Preparation Manual

Section 4: Sample Selected-Response Questions
Visually Impaired (182)

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This section presents some sample exam questions for you to review as part of your preparation for the exam. To demonstrate how each competency may be assessed, sample questions are accompanied by the competency that they measure. While studying, you may wish to read the competency before and after you consider each sample question. Please note that the competency statements do not appear on the actual exam.

For each sample exam question, there is a correct answer and a rationale for each answer option. The sample questions are included to illustrate the formats and types of questions you will see on the exam; however, your performance on the sample questions should not be viewed as a predictor of your performance on the actual exam.

Domain I—Understanding Students with Visual Impairments

Competency 001—The teacher of students with visual impairments, including students with additional disabilities, demonstrates knowledge of the human visual system, including diseases and disorders that affect vision, and uses this knowledge to respond to individual student's needs.

1. During a parent-teacher conference, the parents disclose that their child was born with congenital microphthalmia. Based on that information, which of the following is most likely true?

The child is at increased risk of developing optic nerve hypoplasia in both eyes.
The child will not have other eye-related medical conditions.
The child's eyes are underdeveloped and visual acuity is significantly reduced.
The child will be diagnosed with cortical visual impairment.

Enter to expand or collapse answer.Answer expanded: Option C is correct because congenital microphthalmia means that a child's eyes are underdeveloped and may experience a significant loss of acuity. Option A is incorrect because congenital microphthalmia does not increase the risk of developing optic nerve hypoplasia in both eyes. Option B is incorrect because congenital microphthalmia indicates that a child will experience other conditions. Option D is incorrect because having congenital microphthalmia does not increase the likelihood that a child will be diagnosed with cortical visual impairment.

Competency 003—The teacher of students with visual impairments understands the effects of additional disabilities, including deafblindness, on children's development and learning.

2. Travis, a 4-year-old who is blind, was recently diagnosed with moderate cerebral palsy involving all four limbs. Cerebral palsy is most likely to have the greatest impact on which of the following aspects of Travis's development?

Language and communication
Fine and gross motor skills
Verbal and nonverbal social skills
Cognitive functioning

Enter to expand or collapse answer.Answer expanded: Option B is correct because cerebral palsy (CP) is by definition a disorder of movement, muscle tone, or posture that is caused by damage that occurs to the immature, developing brain, most often before birth or during the first three to five years of a child's life. In general, cerebral palsy causes impaired movement associated with abnormal reflexes, floppiness or rigidity of the limbs and trunk, abnormal posture, involuntary movements, unsteady walking, or some combination of these. Option A is incorrect because delay in language development may be an associated condition caused by damage to a different part of the brain. Option C is incorrect because Travis's blindness is more likely to cause delay in the development of his social skills. Option D is incorrect because cerebral palsy is primarily an orthopedic disorder that may be accompanied by cognitive delays.

3. Which of the following as a co-occurring condition for a student with a visual impairment (SVI) is likely to present the most serious challenge for learning to read and write braille?

Postural instability
Tactile hypersensitivity
Poor bilateral integration
A mixed hearing loss

Enter to expand or collapse answer.Answer expanded: Option B is correct because tactile hypersensitivity can run from mild to severe and is an unusual or increased sensitivity to touch, thought to be caused by the way the brain processes tactile input, that makes the person feel peculiar, unwell, or even in pain. For these individuals, touch makes the person feel overwhelmed and often leads to avoiding touch when possible. An individual who is hypersensitive to touch and noise is generally not a good candidate to learn braille. Option A is incorrect because postural instability is one of the axial symptoms of Parkinson's disease and is generally not a challenge for students learning to read and write braille. Option C is incorrect because bilateral coordination refers to the ability to coordinate both sides of the body at the same time in a controlled and organized manner; for example, stabilizing paper with one hand while writing or cutting with the other hand may present some difficulties for SVI's learning braille but is not as serious as a hypersensitivity to touch. Option D is incorrect because a mixed hearing loss, or combination of conductive damage to the outer or middle ear and sensorineural damage to the inner ear, is not likely to have an effect on a SVI's ability to learn braille.

