Create several goals and objectives, (in your own words) and discuss how those will be implemented in your classroom.

If there were a 12 year old girl in the classroom with severe eyesight problems, I would ensure that by the end of the year she is up to date with the rest of the students. Goals would include teaching them how to read in braille if there are no hearing solutions for them. My goals as a teacher would be to finish the entire syllabus by the scheduled time to ensure that students are ready for exams at the end of every semester (US Preventive Services Task Force, 2005). I would try as much as I can to help the student have the same quality of education as the rest of the students. My goals would include:

• Use of braille as a reading material
• For the student to utilize reading materials orally
• For the student to have the ability to select the appropriate reading material
• For the student to develop a legible handwriting
• To develop skills for using the cane

I would implement this by ensuring that I dedicate some school hours to teach her how to do all this. In addition to this, even her classmates would be advised to help whenever they can. It would be important to place the student on the first row so that they are closer to the teacher and can therefore hear everything that the teacher says. She might be able to see something on the board if he is close enough. Encouragement would go a long way in ensuring that she develops the required skills (Riordan & Whitcher, 2004).

2. Design and evaluate two appropriate individualized education goals to meet the needs of the student.

I would teach her compensatory skills. These are the skills that she will need to cover up for her eyesight. They will help her to access the curriculum in a different way. In her case, it would be the braille system. Since it is hard for her to read, she will require the braille to be able to learn with the other students. Braille is different from the normal writing. Therefore, the school may have to purchase the machine so that the student is accommodated as well. Furthermore, it will be easier for her to read through braille than struggle to see the board or classroom. It also gives her some form of independence as she can read on her own without the help of any other person (Pierangelo & Giuliani, 2007).

The next goal would be to ensure that the child is well integrated into the classroom. This way, she will be able to socialize well with the other students and feel that he is part of the classroom. As long as her behaviour does not interfere with the rest of the students then it would be unfair to separate her from the rest of the students. This will ensure that she develops skills that will help her in her life (Hannell, 2006).

3. Analyze the type of disorder. What are the specific disabilities associated with the disorder?

The student is affected by strabismus. This is where one of her eyes is misaligned to the other and appears in different forms. The eye could be turning inward which is known as esotropia, and the outward turning of the eye is known as exotropia. Hypertropia is known as the vertical turning of the eye. In the case of this girl, the eye turns inwards and therefore she can barely see anything. The cause of strabismus is not known. Sometimes a patient who has this illness may be affected by retinopathy where the retina of the eye does not work effectively and retinoblastoma. Some scientists believe that the disability may be caused by severe brain damage. The disorder may cause the student to not see anything at times and, therefore, causes herb to be much slower in performing her duties (Baumberger & Harper, 2007).

4. What are the salient complications as a result of the injury or disorder?

Complications include her having to wear glasses all the time. This is hard especially for a young girl who is struggling to fit in with the other girls. She may face discrimination from the other students due to her disability. She also runs the risk of infecting the other eye. Eye conditions are very infectious and without proper treatment, one can easily go blind completely. Therefore, steps have to be taken to reduce the possibility of the other eye getting infected. Sometimes, the eye turns without any prompting, and this makes the girl very uncomfortable and other girls make fun of her (Hannell, 2006).

The other complication may be permanent disability. The probability of becoming completely blind may force the student to leave the school and look for a special school for the blind. Her disability already places her at a disadvantage from the other girls and, therefore, making her suffer. If the disability came from brain damage, then the student runs the risk of getting the rest of her body impaired as well. The brain works to coordinate the activity of the eye and for the other parts of the body. Therefore, if the brain does not coordinate well in the eye, then it means that it may fail in the other parts (Baumberger and Harper, 2007).

5. What are the financial effects and assistance in the educational system?

The cost of dealing with a person with a disability is very high. This is because they require special help that the rest of the population does not need. For instance, a person with physical disability in the legs would require a wheelchair of crutches and may even need a special vehicle that would accommodate their needs (Riordan & Whitcher, 2004).

