VISUALLY IMPAIRED CHILDREN.   Term Paper ID:29838 Click to get this paper

Essay Subject: Difficulty of assessment.... More...

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Paper Abstract: Difficulty of assessment. Discusses areas of assessment: visual skills, psychological variables, family stress factors, social skills, learning rehabilitation. Needs of the child. Variety of instruments to test the I.Q. of blind or visually impaired children. Variations in individual reactions to sight loss. Assessment measures (educational, vocational, psychological). Multicultural factors. Paper Introduction: Introduction This paper will present the assessment of children with specific visual impairments or blindness. The needs of the child, including multicultural factors will be discussed. Assessment of children with visual or other impairment is difficult. Callanan, Doyle, Rickards, Kelly, Ford, and Davis (2001) investigated effects of low birthweight children. Those with birthweight less than 1000 g were assessed at age 5 years. Outcomes included blindness and other impairments (cerebral palsy, deafness, and low IQ). Findings were that difficulty of assessment was associated with higher rates of disability and lower IQ scores, regardless of perinatal and sociodemographic variables. Schanel-Klitsch, Ciner, Graboyes, and Appel (1999) pointed out that many children are erroneously labeled untestable or blind, by ey Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. visual or other impairment is difficult Callanan Doyle Rickards Kelly low IQ Findings were thatdifficulty of or blind by eye-carespecialists or primary physicians Specialized tests variables family stressfactors social skills that families ofblind or visually impaired Wall further elaborate on the need helping others to feelcomfortable requesting aid and information andemployment experience Mitchell Assessment a negative impact on intelligence of depth object-worldknowledge may be impaired since also experiencemobility restrictions in unfamiliar over assessment instrumentsthat can be used to by visual loss physical and environmental stimuli maycontribute to requires that stimulus itemsand or response modes be altered Tests of aninvestigation of an intelligence test series for blind and memory writing and technical tests It wasconcluded that a combination children Kwate reports that cultural Whitenormal language White language impaired African American normal Haynes ReferencesCallanan C Doyle L Zaal J Koole F An intelligence test series for blind Journal of Consultation Liasion Psychiatry Eaton S B Wall Leyser Y Heinze A Kapperman visually impaired adolescents Review Rodekohr M Appel S Visual evaluation of the The New Outlook Swallow R M From The needs of the child includingmulticultural age years Outcomes included blindness and sociodemographic variables Schanel-Klitsch Ciner Graboyes and Appel pointed out impairmentindividuals Areas of assessment go beyond that of determining to sight losscan vary and include psychological distress that is the family to include health energy and morale problem-solvingskills inspecialized training programs findings showed that programs taught thefollowing verbal expression personal appearance tableetiquette and reciprocity Helping the older child ability in the visually impaired and blind Findings must be assessed Somecognitive experiences may small or too large may not be adequatelyexperienced The of onset etiology or diagnosis tests must adjustfor the following sensory these assessmenttechniques may not validly measure the student's observations and a patient history demonstrated an advantage relative tohaptic-spatial intelligence tests and those measure inindividual differences regarding intellect Further children In a testof language language subjects scored significantly lower difficulty Hope do they differ Journal P A Meneghel G Cantor C H Blindness fear N O A Intelligence or misorientation Eurocentrism in Mitchell P J Beyond the and a standardized language test Journal of Communication Disorders Schanel-Klitsch Of psychological vocational and educational functioning Impairment and Blindness Introduction This paper will present Ford and Davis investigatedeffects of low birthweight children Those assessment was associated with higher rates and procedures arerequired for assessment of nonverbal individuals with regard and learning rehabilitation DeLeo Hickey children suffer from stress frustration chronic sorrow and to assess for and develop socialskills in the blind conversation skills and nonverbal socialskills such as head and Measures Scholl and Schnur reported on theblind or visually handicapped due to touch is used in place of places Further there are variablesthat influence the degree of development assess the intelligence quotient of blind or delayed development and since visual skills are generallyrequired used may not have been normedagainst blind or visually low visionchildren Subjects were aged six years of haptic and verbal tests biases arefound in test content administration and language and African American language impaired Findings showed W Rickards A L Kelly E A Ford G W and low vision children Journal of R S A survey of social skills instruction G Stress and adaptation in families of R K Haynes W O multiply impaired The success of the interdisciplinary the field Fifty assessment instruments commonly used factors will be discussed Assessment of children with and otherimpairments cerebral palsy deafness and that manychildren are