4. Students with visual impairments are most likely to be

sequential learners.
holistic learners.
spatial learners.
left-brained learners.

Enter to expand or collapse answer.Answer expanded: Option A is correct because students with visual impairments tend to be sequential learners. These students tend to piece information together from the environment as it is explored, experienced, or contacted. Option B is incorrect because students with visual impairments are typically not holistic learners. Holistic learning involves evaluating the whole rather than linking the parts, and students with visual impairments may miss much of the information that is available to sighted peers, making them unable to perceive the whole. Option C is incorrect because students with visual impairments often experience difficulty with spatial concepts. Option D is incorrect because students with visual impairments are no more likely to be left-brained learners than are their sighted peers.

Competency 004—The teacher of students with visual impairments, including students with additional disabilities, understands how a variety of factors, including physical, environmental and social factors, may affect students with visual impairments.

5. Sam, a kindergarten student, lost his vision at the age of 4 as a consequence of a head trauma. He has no light perception in either eye. Ms. King, the new kindergarten teacher, directs Sam's attention to the classroom aquarium by referring to the continuous sounds of the pump. Sam's classmates wonder why Ms. King has to direct Sam's attention to something that is so visually obvious. Which of the following is the best way for Ms. King to explain to the students the implications of Sam's vision loss?

Sam has very good hearing and may be frightened if he does not know what makes the sounds he hears.
Sam could see until he was 4 years old, so when he touches the aquarium he might mistake it for a large building block or water play station.
Sam could see until he was 4 years old, so he has visual memory and knows what fish are and what they look like.
Sam has recently become blind and needs to relearn many simple things.

Enter to expand or collapse answer.Answer expanded: Option B is correct because visual memory separates adventitiously blind individuals from congenitally blind individuals with regard to acquiring concepts. Options A, C, and D are incorrect because they do not address the question of the best way to describe the implications of Sam's vision loss.

6. In the active learning activity known as the little room, it is most appropriate for the teacher to

use hand-under-hand techniques to help the child explore the items in the room.
praise the child for independently discovering items in the room.
patiently monitor the child's preferences and exploration patterns in the room without interference.
allow the child 30 minutes of unmonitored play in the room.

Enter to expand or collapse answer.Answer expanded: Option C is correct because when a student is engaged in active learning, using what is known as a little room, the teacher should patiently monitor the student's preferences and exploration patterns without interference. Option A is incorrect because hand-under-hand techniques are not necessary to assist the student in exploring a little room. The purpose of the little room is to facilitate a blind student's achievement of spatial relations and reaching behavior. This is best done without interference or assistance. Option B is incorrect because praising the student for independently discovering items placed in the little room interferes with the student's independent exploration. Option D is incorrect because a teacher should never leave a student unmonitored.

Domain II—Assessment of Students with Visual Impairments

Competency 005—The teacher of students with visual impairments, including students with additional disabilities, understands the process of functional vision/learning media assessment, is familiar with a wide range of formal and informal assessments, understands how to adapt assessments for students with visual impairments and applies appropriate procedures for administering assessments.

7. The ophthalmic abbreviation HM is

a measurement of diopters.
a measurement of acuity.
a description of field loss.
an abbreviation for the condition hemianopia.

Enter to expand or collapse answer.Answer expanded: Option B is correct because the ophthalmic abbreviation HM is a measurement of acuity. HM stands for hand movement and is the ability to identify whether a hand is moving or not, as measured at a certain number of feet. Option A is incorrect because the ophthalmic abbreviation D is a measurement of diopters. Options C and D are incorrect because HM stands for hand movement.

Competency 007—The teacher of students with visual impairments, including students with additional disabilities, uses assessment data and other information to make service and programming recommendations and to develop students' individualized plans (IEPs and IFSPs).

