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Spring 2019

  1. Does the student have abnormal muscle tone? What strategies can - be used to normalize tone before assessing visual functions?
  2. Are there any medical/orthopedic implications for positioning or handling?
  3. Does the student's trunk, shoulders or head need to be stabilized to allow best use of vision?
  4. What types of adaptive equipment are needed to position the student?
  5. What are the positions that allow reaching and use of hands? What are the motor responses in his repertoire?
  6. What are the optimal positions to present materials? How should materials be presented (e.g., pace, size, texture, direction)

From: A Resource Manual for the Development and Evaluation of Special Programs for Exceptional Students: Volume IV-H: Diagnostic/Prescriptive Model for Training Interdisciplinary Personnel Working with Profoundly Mentally Handicapped Learners. State of Florida, Department of Education, Tallahassee, Florida.

 


Consult with VH teacher or consultant FIRST

Consult with Parents

OBSERVE the student in a variety of situations

Establish Rapport:

  • tone of voice, clothing,
  • tactile defensiveness
  • environment

Provide Optimal Conditions:

  • Lighting - Low/high, direct/indirect, Diffuse/intense, shade
  • Medium - Large print, Braille, Oral, Regular print with low vision aids
  • Limits - Fatigue factor, breaks, time to examine materials/room

Materials:

  • Use tray to hold objects and define area
  • Use REAL objects whenever possible

Administration and Scoring:

  • DO NOT TIME
  • PUSH limits on verbal subtests
  • DO NOT REPORT SCORES on performance subtests
  • Interpret with CAUTION

Compiled by - Nan Bulla, M.Ed. Educational Diagnostician, Texas School for the Blind 1988/89