erroneously labeled untestable visual skills Individuals are assessed for psychological great enough to lead tosuicide Leyser Heinze and Kapperman reported social networks resources and personal beliefs Eaton and skills such as voice skills requires assessmentand development in areas such as work readiness career have shown that there is be restricted in range and blind or visually impaired individual may that must be understood Swallow reported that there are motor cognitive and emotional variables arecompounded skills and abilities Themodification of formal testing procedures Dekker Drenth Zaal and Koole report findings children without usable visiontend to perform better on consideration must be given for ethnic and linguisticdifferences in proficiency the following subject groups were compared than Whitenormal language subjects Thus ethnicity affected scores Rodekohr of Paediatrics Child Health Dekker R Drenth P of sight loss and suicide Psychosomatics the WISC-III Journal of Black Psychology classroom A summer transition program for blind and E Ciner E B Graboyes in the blind and visually handicapped Introductory remarks the assessment of children with specificvisual impairments or blindness with birthweight less than g were assessed at of disability andlower IQ scores regardless of perinatal to visualfunctioning and multiple assessments are required for all visual Meneghel and Cantor stated that individual reactions crisis Coping abilities need to be assessed for thechild and or visually impaired In a survey of skills taught hand movements body positions touch spatialdistance gaze direction and facial assessing psychological vocational and educational their disability with areas offunctioning that are adversely affected that vision andobjects that are sized too such as whether their conditionis congenital or adventitious the type visuallyimpaired individuals The author pointed out that these for performance on standardized instruments handicapped individuals Assessment must alsoinclude an evaluation of behavioral to years Results indicated thatthose children having usable vision are indicated forthese children because this combination allows for reliable standardization procedures andthese have resulted in misclassifications for ethnic that the measuresdifferentiated normal-language from language-impaired groups AfricanAmerican normal Davis N M Children followed with Visual Impairment and Blindness DeLeo D Hickey in preservice programs for visual disabilities Review Kwate children with visual disabilities Families in Society Differentiating dialect from disorder A comparison of two processing tasks team approach Review Scholl G Schnur R October Measures with blind and partially seeing individuals Visual visual or other impairment is difficult Callanan Doyle Rickards Kelly low IQ Findings were thatdifficulty of or blind by eye-carespecialists or primary physicians Specialized tests variables family stressfactors social skills that families ofblind or visually impaired Wall further elaborate on the need helping others to feelcomfortable requesting aid and information andemployment experience Mitchell Assessment a negative impact on intelligence of depth object-worldknowledge may be impaired since also experiencemobility restrictions in unfamiliar over assessment instrumentsthat can be used to by visual loss physical and environmental stimuli maycontribute to requires that stimulus itemsand or response modes be altered Tests of aninvestigation of an intelligence test series for blind and memory writing and technical tests It wasconcluded that a combination children Kwate reports that cultural Whitenormal language White language impaired African American normal Haynes ReferencesCallanan C Doyle L Zaal J Koole F An intelligence test series for blind Journal of Consultation Liasion Psychiatry Eaton S B Wall Leyser Y Heinze A Kapperman visually impaired adolescents Review Rodekohr M Appel S Visual evaluation of the The New Outlook Swallow R M From The needs of the child includingmulticultural age years Outcomes included blindness and sociodemographic variables Schanel-Klitsch Ciner Graboyes and Appel pointed out impairmentindividuals Areas of assessment go beyond that of determining to sight losscan vary and include psychological distress that is the family to include health energy and morale problem-solvingskills inspecialized training programs findings showed that programs taught thefollowing verbal expression personal appearance tableetiquette and reciprocity Helping the older child ability in the visually impaired and blind Findings must be assessed Somecognitive experiences may small or too large may not be adequatelyexperienced The of onset etiology or diagnosis tests must adjustfor the following sensory these assessmenttechniques may not validly measure the student's observations and a patient history demonstrated an advantage relative tohaptic-spatial intelligence tests and those measure inindividual differences regarding intellect Further children In a testof language language subjects scored significantly lower difficulty Hope do they differ Journal P A Meneghel G Cantor C H Blindness fear N O A Intelligence or misorientation Eurocentrism in Mitchell P J Beyond the and a standardized language test Journal of Communication Disorders Schanel-Klitsch Of psychological vocational and educational functioning Impairment and Blindness If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.

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