8. An Individualized Family Service Plan (IFSP) is different from an Individualized Education Program (IEP) in that the IFSP places additional attention on

the inclusion of parents or guardians in the determination of the child's educational goals.
the needs and strengths of the family and child.
a statement of annual outcomes for the family and child.
the recommended educational placement of the child.

Enter to expand or collapse answer.Answer expanded: Option B is correct because the IFSP places additional emphasis on the needs and strengths of the family and child. Option A is incorrect because parents or guardians are not included in the determination of goals. Option C is incorrect because the IEP contains a statement of annual outcomes for the child, while IFSPs may use another time period or timeline. Option D is incorrect because the IEP places additional emphasis on recommending educational placement of the child. The focus of the IFSP is the child's naturally occurring environment.

9. Mr. Johnson is a TVI whose first-grade student Kyle has been referred for an evaluation for special education services for learning disabilities. Which of the following best describes the most appropriate assessment of Kyle for learning disabilities?

Mr. Johnson should consult with a testing professional and include intelligence-testing results in Kyle's functional vision assessment (FVA).
Mr. Johnson should collaborate with a testing professional in designing the assessment and interpreting the results.
A testing professional should assess Kyle independently to ensure that the results are valid and free from bias.
A testing professional should administer a braille achievement-testing instrument standardized on a sighted population.

Enter to expand or collapse answer.Answer expanded: Option B is correct because to assess suspected learning disabilities a testing professional and a TVI need to work closely together to ensure that testing materials are appropriately chosen and adapted. Option A is incorrect because intelligence-test results are not included in a FVA. Option C is incorrect because an evaluator must collaborate with the TVI to develop a clear understanding of the student's visual condition and its impact on testing performance. Option D is incorrect because there is no evidence Kyle uses braille.

Domain III—Fostering Student Learning and Development

Competency 008—The teacher of students with visual impairments, including students with additional disabilities, understands how to plan and organize instruction, based on assessment, in a variety of learning environments to facilitate students' acquisition of concepts and skills, including concepts and skills specific to visual impairment.

10. Adele is a fourth-grade student with a visual impairment who attends school in a general education classroom. She receives weekly services from an itinerant teacher of the visually impaired. Adele's art teacher wants to make sure that Adele learns to use sculpting tools for making a bust with clay. Which of the following is the best way for the itinerant teacher to support Adele in this goal?

Preparing verbal descriptions of the tools and how to use them
Reinforcing prerequisite concepts and the tool skills needed for sculpting
Teaching Adele how to use the various tools on simpler tasks
Assigning a paraprofessional to work with Adele during the activity

Enter to expand or collapse answer.Answer expanded: Option C is correct because the best way for the itinerant teacher to provide support is to give Adele practice with the tools on simpler tasks to build her skills over time. Option A is incorrect because preparing verbal descriptions of the tools and how to use them is not the best way for the itinerant teacher to provide support. Adele will benefit from using the real objects in a real setting. Option B is incorrect because reinforcing prerequisite concepts and the tool skills needed for sculpting will not provide enough support for Adele to meet her goal. Option D is incorrect because assigning a paraprofessional to work with Adele during the activity does not develop Adele's independence or her interests in art-related activities. This is not the way for the itinerant teacher to provide support.

11. Which of the following actions by the parents of a child with a visual impairment is most likely to positively affect the child's educational outcomes?

Having consistent attendance at Admission Review Dismissal (ARD) meetings
Making regular visits to their child's classroom
Having high expectations for their child's academic outcomes
Deferring to school staff on educational decisions

Enter to expand or collapse answer.Answer expanded: Option C is correct because parents having high expectations for their child is most likely to positively affect educational outcomes. Option A is incorrect because parents' consistent attendance at ARD meetings alone does not indicate positive impact on educational outcomes. Option B is incorrect because involvement alone does not indicate positive impact on educational outcomes. Option D is incorrect because deferring to school staff on educational decisions is not likely to positively impact the child's educational outcomes. Parents need to be actively engaged in and knowledgeable of educational decisions.

