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Blind students with white canes waiting to cross Congress Avenue, a busy six lane road.

  1. In some cases, non- availability of normative data for the VH
  2. No clear indication or acknowledgement that differences in performance may exist with regard to amount of vision, etiology of the visual handicap, or whether the handicap is congenital or adventitious.
  3. No clear indication that the responses of a VI child have the same cognitive, conceptual, or perceptual meaning or basis as those obtained by normal vision children.
  4. Results do not take into account slower developmental rates of visually impaired children.
  5. An interpretation of the results may not reflect experiential lags owing to limited vision.
  6. Use of time limits and differential scoring systems often penalize the VI child. A low score often is inaccurately assumed to be a lack of ability.

Advantages of Visually Impaired Oriented Assessment Procedures for Non- Visually Impaired Children

  1. The need for relying on informal assessment procedures:
    1. encourages a greater involvement (not subjective) by the Psychologist; additional time and effort is necessary to obtain information from family and involved agency personnel.
    2. minimized perceiving children as an object to be assessed unidimensionally.
  2. The need for determining remedial techniques takes us beyond the point of merely saying what is wrong with this child. Moreover, these remedial techniques are useful for other handicapping conditions; i.e., LD
  3. More liberal time limits encourages the quality of the response, not quantity.
  4. The need to determine those skills that are developing "normally" for a VI child encourages a preventative/promotional approach.

American Foundation for the Blind 02/81