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How to Go Blind and Not Lose Your Mind begins at the diagnosis, walks you through the stages of sight loss, and explores emotional and physical problems associated with going blind. It describes low vision, legal blindness, loss of independence, and what it may mean to you.
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The following factors may contribute to how well or poorly a dog responds to the onset of blindness:. His general health — is he fit and capable of learning new skills, or does he have health problems that will be compounded by blindness. The onset of blindness — was it sudden as with SARDS, or was the onset gradual such that the dog was able to compensate as the blindness progressed. In general, dogs that go blind gradually, young in life and are not the pack leaders make a faster and easier adjustment to blindness.

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Older, frail, dominant dogs, and those that lose their vision suddenly, can sometimes experience more difficulty. Blind dog owners report this adjustment can typically take three to six months, but certainly there are instances where it has taken much longer. It is possible for you to help ease this transition. Some owners witness severe depression in their dogs. Some owners report aggressive behavior changes. And yet, other owners report that they never even suspected that their dogs went blind because nothing changed. Some dogs remain totally unfazed by the situation.

As with humans, dogs may utilize a variety of behaviors to help them cope with vision loss. They may utilize more than one behavior at a time, and they may switch back and forth between behaviors. Typical behaviors a dog may display include depression, fear, aggression, and dependence. One animal behaviorist believes that animals perceive physical ailments akin to being attacked by another animal.

There are similarities between the responses of a sick or blind dog, and a dog being attacked… so there may be some value in this concept. Based on a variety of factors, a dog may stand up and fight challenges attackers or he may flee run from attackers.

Neither response is wrong. If your dog was a dominant, aggressive dog before the blindness, this may become more apparent now.

Similarly, if your dog was a fearful individual before the blindness, this could possibly manifest itself now as aggression, as fear and aggression are closely linked. Without the ability to identify a true attacker, the dog may lash out at family members. The dog may snarl, snap and bite other dogs in the household, their owners and family friends.

This is a common reaction. There is a fine line to handling these situations successfully. On the one hand, aggression is not behavior that you should encourage or accept.

On the other hand, the dog is already stressed, and fearful. A strong reprimand could serve to escalate the situation into a full-fledged attack. Try to minimize whatever situations incite the aggression… other dogs sniffing him, neighboring children visiting. Issue a calm reprimand. Do not pet, cuddle, baby talk or otherwise reward the dog after the aggressive behavior.

That will only encourage it to be repeated. As you progress into the training program, specific activities will be outlined to help you deal with this issue. These dogs would typically flee an aggressor. Obviously, the blindness follows them everywhere. Ultimately, for many dogs, their normal methods of coping are ineffective. Dog trainers know that show-ring dogs can have a very similar experience. Many dogs become stressed in the show-ring because there is no specific aggressor to fight, and there are unable to flee the environment.

Most people, once they have been visually impaired for long enough, devise their own adaptive strategies in all areas of personal and professional management. For the blind, there are books in braille, audio-books, and text-to-speech computer programs, machines and e-book readers. Low vision people can make use of these tools as well as large-print reading materials and e-book readers that provide large font sizes.

Computers are important tools of integration for the visually impaired person. They allow, using standard or specific programs, screen magnification and conversion of text into sound or touch Braille line , and are useful for all levels of visual handicap. OCR scanners can, in conjunction with text-to-speech software, read the contents of books and documents aloud via computer.

Vendors also build closed-circuit televisions that electronically magnify paper, and even change its contrast and color, for visually impaired users. For more information, consult Assistive technology. In adults with low vision there is no conclusive evidence supporting one form of reading aid over another.

Children with low vision sometimes have reading delays, but do benefit from phonics-based beginning reading instruction methods. Engaging phonics instruction is multisensory, highly motivating, and hands-on. Typically students are first taught the most frequent sounds of the alphabet letters, especially the so-called short vowel sounds, then taught to blend sounds together with three-letter consonant-vowel-consonant words such as cat, red, sit, hot, sun.

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Hands-on or kinesthetically appealing VERY enlarged print materials such as those found in "The Big Collection of Phonics Flipbooks" by Lynn Gordon Scholastic, are helpful for teaching word families and blending skills to beginning readers with low vision. Beginning reading instructional materials should focus primarily on the lower-case letters, not the capital letters even though they are larger because reading text requires familiarity mostly with lower-case letters.

Phonics-based beginning reading should also be supplemented with phonemic awareness lessons, writing opportunities, and lots of read-alouds literature read to children daily to stimulate motivation, vocabulary development, concept development, and comprehension skill development. Many children with low vision can be successfully included in regular education environments. Parents may need to be vigilant to ensure that the school provides the teacher and students with appropriate low vision resources, for example technology in the classroom, classroom aide time, modified educational materials, and consultation assistance with low vision experts.

Communication with the visually impaired can be more difficult than communicating with someone who doesn't have vision loss. However, many people are uncomfortable with communicating with the blind, and this can cause communication barriers.

One of the biggest obstacles in communicating with visually impaired individuals comes from face-to-face interactions. There are many non-verbal factors that hinder communication between the visually impaired and the sighted, more often than verbal factors do. These factors, which Rivka Bialistock [53] mentions in her article, include:. The blind person sends these signals or types of non-verbal communication without being aware that they are doing so.

These factors can all affect the way an individual would feel about communicating with the visually impaired. This leaves the visually impaired feeling rejected and lonely. In the article Towards better communication, from the interest point of view. Or—skills of sight-glish for the blind and visually impaired , the author, Rivka Bialistock [53] comes up with a method to reduce individuals being uncomfortable with communicating with the visually impaired.

This method is called blind-glish or sight-glish, which is a language for the blind, similar to English. For example, babies, who are not born and able to talk right away, communicate through sight-glish, simply seeing everything and communicating non-verbally. This comes naturally to sighted babies, and by teaching this same method to babies with a visual impairment can improve their ability to communicate better, from the very beginning.

To avoid the rejected feeling of the visually impaired, people need to treat the blind the same way they would treat anyone else, rather than treating them like they have a disability, and need special attention. People may feel that it is improper to, for example, tell their blind child to look at them when they are speaking. However, this contributes to the sight-glish method. Individuals with a visual disability not only have to find ways to communicate effectively with the people around them, but their environment as well.

The blind or visually impaired rely largely on their other senses such as hearing, touch, and smell in order to understand their surroundings. Sound is one of the most important senses that the blind or visually impaired use in order to locate objects in their surroundings.