Making Choices in Functional Vision Evaluations: “Noodles, Needles, and Haystacks”

1988 ◽  
Vol 82 (3) ◽  
pp. 94-99 ◽  
Author(s):  
V.E. Bishop
Keyword(s):  
Data Collection ◽  
Visual Impairments ◽  
Children And Youth ◽  
School Age ◽  
Handicapped Children ◽  
Visual Status ◽  
Wide Range ◽  
Making Choices ◽  
Functional Vision ◽  
Visually Handicapped

Functional vision evaluations are appropriate components of the special assessments for visually handicapped children and youth. The best procedures are sometimes difficult to select, however, because of the wide range in age, ability, and visual status of the subjects. This paper offers an organized approach to performing functional vision evaluations by clarifying the types of data collection and by suggesting protocols for three broad categories of subjects: “normal” visually handicapped students of school age, “normal” preschool visually handicapped children, and multiply handicapped/visually handicapped pupils. Infants with visual impairments are classified with multiply handicapped children, since the procedures for evaluation are similar.

A Survey of National Record Keeping Systems for Visually Handicapped Children

1977 ◽  
Vol 71 (8) ◽  
pp. 353-355
Author(s):  
Robert Jones ◽  
Susan Jay Spungin
Keyword(s):  
Children And Youth ◽  
Educational Services ◽  
School Age ◽  
Handicapped Children ◽  
Record Keeping ◽  
Current State ◽  
Use Of Technology ◽  
Reporting Systems ◽  
American Foundation ◽  
Visually Handicapped

The American Foundation for the Blind survey on reporting systems for school-age visually handicapped children and youth concludes that there is no uniform retrieval system for educational, medical, or demographic information on blind and visually handicapped students. To collect information on the current state of educational services for school-age visually handicapped children and youth would be virtually impossible. Agencies responsible for coordinating educational services for the visually handicapped are making little use of technology designed to assist in collecting, storing, or retrieving information. However, many state mandates now require more careful accounting for services.

A Profile of Teacher Educators and the Future of Their Personnel Preparation Programs for Serving Visually Handicapped Children and Youth

1989 ◽  
Vol 83 (3) ◽  
pp. 150-155 ◽  
Author(s):  
R.K. Sllberman ◽  
A.L. Corn ◽  
V.M. Sowell
Keyword(s):  
Teacher Educators ◽  
Faculty Members ◽  
Children And Youth ◽  
Teacher Education Programs ◽  
Full Time ◽  
Personnel Preparation ◽  
Preparation Programs ◽  
Handicapped Children ◽  
The Future ◽  
Visually Handicapped

A survey of current existing university programs in 1987–1988 that prepare personnel to serve visually handicapped children and youth was sent to all known programs in the mainland United States. Thirty-eight full-time faculty members from 27 universities in 16 states responded to the questionnaire. Data revealed that the future of these programs is at risk, resulting in a shortage of appropriately prepared teachers. Implications are discussed in terms of the current national shortage of teachers of the visually handicapped, the tenuous support for teacher education programs, current levels of funding, and a variety of other factors.

Anxiety in Visually Handicapped Children and Youth

1986 ◽  
Vol 15 (4) ◽  
pp. 356-359 ◽  
Author(s):  
Johnny L. Matson ◽  
Ramasamy Manikam ◽  
Antoinette Heinze ◽  
Gaylen Kapperman
Keyword(s):  
Children And Youth ◽  
Handicapped Children ◽  
Visually Handicapped

An Analysis of Data Collection Tools Used When Completing Functional Vision Assessments

2021 ◽  
Vol 115 (1) ◽  
pp. 17-27
Author(s):  
Justin T. Kaiser ◽  
Tina S. Herzberg
Keyword(s):  
Visual Acuity ◽  
Data Collection ◽  
Low Vision ◽  
Visual Impairments ◽  
Individualized Education Program ◽  
Color Perception ◽  
Assessment Process ◽  
Background Information ◽  
Near Visual Acuity ◽  
Functional Vision

Introduction: This study analyzed 39 data collection tools used by teachers of students with visual impairments when completing functional vision assessments (FVAs). Methods: In 2017, teachers of students with visual impairments submitted data collection tools used in the FVA process. These tools were then compared with the 23 FVA components suggested by two established resources, Erin and Paul and D’Andrea and Farrenkopf. Results: The most commonly assessed skills and abilities were near visual acuity, distance visual acuity, and color perception. Only five of the submitted data collection tools contained at least 80% of the FVA components identified by the established resources. Fewer than 25% of the tools incorporated an orientation and mobility (O&M) screening. Discussion: There was considerable variation in the background information, medical data, and visual skills information that was collected. Variability in the data collected during the FVA process may impact a teacher’s recommendations, including referrals for specialized evaluations such as O&M and clinical low vision evaluations. Implications for practitioners: Since FVA reports are used by Individualized Education Program teams, it is essential that data collection tools used during the assessment process are complete and address key areas such as near visual acuity and color perception. Teachers should carefully review their tools to determine whether the data collected are sufficient to make informed recommendations regarding accommodations, goals, and referrals. If the data collected are not sufficient, then the tools should be revised or additional data should be collected.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

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