12. Which of the following most effectively addresses the unique needs of students with visual impairments in the school setting?

Using a standards-based general education curriculum
Using a consistent one-on-one student-teacher ratio
Teaching skills defined in the expanded core curriculum
Teaching in a residential setting such as the Texas School for the Blind and Visually Impaired

Enter to expand or collapse answer.Answer expanded: Option C is correct because the unique needs of students with visual impairments are most effectively addressed in the school setting when students are taught skills defined in the expanded core curriculum. Option A is incorrect because a standards-based general curriculum does not address the unique needs of students with visual impairments. Option B is incorrect because using a consistent one-on-one student-teacher ratio is not practical, is isolating, fosters dependence, and does not address the educational or social needs of students with visual impairments. Option D is incorrect because a residential setting like the Texas School for the Blind and Visually Impaired is not the least restrictive environment for students with visual impairments. Placement at a residential facility often removes a student from the support system provided by his or her family.

Competency 009—The teacher of students with visual impairments, including students with additional disabilities, knows how to foster the development of students' communication and literacy skills.

13. An object calendar or tactile calendar is best used by students with visual impairment to

describe every event that will occur throughout a student's day.
have calendar time like their sighted peers.
facilitate communication.
plan new activities and experiences.

Enter to expand or collapse answer.Answer expanded: Option C is correct because one of the main purposes of using an object calendar or tactile calendar is to facilitate communication. Option A is incorrect because the object calendar or tactile calendar does not describe every event that will occur throughout the student's day. Option B is incorrect because enabling a student to have calendar time like sighted peers is not a main purpose of the object calendar or tactile calendar. Option D is incorrect because the tactile or object calendar is not used to plan new activities or experiences.

Competency 010—The teacher of students with visual impairments demonstrates knowledge of the academic curriculum and modifies lessons and materials to facilitate students' development of subject matter skills and concepts and problem-solving skills.

14. Which of the following is most effective when teaching basic mathematics facts and concepts to a student with a visual impairment?

Using an abacus as a substitute for paper and pencil
Using manipulatives to make concepts concrete
Employing real-life word problems that require mental imagery
Employing a talking or large-display calculator

Enter to expand or collapse answer.Answer expanded: Option B is correct because using manipulatives to make mathematics concepts concrete is the most effective strategy for teaching basic mathematics facts to a student with a visual impairment. Hands-on activities assist in the development of basic concepts. Option A is incorrect because using an abacus as a substitute for paper and pencil is not an effective way to teach basic mathematics facts to a student with a visual impairment. Many students with visual impairments successfully use and rely on paper and pencil. Option C is incorrect because employing real-life word problems that require mental imagery is not an effective way to teach basic mathematics facts to a student with a visual impairment. This is a higher-level skill. Option D is incorrect because employing a talking or large-display calculator is not an effective strategy for teaching basic mathematics facts to a student with a visual impairment. The use of a calculator does not address basic facts or concepts.

Domain IV—Professional Knowledge

Competency 015—The teacher of students with visual impairments, including students with additional disabilities, knows how to establish partnerships with other professionals, paraprofessionals, service providers and organizations to enhance learning opportunities for students with visual impairments.

15. Which of the following medical providers is primarily responsible for the identification and prescription of optical devices to improve visual function?

Low-vision specialists
Pediatric neurologists
Ophthalmologists
Optometrists

Enter to expand or collapse answer.Answer expanded: Option A is correct because a low-vision specialist is the medical provider who is primarily responsible for identifying and prescribing optical devices to improve visual functioning. Options B, C, and D are incorrect because these medical providers are not responsible for identifying and prescribing optical devices to improve visual functioning.

16. When do children with visual impairments who are served through the Early Childhood Intervention (ECI) program stop receiving ECI services and begin receiving services through their local education agency (LEA)?

