How should a teacher work with an individual who has a visual impairment?
What will be an ideal response?
A small portion of students (about 1 in every 1,000 students) has very serious visual problems and is classified as visually impaired. This includes students who have low vision and students who are blind. Children with low vision have a visual acuity of between 20/70 and 20/200 (on the familiar Snellen scale, in which 20/20 vision is normal) with corrective lenses. Children with low vision can read large-print books or regular books with the aid of a magnifying glass. Children who are educationally blind cannot use their vision in learning and must rely on their hearing and touch to learn. Approximately 1 in every 3,000 children is educationally blind. Many children who are educationally blind have normal intelligence and function very well academically with appropriate supports and learning aids. 3-D printing provides an important technology support for students with visual impairments. Also, haptic devices (involving the sense of touch) have been found to increase the learning and exploration of students with a visual impairment. An important task in working with a child who has visual impairments is to determine the modality (such as touch or hearing) through which the child learns best. Seating in the front of the class often benefits the child with a visual impairment.
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Alerting devices, captioning devices, and telecommunication devices are used for children with _____________________
a. all types of sensory impairments b. hearing impairments c. visual impairments
Activities that give struggling readers a head start with a learning task before they actually begin it with other students are called:
a. preview activities. b. vocabulary intervention. c. jump-start activities. d. comprehension intervention.
Children's learning in school is influenced by
a. the physical environment more than by teacher insight. b. the approach of the program more than the teacher. c. many variables. d. their innate abilities and/or disabilities.
Which statement would most likely help a child deal with stress about an assignment?
a. “You are holding the colored pencil wrong.” b. “You can gain more control of colored pencils by holding them lower.” c. “Your drawing is sloppy.” d. “You need to practice more with these pencils.”