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Nottingham Chaplin, P. K., Marsh-Tootle, W, & Bradford, G. E. (2015). Navigating the path of children’s vision screening: Visual acuity, instruments, & occluders. Retrieved from https://www.schoolhealth.com/media/pdf/NavigatingVisionScreening.pdf Nottingham Chaplin, P. K., Ramsey, J. E., & Baldonado, K. (2014). Children’s vision health: How to create a strong vision health system of care. Exchange, 36(3), 36-41. Nottingham Chaplin, P. K., Ramsey, J. E., & Baldonado, K. (2014). Children who should bypass vision screening and go directly to eye exam. Exchange, 36(3), 38. Nottingham Chaplin, P. K. (2014). National and international guidelines for standardized eye chart design. Exchange, 36(3), 39. Nottingham Chaplin, P. K., & Bradford, G. E. (2011). A historical review of distance vision screening eye charts: What to toss, what to keep, and what to replace. NASN School Nurse, 26(4), 221-227. Prevent Blindness. (2019). Developing a consensus for children’s vision and eye health programs. https://nationalcenter.preventblindness.org/wp-content/uploads/sites/22/2020/06/VSConsensusStatementRev2019.pdf Prevent Blindness. (2015). Prevent Blindness position statement on school-aged vision screening and eye health programs. Retrieved from https://preventblindness.org/wp-content/uploads/2011/06/Prevent-Blindness-Statements-on-School-aged-Vision-Screening-Approved-8-2015.pdf Stein, J. D., Andrews, C., Musch, D. C., Green, C., & Lee, P. P. (2016). Sight-threatening ocular diseases remain underdiagnosed among children of less affluent families. Health Affairs (Project Hope), 35(8), 1359–1366. https://doi.org/10.1377/hlthaff.2015.1007 Retrieved from https://www.healthaffairs.org/doi/full/10.1377/hlthaff.2015.1007?url_ver=Z39.88-2003&rfr_id=ori%3Arid%3Acrossref.org&rfr_dat=cr_pub++0pubmed& U.S. Preventive Services Task Force. (2017). Vision screening in children ages 6 months to 5 years (Evidence Synthesis No. 153). Rockville, MD: Agency for Healthcare Research and Quality, U.S. Department of Health and Human Services. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK487841/pdf/Bookshelf_NBK487841.pdf Ying, G. S., Maguire, M. G., Cyert, L. A., Ciner, E., Quinn, G. E., Kulp, M. T., Orel-Bixler, D., Moore, B., & Vision In Preschoolers (VIP) Study Group (2014). Prevalence of vision disorders by racial and ethnic group among children participating in head start. Ophthalmology, 121(3), 630–636. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4128179/pdf/nihms603561.pdf What one characteristic do all students with visual impairments share?One characteristic that is shared by all students with visual impairment is that these students have a limited ability to learn incidentally from their environment. It is through sight that much of what we learn is received and processed.
Which of the following terms is used to refer to students with visual impairments?A number of terms are used to refer to students with visual impairments; the terms partially sighted, low vision, legally blind, and totally blind are used in the educational context to describe students with visual impairments.
How do students with visual impairments work?10 Tips for Teaching Blind or Visually Impaired Students. Always use names. ... . It's okay to use words that reference sight. ... . Don't gesture, always verbalize. ... . Avoid asking if a student can see something. ... . Correct seating is crucial. ... . Contrast, contrast, contrast! ... . Follow the leader. ... . Be a confident sighted guide.. What is a strategy for teaching students with visual impairments?Encourage the student to use visual aids/resources that have been prescribed (e.g. glasses, magnifiers, big-print books, etc). Seat the student appropriately in the classroom (e.g. in the middle towards the front). Make sure lighting is suitable. Make efforts to eliminate the risk of glare from the desk and whiteboard.
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All of the following statements apply to students with visual impairments except that
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