At the beginning of the school year when they will turn 4 years old
At the beginning of the school year when they will turn 3 years old
On the day in the school year when IEPs are approved for 3-year-olds
On the day in the school year when they turn 3 years old

Enter to expand or collapse answer.Answer expanded: Option D is correct because according to Texas Health and Human Services children with visual impairments stop receiving Early Childhood Intervention (ECI) and begin receiving services through their local educational agency (LEA) on the day they turn 3 years old. Option A is incorrect because ECI serves children from birth up to 3 years of age. Options B and C are incorrect because children with visual impairments stop receiving ECI and begin receiving services through LEA on the day they turn 3 years old.

17. According to the Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) Code of Ethics for Teachers of Students with Visual Impairments, which of the following would fall outside the ethical obligations of teachers of the visually impaired?

Helping to raise monetary support for the education of students with visual impairments
Protecting students from conditions in their environment that could interfere with their personal growth
Contributing to the body of knowledge, expertise, and skills related to the profession
Obtaining and evaluating relevant information about students before beginning services and benefits to which they are entitled

Enter to expand or collapse answer.Answer expanded: Option A is correct because helping to raise money for the education of students with visual impairments is not an ethical obligation of a teacher of the visually impaired. Options B, C, and D are incorrect because these are all ethical obligations of a teacher of the visually impaired.

Competency 016—The teacher of students with visual impairments, including students with additional disabilities, collaborates and communicates effectively with families to enhance students' ability to achieve desired learning outcomes.

18. Which of the following is the most appropriate way for a teacher of the visually impaired and the parents of a student who is deafblind to share relevant information about the student's learning and growth?

Exchanging messages in a communication notebook that travels back and forth from home to school
Scheduling parent-teacher conferences once every six weeks
Sending home Individualized Education Program (IEP) progress reports every nine weeks
Creating a class Web site describing topics currently being taught to student

Enter to expand or collapse answer.Answer expanded: Option A is correct because a communication notebook fosters a strong home/school relationship by allowing the student's parents to know what goes on at school on a daily basis and gives teachers reciprocal feedback from parents. Option B is incorrect because communication with parents of a student who is deafblind once per month is not enough to foster a strong home/school relationship. Option C is incorrect because while reviewing progress reports quarterly is an integral part of the communication process, it only communicates on IEP goals and is not often enough to build a strong home/school relationship. Option D is incorrect because while a Web site can share valuable insight about what is going on in the class overall, it fails to communicate updates about the individual student.

Competency 017—The teacher of students with visual impairments, including students with additional disabilities, understands historical foundations, legal requirements and ethical considerations in regard to the education of students with visual impairments and actively seeks to expand his or her professional knowledge and skills.

19. A student with a visual impairment (VI) will qualify for special education and related services if which of the following is documented?

A recommendation for special education and related services by an eye-care professional
The presence of a co-occurring disability that has an impact on the student's verbal and nonverbal communication
The student's failure to respond to scientifically based intervention instruction and assessment
The student's inability to use tablet and smartphone applications to enhance the learning experience

Enter to expand or collapse answer.Answer expanded: Option C is correct because a key component in determining whether a student with a VI qualifies for special education services is that the student has not responded to scientifically based interventions and assessments, that is, to RTI. Option A is incorrect because eye-care professionals provide information about students' sight but not educational performance. Option B is incorrect because it describes autism spectrum disorder (ASD), and not all students with VI have ASD. Option D is incorrect because most students with a VI can be taught to use specially developed apps on tablets and personal phones.

20. A child who has been determined to meet the eligibility criteria for a visual impairment should be registered with the local educational agency (LEA) at the time that

the child starts attending school.
the child is identified, regardless of age.
the parents sign-off on an Individualized Family Service Plan (IFSP).
the first Admission Review Dismissal (ARD) committee meeting occurs.