In this case, the school or the parents will need to buy the braille machine that is to help her in reading and writing. Braille machines cost much more than regular books. It would require a lot more capital when setting up a school for the blind than when setting up a school for people without disability. They require braille machines, glasses, some hearing facilities where they cannot read, a special teacher, canes to walk around with and guide them and finally psychological training to help them cope with the illness. The parents will have to endure more costs to take her for therapy and other treatments. The government may help in donating the braille machines and sometimes free checkups for the student. They may also help in training teachers on how to deal with students with disabilities and come up with suitable curriculums for these students (Hannell, 2006).
Discuss treatment options.

There are many treatment options for strabismus. The patient may use glasses or contact lenses. This type of treatment may be used for patients with esotropia. It may be required when the patient has far-sightedness. Once the farsightedness is corrected, the patient would not require putting so much effort in concentrating on far objects. This may, however, be the only treatment option for some patients. The next type of treatment that may be required is the use of prism lenses. Prism lenses are special types of lenses that alter the way light enters the eye. It also helps to reduce the amount of light that enters the eye and, therefore, helps in containing the number of times the eye has to turn in order to focus on an object (Pierangelo and Giuliani, 2007).

Visionary therapy could also be considered. Visual therapy is a program that helps various visual activities that help in the coordination of the patient’s eye. The therapy helps the brain and the eye to work together to help aperson see properly. The programs may be done either at home or in the office. They help to reduce inefficiencies in the movement of information from the brain to the eye. Surgery could also be considered. This is because it changes the length of the muscles of the eye and to make the eyes appear straight. After the surgery, the patient may be required to undergo therapy so that the eye does not go back to the way that it was before (US preventive Services Task Force, 2005).

7. Discuss the rehabilitation.

Rehabilitation may need that a person undergoes a lot of therapy for their eye to return to normal. However, in some cases, it may be very difficult to make the eye function normally. It may be very difficult to heal the eye. The patient may be required to undergo psychological training so that they deal with their new state faster and comfortably. It is also important that they receive support from the people around them so that they heal completely. Any medicine that they have been prescribed should be taken without fail (Hannell, 2006).

Rehabilitation may require that the girl is integrated slowly back to the society. They would be taught slowly how to use normal words. They will also need to be taught things fresh since they could only recognize things through touch and feeling. They now would recognize the objects by seeing them. It is a tough process and requires the help of everyone around (Hannell, 2006).

Discuss appropriate educational interventions to address these situations

In order to deal with the student who is has been healed, the school will first have to hire a counselor for the student if it does not have one already. The counselor will have to help the student get integrated back with the other students. They may need to be taught a lot of things such as recognizing various objects and on how to deal with their new status and her new condition. It is important that they learn how to do things on their own now and to become independent. After being cured, they will still need to undergo various therapies so that the can be totally healed. The school may revert to the usual curriculum and maybe even have a crash program for the student so that the student can catch up as soon as possible. The school plays a crucial role in the treatment and rehabilitation of the child (Riordan & Whitcher, 2004).

References

Baumberger, J. P., & Harper R. E. (2007).Assisting students with disabilities: A handbook for school counselors (2nd ed.). Thousand Oaks, CA: Corwin Press.

Hannell, G. (2006) Identifying children with special needs: Checklists and action plans for teachers. Thousand Oaks, CA: Corwin Press.

Pierangelo, R., & Giuliani, G. (2007).The educator’s manual of disabilities and disorders. San Francisco: John Wiley & Sons.

Riordan-Eva, P., & Whitcher, J. P. (2004).Vaughan and Asbury’s general ophthalmology (16th ed.). New York: McGraw-Hill.

U.S. Preventive Services Task Force. (2005). Screening for visual impairment in children younger than five years: Recommendation statement. American Family Physician, 71, 333–336.

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