For an infant who has a visual impairment as well as additional disabilities, early intervention can help parents learn to
a. interpret their childs attempts at communication with others.
b. understand their childs feelings, needs, and cues.
c. let go of the child so he or she can be institutionalized.
d. deal with the comments of misinformed friends and relatives.
[Ques. 2] Early onset of visual impairment can affect the development of bonding because
a. babies with visual impairment are unlikely to make visual contact with caregivers.
b. babies are less likely to make eye contact with their mothers.
c. parents typically reject visually impaired infants before bonding can take place.
d. children with visual impairment typically have cognitive deficits as well.
[Ques. 3] Which of the following is NOT an important purpose of early intervention for infants and toddlers with visual impairment?
a. Promote early cognitive development, since there may be particular periods of early development when optimal learning occurs.
b. Prevent the development of secondary disabilities.
c. Make a diagnosis of visual impairment and/or additional disabilities.
d. Help parents make the most of the learning opportunities that arise in the routines of daily life with their baby.
[Ques. 4] Since vision helps children develop concepts, teachers and families of children with visual impairments must
a. provide the child with hands-on experiences of every concept.
b. make all the features of concepts explicit.
c. check the childs verbalizations for understanding of concepts.
d. All of the above.
[Ques. 5] Children who are blind tend to ask inappropriate or off-the-topic questions in order to
a. gain knowledge of the physical world.
b. prove that they understand their surroundings.
c. maintain contact with conversation partners.
d. conquer fear of strangers.
[Ques. 6] The use of descriptive words without firsthand knowledge through other senses, such as blue, by a child who is blind, is referred to as
a. echolalia.
b. precocious speech.
c. orientation.
d. verbalism.
[Ques. 7] The most important factors in how a child with visual impairments develops are
a. opportunities to learn and the presence or absence of other disabilities.
b. the type of classroom model and reading materials chosen.
c. the childs learning style and whether it is a good fit with the teachers classroom philosophy.
d. opportunities to practice activities of daily living and strong peer support.
[Ques. 8] Research into growth and development of children with visual impairments (Ferrell, 2000) indicates that
a. any differences between children with visual impairments and other children are related to their disability.
b. children are rarely affected by societal expectations, as long as they receive support from their parents and peers.
c. there is great variability among children with visual impairments, including the ages at which they acquire developmental milestones.
d. growth and development tend to lag during the preschool and early elementary years but catch up later on.
[Ques. 9] The condition associated with babies who receive excessive oxygen after birth is called
a. glaucoma.
b. fetal pigmentosa fibroplasia.
c. retinopathy of prematurity.
d. congenital cataracts.
[Ques. 10] A clouding of the lens of the eye is called
a. a cataract.
b. glaucoma.
c. retinopathy of prematurity.
d. myopia.
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