Enter to expand or collapse answer.Answer expanded: Option B is correct because according to the auditory impairment/visual impairment (AI/VI) Early Transition Memorandum of Understanding (MOU), children who have been determined to meet the eligibility criteria for visual impairment services should be registered with the local education agency (LEA) at the time that the child is identified, regardless of age. Options A, C, and D are incorrect because the MOU requires that children be registered with the LEA at the time eligibility is determined.

Multiple-Competencies Passages

Questions 21–29 refer to the following information.

Use the information in the case study to answer the questions that follow.

Belinda is a sixth-grade, 12-year-old girl with a visual diagnosis of retinopathy of prematurity (ROP). She also has a severe to profound sensory neural hearing loss in her left ear and mild loss in her right. She wears bilateral hearing aids. Belinda has speech deficits as well. Use the excerpts below from Belinda's file to answer the questions that follow.

Note: The materials presented in the case file do not necessarily reflect standard reporting formats.

Annual Report of Present Competencies
Name: Belinda
Sex: Female
Age: 12 years

Medical History
Belinda was a premature baby who was diagnosed with ROP at birth. Her mother was concerned that Belinda's developmental milestones were significantly delayed and that she wasn't talking at the age of 2. She had a few select words but jabbered and was very hard to understand. She was diagnosed with hearing loss in both ears and was fitted with bilateral hearing aids. Her FM system (hearing aids) approximates normal hearing.

Functional Vision
Her ophthalmological report is as follows.

Without Correction: O.D. NLP (No Light Perception) O.S. 20 200

With Correction: O.D. NLP O.S. 20 90

Ocular behaviors such as pupil reaction, blinking, light perception and light projection, fixation, and tacking all occur in her left eye. Her right eye has a corneal opacity. She is photophobic (eyes sensitive to bright lights) and wears dark prescription eyeglasses at all times.

Belinda prefers a bold 20-point font size for reading materials. She holds her book about six inches from her left eye and moves her head when reading. She can read 14-point print with difficulty. Bright lights hurt Belinda's eyes, and she squints when the lights in the classroom are too bright. The glare from the CCTV or the computer screen bothers her eyes as well. She uses the CCTV for all of her reading and writing. She prefers a black background with white letters. When she writes without the CCTV, her posture is bent over and her face is about six inches away from her work.

General Learning Issues
Belinda has short- and long-term memory deficits. Her auditory processing is deficient as well. She requires additional time to process auditory information. She requires simplified language, continual reinforcement, and praise. Belinda also lacks organizational skills regarding the handling of personal property as well as school textbooks and materials. She often comes to class unprepared and asks to borrow a pencil or book. She repeatedly insists that she can't find the needed item. She generally needs prompting to complete classwork and homework.

Distance Vision
Belinda can see the blackboard from about eight feet away. She can see numerals on a clock that is six feet off the ground and three feet away. She uses a long cane when traveling outdoors or in unfamiliar places. She is unsure of herself at street crossings. Belinda's progress in school is subject and task dependent.

Language Arts
Belinda's reading and written language instructional levels are significantly delayed. She decodes at the 1.5 grade level. Comprehension and written language are at grade 2. Belinda's learning style is primarily visual. She is a very concrete learner and needs descriptive, simplified language with multiple repetitions to enhance and reinforce her learning. She enjoys learning experiences in the form of stories but has both a difficult time writing ideas and poor writing mechanics. Spelling, capitalization, and punctuation are problematic.

Mathematics
Belinda's mathematics skills are below grade level. Calculations are at the fourth- grade level, and applied problems are at the third-grade level. She understands the concept and handling of money and is able to identify all of the denominations of paper money and coins. She can add and subtract simple problems, but she struggles with mathematical reasoning. She also benefits from visual cues and aids to help her understand concepts and skills. Her short- and long-term memory deficiencies are also evident with mathematical concepts and skills. This is especially a factor with materials and exercises that are presented auditorily. When frustrated, Belinda becomes easily distracted and preoccupied with unrelated visual stimuli. She is unable to read the blackboard when mathematics problems are presented and depends on her CCTV. She is learning to use a large-display calculator and is also experimenting with a talking calculator. Belinda works best in a very small group or at a one-to-one ratio with her teacher. Reteaching and frequent checking for understanding are essential.

