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10: Children With Sensory Impairments
Study Questions
- What constitutes legal blindness? What constitutes low vision?
- What is the difference between the terms partially sighted and low vision?
- What is the difference between congenital loss of vision and adventitious loss of vision?
- Who are the various visual impairment professionals? How do they assist children who are blind or have low vision?
- What are the five most prevalent developmental disabilities that can accompany visual impairment?
- What is binocular vision? What makes it possible?
- What are some congenital or prenatal causes for visual impairment accompanied by developmental disabilities? Perinatal causes? Postnatal causes?
- What are the three types of vision problems in children? What do they involve?
- What common factors shared by children with cortical visual impairment (CVI)?
- What sorts of visual impairments can accompany autism spectrum disorder (ASD)?
- How can motor development be affected by visual impairment?
- How can a person with visual impairments be affected socially?
- How does visual impairment affect communication development?
- Give examples of symptoms that could indicate a child’s possible visual impairment. List symptoms associated with children both with and without disabilities.
- What are the major purposes of a functional visual assessment (FVA)?
- Why is it important to establish a child’s ability to respond to stimuli during an FVA?
- What are the typical components of an FVA? What oculomotor skills does the teacher need to attend to during an FVA?
- What factors does one need to take into consideration when conducting a learning media assessment?
- What environmental factors might affect the development and learning of visually impaired students? For each factor, give a reason why the student might be adversely affected.
- What optical devices can be used in the classroom to aid the visual efficiency? Non-optical devices? Assistive technology devices?
- Give some examples of classroom adaptations that can be used to help visually impaired students’ learning. Try to differentiate those that might be used in inclusive classrooms from those that might be used in special education classrooms.
- What are Hatlen’s eight unique goal areas of the expanded core curriculum for visually impaired students? Can you think of why they might be ordered in this way?
- What constitutes being deaf? Being hard of hearing?
- Who are the various professionals who work with deaf or hard of hearing students? In what ways do they help these students?
- What is the (percent) prevalence of hearing loss among school-age children?
- What are common co-occurring disabilities with hearing loss, and how prevalent are they among the school-age deaf/hard of hearing population?
- What are the four types of hearing loss?
- What are the levels of hearing loss? If a student has a 65 dB loss of hearing, at what intensity will she begin to be able to hear?
- Why is it important to know when hearing loss occurred in a child?
- What are the various general causes of hearing loss? In each category, give specific examples of conditions that can cause one to lose one’s hearing.
- Give examples of symptoms that could indicate a loss of hearing in a child. List symptoms associated with children who are disabled and those who are not disabled.
- Give some examples of audiological assessment methods. Why is infant hearing screening crucial as early as possible?
- What amplification devices can be used to assist deaf or hard of hearing students? Aside from amplification devices, what other devices can be used to assist deaf or hard of hearing students?
- Why are amplification strategies often of less help to students with profound hearing losses?
- Why is early identification of hearing loss helpful to students with concurrent disabilities?
- Why are nonverbal assessment methods used with children with hearing loss?
- Why is an informal communication assessment critical in children who are disabled as well as those who are not disabled?
- What is the purpose of auditory training? Give some examples of possible benefits and skills to be derived from auditory training.
- What are the various language approaches and how do they encourage the development of communicative skills?
- What are the four aspects of communication?
- Give some examples of social and environmental adaptations that can help the development and learning of students with hearing loss.
- What assistive technology devices exist for children with hearing loss? Give brief explanations of how they work.
- What constitutes deafblindness?
- Who are the various deafblind specialists? In what ways do they help children who are deafblind?
- What is the (percent) prevalence of deafblindness among school-age children?
- What are the general causes of deafblindness? Give specific examples in each category.
- How can deafblindness affect development and learning? Concentrate on how it affects motor skills, communication, lack of incidental learning, and conceptual development.
- How are students with deafblindness assessed as such? Give specific examples of tests/methods that can be used to evaluate children who are deafblind.
- What intervention strategies can be used to support the development and learning of children who are deafblind?
- What verbal and non-verbal communication strategies can be used to elicit language development?
- What orientation and mobility strategies can be used (exclusively) for children who are deafblind? Why are O&M and communication strategies linked of necessity for children who are deafblind?
- What positive behavioral supports can be used with children who are deafblind to help them better adapt to the classroom environment? Why are such supports so integral for children who are deafblind?
- What assistive technology devices are available to students who are deafblind?
- What are the various placement options for students with sensory impairments?
- Why is the collaborative team important for children with sensory impairments?
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