{"id":105,"date":"2024-06-28T18:14:00","date_gmt":"2024-06-28T22:14:00","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/vision\/?post_type=chapter&p=105"},"modified":"2024-09-12T08:02:32","modified_gmt":"2024-09-12T12:02:32","slug":"observations","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/vision\/chapter\/observations\/","title":{"raw":"Observations","rendered":"Observations"},"content":{"raw":"Observations during the assessment or in natural settings like the classroom can help the examiner understand how vision impacts test results. Examining the type and pattern of errors on tests can help\u00a0inform if performance difficulty\u00a0is conceptual or related to vision. If a child takes a long time to look at materials or needs to work at a very close distance, this can indicate that vision may be impeding performance. Observations regarding visual fatigue, limitations in visual scanning, and level of self-advocacy are also integral for test interpretation and recommendations.\r\n\r\nObserving the child's capability and independence with adaptive devices or technology is also important. For example, it can be helpful to see if an examinee is independent in using technology or devices or is dependent on prompts or assistance. Reluctance to use recommended devices can be a barrier to growth and learning. Also, consider whether the same or different accommodations or modifications are implemented across settings.\r\n\r\nFor school-age youth, over-reliance on a support person in the classroom is not uncommon. Observe whether the student initiates work or waits to be prompted by an adult in areas such as organization of materials, planning for complex tasks, initiation in individual and group activities, socialization with peers, daily living skills, self-advocacy, and problem-solving in new environments (Engle et al., 2024).<\/span>\r\n<\/span>\r\n

References<\/h2>\r\n

Engle, J. A., Nguyen, M. T., Goodman, S. A., Evans, C., & Loftin, M. (2024). Comprehensive evaluations of individuals with visual impairments<\/em>. American Printing House. CC-BY-NC-SA 4.0<\/a>. https:\/\/sites.aph.org\/wp-content\/uploads\/2024\/04\/2024-APH-Guidance-Document.docx<\/a><\/p>","rendered":"

Observations during the assessment or in natural settings like the classroom can help the examiner understand how vision impacts test results. Examining the type and pattern of errors on tests can help\u00a0inform if performance difficulty\u00a0is conceptual or related to vision. If a child takes a long time to look at materials or needs to work at a very close distance, this can indicate that vision may be impeding performance. Observations regarding visual fatigue, limitations in visual scanning, and level of self-advocacy are also integral for test interpretation and recommendations.<\/p>\n

Observing the child’s capability and independence with adaptive devices or technology is also important. For example, it can be helpful to see if an examinee is independent in using technology or devices or is dependent on prompts or assistance. Reluctance to use recommended devices can be a barrier to growth and learning. Also, consider whether the same or different accommodations or modifications are implemented across settings.<\/p>\n

For school-age youth, over-reliance on a support person in the classroom is not uncommon. Observe whether the student initiates work or waits to be prompted by an adult in areas such as organization of materials, planning for complex tasks, initiation in individual and group activities, socialization with peers, daily living skills, self-advocacy, and problem-solving in new environments (Engle et al., 2024).<\/span>
\n<\/span><\/p>\n

References<\/h2>\n

Engle, J. A., Nguyen, M. T., Goodman, S. A., Evans, C., & Loftin, M. (2024). Comprehensive evaluations of individuals with visual impairments<\/em>. American Printing House. CC-BY-NC-SA 4.0<\/a>. https:\/\/sites.aph.org\/wp-content\/uploads\/2024\/04\/2024-APH-Guidance-Document.docx<\/a><\/p>\n","protected":false},"author":620,"menu_order":9,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-105","chapter","type-chapter","status-publish","hentry"],"part":3,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/vision\/wp-json\/pressbooks\/v2\/chapters\/105","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/vision\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/vision\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/vision\/wp-json\/wp\/v2\/users\/620"}],"version-history":[{"count":10,"href":"https:\/\/pressbooks.bccampus.ca\/vision\/wp-json\/pressbooks\/v2\/chapters\/105\/revisions"}],"predecessor-version":[{"id":1011,"href":"https:\/\/pressbooks.bccampus.ca\/vision\/wp-json\/pressbooks\/v2\/chapters\/105\/revisions\/1011"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/vision\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/vision\/wp-json\/pressbooks\/v2\/chapters\/105\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/vision\/wp-json\/wp\/v2\/media?parent=105"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/vision\/wp-json\/pressbooks\/v2\/chapter-type?post=105"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/vision\/wp-json\/wp\/v2\/contributor?post=105"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/vision\/wp-json\/wp\/v2\/license?post=105"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}