Demystifying and DispellingStereotypes and Myths Related to Visual Impairment
Journal Title: IOSR Journal of Humanities and Social Science - Year 2018, Vol 23, Issue 6
Abstract
Considering that with the absence of visual input, as Salleh & Zainal (2010) explain, one is already deprived of about 85% of learning accomplishments, which naturally come through sight, the condition of visual impairment (VI) is, therefore, a very serious limitation one can ever endure. Since people from different cultural backgrounds have different understanding of disability, most sighted people also believe that the condition of VI evokes unprecedented awkwardness. Also due to their attitudes, which are predominantly negative towards this sensory condition, persons with sight loss are generally removed from the realm of mainstream spaces. Seeing one with a VI, as The American Association of University Women (AAUW) (2014) observes, people just develop unfounded judgement. Such judgements have been widely held and traditionally used to mythically and stereotypically characterise persons with different forms of disabilities, inclusive of those with VI as supernatural beings. Even in this modern day age, there are so many untold misconceptions about persons with VI, a scenario that has removed them from the realm of the ordinary mainstream spaces. By their nature, most myths and stereotypes are far from being positive, but usually convey negative impressions of individuals. Experiential contact with persons with VI has shown that the general impressions conveyed about these persons is downright misinterpretation facts, and hence falsehood. Such misconceptions aside, the reality of the matter is that whether one‟s condition is congenital or adventitious, learners with VI are just as capable as their sighted peers, when it comes to skill acquisition, as long as necessary provisions are in place. What the sighted mainstream community always forgets is that formation of any concept by learners with VI is not by natural means, as it is with sighted learners who learn through visual feedback, leading them to imitating and assimilating. If in school, it has to be appreciated that learners with VI need an Expanded Core-Curriculum (ECC) for them to form and/or develop concepts within a given environment. To date, little or no knowledge about VI, by the mainstream community, has allowed myths and negative stereotypes to continue flourishing. If they remain unchallenged, as Bolt (2006) observes, overtly negative stereotypes will always diminish the talent and achievements inherent in the majority of these persons with VI.
Authors and Affiliations
Dhemba Ishmael
Keywords
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