Deck 12: Children With Visual Impairments

Question 1

Regarding personal and social adjustments, we find that passivity and dependence in children with visual impairments appear to be caused by

A) lack of self-esteem.
B) parents.
C) restricted mobility and limited experience.
D) the failure of the teacher to understand the need for greater motivation.

Answer 1

C

Question 2

The first formal efforts to educate blind students were in general public school classrooms.

Answer 2

False

Question 3

Two people with well-functioning sense organs can interpret the same visual experience differently, depending on their

A) brain and eye.
B) brain and training.
C) experience and training.
D) eyes and optic nerve.

Answer 3

C

Question 4

How do blindness and low vision differ in both their legal definition and in the way they impact a child's ability to learn?

Question 5

Stacy is legally blind. Which of these statements concerning Stacy is true?

A) Her vision can be almost entirely corrected with visual aids.
B) Her vision can be helped somewhat with visual aids.
C) She cannot use vision as an educational tool.
D) Her vision could also be classified as low vision.

Question 6

Visual impairments are considered a high incidence disability.

Question 7

Which of these statements is true of children who are legally blind?

A) They may be able to sense light and darkness.
B) They are always able to see colors.
C) They depend on their sight as a primary means of getting information about the world.
D) They are the largest group of people with visual impairments.

Question 8

Which of the following terms is closest in meaning to the term low vision?

A) Legally blind
B) Partially sighted
C) Severe visual impairment
D) Totally blind

Question 9

Which of the following is true concerning the sensory perception of blind children?

A) They need to rely on other senses for information.
B) Their proprioception decreases with age.
C) The doctrine of sensory compensation usually holds true.
D) The doctrine of sensory compensation applies to all disabling conditions.

Question 10

The guaranteed access to public education for children who are blind.

A) Helen Keller Deaf-Blind Education Act
B) Education for All Handicapped Children Act
C) Individuals with Disabilities Education Act
D) No Child Left Behind

Question 11

Retinopathy of prematurity is associated with

A) infections before birth and alcohol or drug use by the mother.
B) lack of oxygen provided to premature infants and low-birth weight.
C) over administration of oxygen to premature infants and low-birth weight.
D) unbalanced ciliary muscles and problems with the blink reflex.

Question 12

The system of raised dots used by many blind and visually impaired individuals to read was invented by

A) Helen Keller.
B) Charles Barbier.
C) Samuel Perkins.
D) Louis Braille.

Question 13

Donna has faulty visual interpretation. Her condition could be the result of

A) defective eyes.
B) brain injury.
C) inadequate experience.
D) any of these.

Question 14

Sets of different sized lines of text in the Snellen chart are used to

A) screen for astigmatism.
B) screen for visual acuity.
C) screen for nystagmus.
D) screen for strabisnus.

Question 15

The number of children who are visually impaired is intellectually or developmentally delayed or learning disabled.

A) slightly less
B) slightly more
C) significantly less
D) significantly more than the number of children who are

Question 16

The is an example of a standard school screening instruments for vision.

Question 17

A child who is blind

A) must use Braille for reading.
B) cannot use vision for learning.
C) will be best served in a residential school.
D) only needs help with academics.

Question 18

Children with low vision can learn through

A) only Braille or other tactile methods.
B) the same methods that children without visual impairments use.
C) their auditory and tactile senses only.
D) the visual sense by using special technology and training.

Question 19

The restricted mobility and consequent limited experiences of individuals with visual impairments may lead to

A) hostility and depression.
B) fear and stress.
C) depression and anxiety.
D) passivity and dependency.

Question 20

Which of the following is an environmental condition leading to a visual impairment?

A) Retinopathy of prematurity
B) Hyperopia
C) Nystagmus
D) Albinism

Question 21

Cognitive development of children with visual impairments

A) is no different than the normal development.
B) is enhanced because they can only rely on their hearing.
C) is affected by their lack of integrating experience.
D) is higher than children with hearing impairment.

Question 22

It's important for children with visual impairments to learn not to fear new experiences or injury so that they

A) feel comfortable communicating with others.
B) enjoy school and perform well academically.
C) are able to read braille accurately and quickly.
D) develop a sense of control of themselves and their environments.

Question 23

Ideally, there should be one professional person who coordinates and leads a team of professions who, with the child's parents, develop and IEP for the child. This person is often referred to as the

A) case coordinator.
B) itinerant teacher.
C) consultant.
D) school psychologist.

Question 24

Which of the following is an area of special instruction needed by most students with visual impairments?

A) Concepts that require long periods of concentration for understanding
B) Concepts and skills related to higher math, such as calculus
C) Concepts that sighted children learn through incidental visual observation
D) All of these

Question 25

The provides a checklist for parents and professionals to use to evaluate programs for the child with visual impairments to ensure they are receiving the proper goals and supports for academic and social success.

Question 26

Research has demonstrated that children with visual impairments were especially in the area of symbolic play.

