Assessment Tools for Visually Impaired

Assessment tools for visually Impaired Using real objects rather than representative objects or pictures Addressing reach of electric razors experiences with the environment on performance beaten(prenominal) vs. unfamiliar objects If you use familiar objects, the kidskin has had clock to explore and develop concepts unfamiliar objects may concord the child to a greater extent clip to explore them. If a child unless knows his objects, this may indicate lack of experience and under generalization of concepts. Familiar vs. nfamiliar people A child who is dip may need time to warm up to an unfamiliar person. It is important to read the child and throw in the towel him to maintain contact with his p bents and to allow him to initiate interactions. Familiar vs. unfamiliar placement A child who is visually impaired will need time to explore and familiarize himself to an unfamiliar atomic number 18a. He may act more reticent in an unfamiliar atomic number 18a. When evaluatei ng functional vision and mobility skills, it is important to assess in both a familiar and unfamiliar ara if possible.Because a child does not have to rely on fine exposit vision as much in a familiar area, you may get different visual responses in an unfamiliar area which could contribute to your understanding of the childs vision. Impact of expectations and opportunities child has had Familiar vs. new task If you are testing a skill that is usually learned visually and the child has never been taught the skill, a test-teach-test model can help determine if child can learn task through manual demonstration. Analyzing the concept creation tested and adapting to a child who is visually impaired or blind For example, the concept of object permanence looks at a childs visual attention, memory, pains 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, commencement exercise allowing the obje ct touch a part of his body and then taking the object further away from his body to assess searching behaviors.Need 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 earreach attentively. Resistance to having debates directed to unknown objects use of protective responses of wrench hands away, protective responses to unanticipated events. Visual responses eccentric viewing, head tilt, guardianship objects close, closing eyes, etc. Gaze aversion to disengage or if objects are too close. Arousal issues visually impaired may be in low arousal state due to lack of visual arousal and low postural tone. Child 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 unique curricular areas that are important to childre n who are visually impaired. Functional vision 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 liberty of presentation and selection of materials Quality in supernumerary to milestones Incidental and coordinate 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 able to clearly describe the assessment border and implications to PARENTS.