single file (such as putting your guiding arm behind you);

At doorways, allow them time to find and hold the door for themselves;

To show them an object, you can put your hand on it and let them follow your arm;

When seating, show them the chair and let them seat themselves.

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