A) advanced
B) significantly delayed
C) slightly delayed
D) on age level in their play skills,

Question 27

Two key needs of individuals with visual impairments that should be addressed to help them gain independence are

A) motivation and friendship.
B) orientation and mobility.
C) technology and training.
D) transportation and communication.

Question 28

Problems in personal and social adjustment

A) are the same for sighted persons.
B) do not follow as a natural result of blindness.
C) cannot be avoided by an individual with severe visual impairment.
D) are worse in children who are congenitally blind.

Question 29

A blind child best acquires the concept of a box by

A) being told the many characteristics of a box.
B) studying the various definitions of a box.
C) telling others the definitions of a box.
D) feeling, touching, and manipulating different boxes.

Question 30

The way children learn to enter a group of playing children simply through observation is called .

Question 31

is the area most affected in the information processing model.

Question 32

Which of the following was NOT suggested as a way to improve services for culturally and linguistically diverse children with visual impairments?

A) Require educators to learn a second language to better communicate with families.
B) Provide educators with instruction in culturally responsive teaching.
C) Provide educators with resources to support culturally diverse families.
D) Use translators to act as cultural brokers between educators and families.

Question 33

Braille training, Orientation and Mobility training, and specific IEP goals would best be served in an RtI Tier setting.

A) I
B) II
C) III
D) IV

Question 34

Presently the best measurement of intelligence for children with visual impairment is the

A) performance section of the Wechsler Intelligence Scale for Children.
B) the full scale Wechsler Intelligence Scale for Children.
C) verbal section of the Wechsler Intelligence Scale for Children.
D) proprioception test.

Question 35

One way that children with severe visual impairments acquire language is by

A) auditory cues.
B) watching movements.
C) noting facial expressions.
D) using all of these methods.

Question 36

Discuss the effects of limited experiences on the intellectual development of visually impaired preschool children.

Question 37

The population of children with visual impairments is not as diverse as the general school-age population.

Question 38

is the child's feeling that he or she cannot do anything worthwhile or useful.

Question 39

Which of the following is NOT true about children with visual impairments and their families?

A) Young children with visual impairments are often less interested in toys and other objects than sighted children.
B) Infants with visual impairments may cry more frequently and be more difficult to console than sighted infants.
C) Parents of visually impaired children are often overprotective of their child in unfamiliar environments.
D) Children with visual impairments can never be as confident and independent as their sighted peers.

Question 40

___________________ framework helps us to see that inflexible curricular materials and methods are barriers to diverse learners, just as inflexible buildings with stairs as the only entry option are barriers to people with physical disabilities.

Question 41

Most individuals with visual impairments have little difficulty transitioning to life as a working adult.

Question 42

The role that teachers play in the personal social adjustment of children with visual impairments is to

A) shelter the child from problems.
B) intervene to prevent isolation from sighted peers.
C) anticipate as many of the child's needs as possible.
D) single the child out for special help in front of the class.

Question 43

Using Lowenfeld's general principles, an appropriate adaptation to a science lesson for a student with severe visual disability would be

A) a 3-D model of the atom.
B) a lecture format.
C) a book on tape.
D) small-group instruction.

Question 44

What advantages exist for students with severe visual impairments or blindness who choose to attend a special school?

Question 45

Discuss how the three layers of service of the Response to Invention can be implemented with students with visual disabilities.

Question 46

Which of the following is NOT a component of an effective transition program?

A) Lower expectations of a student's job seeking potential
B) Building social skills and self confidence
C) Work experiences including volunteer work
D) Leisure skills including participating in extracurricular activities

Question 47

Jeanine, who is blind, needs to be taught the principle of concreteness. To do this, the teacher could

A) give her an unplugged electric fan to touch and feel.
B) play a recording of city sounds.
C) show her a raised drawing of a doll's house.
D) guide her in drawing a picture of a triangle.

Question 48

Technological aids for people with visual impairments generally

A) make use of extra environmental cues.
B) augment other senses (usually hearing) to compensate.
C) conserve whatever residual sight is left.
D) fabricate alternative methods for sight and perception.

Question 49

How do educators adapt an instructional program for students with visual disabilities?

Question 50

In the Braille system, each cell contains how many dots?

A) Two
B) Three
C) Six
D) Ten

Question 51

Laura is a student with visual impairment. The best way for Laura's teacher to treat her is to

A) not pamper her or treat her differently in front of the other children.
B) give her special attention whenever possible.
C) avoid having her compete with others in class activities.
D) never allow her to experience failure.

Question 52

Social skills for students with visual impairments should include posture, facial expressions, speech, and

A) assertiveness.
B) compliance.
C) safety.
D) reliability.

Question 53

About their school day.

A) 18
B) 35
C) 64
D) 75 percent of students with visual impairments are in regular class placements for at least 80% of

Question 54

A teacher who explains relationships among objects for a student with visual impairment is providing

A) practice in learning by doing.
B) examples of concreteness.
C) unifying experiences.
D) early intervention.