Assessment Tools for Visually Impaired

Assessment tools for Visually Impaired Using realistic objects rather than representative objects or pictures Addressing impact of nestlings experiences with the environment on military operation Familiar vs. unknown objects If you use familiar objects, the baby has had clock time to research and develop concepts unknown objects whitethorn take the tyke more time to explore them. If a child only knows his objects, this may indicate overleap of experience and under generalization of concepts. Familiar vs. nfamiliar people A child who is blind may need time to warm up to an strange person. It is important to read the child and forget him to maintain contact with his parents and to allow him to initiate interactions. Familiar vs. unfamiliar location A child who is ocularly impaired will need time to explore and familiarize himself to an unfamiliar area. He may act more reticent in an unfamiliar area. When assessing functional passel and mobility achievements, it is imp ortant to assess in both a familiar and unfamiliar area if possible.Because a child does not stomach to rely on fine detail imaging as a great deal in a familiar area, you may get different visual responses in an unfamiliar area which could add to your infering of the childs vision. Impact of expectations and opportunities child has had Familiar vs. new trade union movement If you are testing a skill that is usually learned visually and the child has never been taught the skill, a test-teach-test regulate can help determine if child can learn task through manual demonstration. Analyzing the concept being tested and adapting to a child who is visually impaired or blind For example, the concept of object permanency looks at a childs visual attention, memory, persistence and organization of searching behaviors. For a totally blind child, this can be assessed by looking at how a child reacts to a dropped object, first allowing the object touch a part of his body and then taking t he object further outside(a) from his body to assess searching behaviors. contain to be aware of response behaviors that may be seen in young children who are blind. Passive, neutral facial expressions that may indicate that the child is listening attentively. Resistance to having hands say to unknown objects use of protective responses of pulling hands away, protective responses to unanticipated events. Visual responses eccentric viewing, head tilt, holding objects close, closing eyes, etc. inspect aversion to disengage or if objects are too close. Arousal issues visually impaired may be in low arousal ground due to lack of visual stimulus and low postural tone. chela may use immature patterns or repetitive patterns of object exploration such as repeated dropping for auditory feedback, tapping, mouthing. Child may be auditorily distracted by environmental noises. Need to assess rum curricular areas that are important to children who are visually impaired. Functional vis ion Sensory development Compensatory Skills (e. g. exploration and hand skills, Pre-braille listening skills) Orientation Mobility Need to select assessment scales and strategies that allow for Freedom of presentation and selection of materials theatrical role in additional to milestones Incidental and structured presentation Need to understand the implications of Age at which visual loss occurred Level of functional vision Implications of the eye condition Presence of additional handicaps Need to be competent to clearly describe the assessment process and implications to PARENTS.