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  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.