1. The first formal efforts to educate blind students were in general public school classrooms.
a. True
b. False
2. 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.
3. 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.
4. 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
5. Visual impairments are considered a high incidence disability.
a. True
b. False
6. 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.
7. 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
8. 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.
9. The is an example of a standard school screening instruments for vision.
10. 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.
11. 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
12. 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.
13. 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.
14. 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.
15. How do blindness and low vision differ in both their legal definition and in the way they impact a child‘s ability to
learn?
16. 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.
17. Which of the following is an environmental condition leading to a visual impairment?
a. Retinopathy of prematurity
b. Hyperopia
c. Nystagmus
d. Albinism
18. 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.
19. 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.
20. 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.
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.
22. 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.
23. 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.
24. is the child’s feeling that he or she cannot do anything worthwhile or useful.
25. is the area most affected in the information processing model.
26. 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.
27. 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.
28. The way children learn to enter a group of playing children simply through observation is called .
29. Discuss the effects of limited experiences on the intellectual development of visually impaired preschool children.
30. 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.
31. 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
32. 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,
33. 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.
34. 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.
35. The population of children with visual impairments is not as diverse as the general school–age population.
a. True
b. False
36. 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.
37. 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.
38. 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
39. ___________________ 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.
40. 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.
41. Discuss how the three layers of service of the Response to Invention can be implemented with students with visual
disabilities.
42. 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
43. What advantages exist for students with severe visual impairments or blindness who choose to attend a special
school?
44. 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.
45. How do educators adapt an instructional program for students with visual disabilities?
46. In the Braille system, each cell contains how many dots?
a. Two
b. Three
c. Six
d. Ten
47. One component of the expanded core curriculum for a student with visual impairments is
a. orientation and mobility.
b. math skills.
c. reading skills.
d. communication skills.
48. is an understanding of one’s location in a given environment and
is the ability to move through that environment safely and independently.
49. 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.
50. 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.
51. 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.
52. 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.
53. 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.
54. Social skills for students with visual impairments should include posture, facial expressions, speech, and
a. assertiveness.
b. compliance.
c. safety.
d. reliability.
55. Most individuals with visual impairments have little difficulty transitioning to life as a working adult.
a. True
b. False
56. 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