Retinitis Pigmentosa - Tips for Teachers

Retinal Degenerative [RD] conditions cause gradual loss of vision and are commonly diagnosed in the pre-teen and teen age years. The early symptoms of Retinitis Pigmentosa [RP] are night vision problems, poor contrast vision, slow light to dark adaptation times and gradual loss of peripheral vision. Macular Dystrophies cause poor central vision and poor colour vision.

Students with RD will have special needs and concerns in the classroom. Educators can help by being aware of the student's eye condition and of some relatively easy and inexpensive ways to minimize the effects of RD. The SA Governments policy on Inclusive Education will mean that more students with vision impairment will be attending mainstream schools. Grants for expensive electronic equipment are available from the Department of Education.

The following are some tips that you may find useful if you have a student with RD. Please keep in mind that the course of progression of the disease varies greatly from individual to individual. While many students may benefit from these suggestions, others way have enough sight that visual aids and modifications are not yet needed. The teacher should ask the student and/or parents about these factors to ascertain whether or not the assistance is needed.

Allow the student to sit near the blackboard if he/she finds this helpful.
Allow more time for completing tasks and assignments if necessary. As the student cannot easily scan the page, additional time for reading may be needed. Also, the student may require time to rest his/her eyes as a result of vision fatigue. Slow light to dark adaptation times should also be borne in mind. Additional time for testing and examinations is legally permissible.
Large print (typewriters and/or black felt-tipped markers) may be helpful. It is also helpful to have any printed or copied materials printed on white paper with black ink, as a high contrast is easier to persons with RD to read.
Become familiar with the various assistive devices that may benefit your student. An assistive device may be something as simple as writing paper with bold lines, or as sophisticated as a closed circuit television set which greatly magnifies print. A low vision rehabilitation specialist may be able to assist you in determining which devices can help the student achieve the best results.
Adequate lighting in the classroom and other areas is very important. Lighting is even more important at night, when students with RP may have the most difficulty. The student should be prepared for entering any dimly-lit area.
The student may be able to make better use of his vision setting near a window or with the light behind him. A desk lamp may also be useful.
For the younger child games can be adapted so that everyone can participate. For example, beeping balls can be purchased to that an approaching ball produces both a visual and auditory cue. Rules to games can be modified. This can be done without singling out the visually impaired child, as these suggestions may also allow children who are not as coordinated as their classmates to enjoy participating in games. Physical Education teachers should be fully informed especially if the child participates in sports.
Be aware of low obstacles in the classroom or hallways, and remove them if possible.
After showing slides or films in a darkened room begin to turn on the lights immediately, rather than continue the lesson in semi-darkness. Assign a note-taker when the room is not well lit, or allow the child to use a tape recorder if appropriate. Abrupt changes in lighting can be very uncomfortable.
On class field trips, be sensitive to lighting and obstacles in the student's path. Steps can be a problem when they are the same colour as the surface ground.
Taped books may be requested from specialist organisations for the visually handicapped. Depending on the degree of impairment, volunteers may be willing to read some assignments on tape.
Feedback between the student and teacher is essential. The student needs to communicate to the teacher any problems, just as the teacher needs to point out any areas where improvement is needed.

Avoid treating the student as "special". Acknowledge that the student has special needs, but ensure that the student is encouraged to reach their full potential and does not use their vision problem as en excuse for underachieving. Ensure that the student is not given unfair advantages. Other students may resent any special treatment given to the student above and beyond what is necessary. Learn to think of the student with RD as just that - a student who has a visual impairment. This assists the student in learning to define himself in a healthy way.
Encourage the student to discuss his condition with curious classmates, if appropriate. Other students may get along better with the visually impaired student if they understand the nature of the problem. People who do not understand RD may mistakenly think that the affected person is "faking" the problem, because there are some things that the person may be able to do very well and other tasks that the person will have difficulty completing. Some students may erroneously assume that the RD student is a "snob" when he does not acknowledge them, though it is because he does not see them at all times. It may help to point this out to students who convey this attitude. RD simulators are available rom Retina South Africa to encourage understanding and empathy.
Career guidance is important for older students. Encourage the student to strive to reach his full potential utilising his talents and capabilities, yet also to be realistic in selecting career goals. Students who have not yet lost a significant amount of vision may not like to think about the future as it applies to their vision. Children should not be pushed into careers “suitable” for visually impaired, but realistic barriers must be considered. Electronic and computer devices has opened many more career avenues to the visually impaired.