Assessing Children with Visual Impairment

Coping abilities need to be assessed for the child and the family to include health, energy, and morale, problem-solving skills, favorable networks, resources, and ad hominem beliefs. Eaton and Wall (1999) gain ground elaborate on the need to assess for and develop social skills in the blind or visually impaired. In a survey of skills taught in specialized training programs, findings showed that programs taught the following: communicatory skills such as voice skills, helping others to feel comfortable, requesting aid, and conference skills; and nonverbal social skills such as head and upset movements, body positions, touch, spatial distance, gaze direction and facial expression, personal appearance, table etiquette, and reciprocity. Helping the older child requires assessment and increase in areas such as work readiness, career information, and barter experience (Mitchell, 2001).

Scholl and Schnur (1975) reported on assessing psychological, vocational, and educational ability in the visually impaired and blind. Findings have shown that there is a prejudicial impact on intelligence of the blind or visually handicapped due to their disability, with areas of functioning that are adversely affected, that must(prenominal) be assessed.

Some cognitive experiences may be curtail in range and depth; object-world knowledge may be impaired, since touch is used in place of vision an

Mitchell, P.J. (2001). Beyond the classroom: A spend transition program for blind and visually impaired adolescents. Review, 32(4), 151-155.

Callanan, C., Doyle, L.W., Rickards, A.L., Kelly, E.A., Ford, G.W., & Davis, N.M. (2001). children followed with difficulty: Hope do they differ? Journal of Paediatrics & Child Health, 37(2), 152-156.

Kwate, N.O.A. (2001). Intelligence or misorientation? Eurocentrism in the WISC-III. Journal of Black Psychology, 27(2), 221-238.

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