sped 537 ecse methods: multiple disabilities chapter 5 march 6-7, 2006 deborah chen, ph.d california...
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SPED 537 ECSE Methods: Multiple Disabilities Chapter 5
March 6-7, 2006Deborah Chen, Ph.D
California State University, Northridge
Informal Assessments Functional Vision Screening(child not diagnosed as having VI)
VS
Informal Assessment of Vision Use(child has diagnosis of VI)
Maternal Infections TORCH- Toxoplasmosis- Other (e.g. AIDS)- Rubella- Cytomegalovirus (CMV)- Herpes
High Risk Factors Prematurity Cerebral palsy Neurological problems Hearing loss Down syndrome Other syndromes
High Risk Signs Eye appearance
Response to visual stimuli
Other behaviors
Unusual Responses to Sensory Stimuli Reduced Absent Hypersensitive Self-stimulatory and repetitive
Functional Vision Screening Not identified as having a visual
impairment Unusual response to visual stimuli Atypical eye appearance Birth history and etiology of
disability are risk factors
Purpose: Functional Vision Screening Should this child be referred for
additional vision screening or evaluations?
What instructional strategies and adaptations will support this child’s use of visual information and learning?
Informal Assessment of Vision Use
Diagnosed as having a visual impairment
May wear corrective lenses Some adaptations may have been
made Does not respond consistently to
visual stimuli
Purpose: Informal Assessment of Vision Use How effective are current strategies
and adaptations in encouraging this child’s efficient use of functional vision?
What changes or additional strategies and adaptations are needed to encourage this child’s use of visual information and learning?
Procedures Background information (age,
disability, medical and educational information)
Teacher and/or parent interviews Systematic observations “Eliciting situations”
Interview Questions Tests Child’s eye appearance and movement Head position/posture Visual skills Favorite toys and activities Visual preferences Response to familiar people Different light conditions
Observation of Child Eyes: appearance and movements Head position/posture Visual skills
- Eye contact- Fixating- Tracking- Shifting gaze- Scanning- Localizing- Eye-hand coordination
Systematic Observations Meaningful context Use of objects Use of experience Interaction with others
Environmental Factors
- lighting- distance from visual stimuli- position of visual stimuli- color, pattern, and size of stimuli- distractions
Child Factors
- State and attention span- Level of interest- Motor abilities- Communication skills- Cognitive abilities
Eliciting Situations What do you want to observe? Responses in quiet, focused
situation Stimuli (favorites and others) Distances Positions Lighting
Child Responses Type of responses (motor,
communication, verbal) Response time Clarity of response Consistency of response Response level (hierarchy)
Data Analysis What do you know about this
child’s use of visual information and learning?
- Questions- Suggestions
Intervention plan Measurable objective Meaningful context Input, adaptations and supports Data collection and evaluation
procedures How do you know your
intervention is effective?
Assignment ComponentsFunctional Screening/Informal Assessment Interview Observations (routine and elicited
situations) Data collection formsIntervention Plan Measurable learning objective Routine analysis Evaluation plan and data collection form
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