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Some of the things that we can do is first of all
know as much about that person's vision loss as possible.
Or if I'm the person experiencing that,
I need to understand what is my diagnosis.
What is it that I need in terms of environmental modifications
to maximize the use of my vision?
So that's number one.
Number two is to be able to take a look at the environment
and evaluate that
in terms of what's happening in terms of contrast.
What about the lighting?
What about the color?
What about the visual complexity?
Is it too complex?
And if so, how do I need to change that?
And how is it organized?
Is it easy for me to move through that space
or do I have to spend a lot of energy just figuring out
how to move my body in order to get to my desk,
or to get across the room?
I think it's pretty unrealistic to think that any one person
is going to know everything.
Whether that's the individual themselves, or the family,
or the teachers and so as we look at creating environments,
we really need to be working together with the teachers,
with co-workers, with families, with the low-vision specialists
to come up with some ideas,
because not everybody is really great at thinking about,
"Oh, I can do this or I can do that."
So that's where it has to be a collaborative effort.
It should not fall onto any one person
to have to figure everything out.
And so I would encourage, then, whether it's the teacher,
or parent or individual, is seek out local resources
and work together to come up with the answers and solutions.
NARRATOR: Fade to black.