Social
Belinda is easily distracted and continues to display attention delays. She has difficulty interpreting social cues and exhibits behaviors that indicate anxiety. She has some difficulty expressing her opinion and staying on topic when she is not interested. Belinda lacks confidence and may easily become anxious. She has made progress with showing emotions such as anger and frustration. At times, Belinda tends to be more interested in objects than in people and needs to be redirected back to the task at hand. Belinda is socializing and participating in extracurricular activities such as the student council and intramural swimming. These activities benefit her feelings of acceptance and let her actively participate in activities that will help her further develop her social skills. Belinda appears to have a better relationship with adults than with peers. However, Belinda's interest and participation in swimming and in student council are helping to boost her self-image, as she feels accepted in diverse settings in social environments. Belinda should continue to be exposed to activities to help her grow socially, culturally, and in self-esteem. She should also receive in-school counseling to learn to express her needs and wants more effectively.

IEP Goals

Belinda will identify the essential elements of stories such as the main idea, character, and plot, with 70 percent consistency by the end of the school year.
Belinda will demonstrate the ability to apply the rules of spelling to all written work with 70 percent mastery by the end of the school year.
Belinda will demonstrate the ability to organize classroom material (e.g., books, paper, class notes) with 70 percent mastery by the end of the school year.
Belinda will attend to a fifteen-minute lesson without interruptions with 70 percent consistency by the end of the school year.
Belinda will demonstrate the ability to remain on topic and respond to group members in a socially acceptable manner with 75 percent mastery by the end of the school year.
Belinda will improve her auditory memory skills by repeating information of increasing difficulty with 70 percent mastery by the end of the school year.
Belinda will understand and use vocabulary words related to computational and problem-solving concepts with 70 percent mastery by the end of the school year.
Belinda will demonstrate the ability to identify her feelings of frustration and anxiety when they occur with 75 percent mastery by the end of the school year.
Belinda will independently use adapted materials and devices when needed with 80 percent mastery by the end of the school year.

Competency 012—The teacher of students with visual impairments, including students with additional disabilities, knows how to assist students in developing the skills and behaviors necessary for positive social interactions in a range of cultural contexts and for lifelong participation in personal recreation and leisure activities.

21. Belinda has a difficult time making friends. She relates much better to adults. On consulting with her guidance counselor, Belinda's classroom teacher will

encourage her to keep up with her after-school group activities of swimming and student council.
encourage her not to feel anxiety, because her tinted eyeglasses are cool and sooner or later the kids will include her in their activities.
arrange a class meeting with the students who sit close to Belinda, so she can be open about her feelings, while her teacher is sitting close by for support.
arrange for Belinda to skip lunch with the other students and have lunch with a few adults in the school until she becomes more comfortable with her peers.

Enter to expand or collapse answer.Answer expanded: Option A is correct because the activity supports the expanded core curriculum by encouraging the student to participate in after-school activities that will promote social interaction skills in an appropriate setting. Option B is incorrect because the activity is not realistic and does not promote the student's social interaction skills. Also, IDEA amendments define natural environments as those in which children without disabilities participate. Option C is incorrect because the focus of the activity is not on providing the student with learning experiences and will most likely cause more anxiety. Option D is incorrect because the focus of the activity is not on providing the student with an opportunity to strengthen social interaction skills in another environment.

Competency 004—The teacher of students with visual impairments, including students with additional disabilities, understands how a variety of factors, including physical, environmental and social factors, may affect students with visual impairments.

22. Considering Belinda's sensitivity to light, which of the following approaches should Belinda's teacher take with regard to the lighting in Belinda's classroom, which she shares with students with normal vision?

Providing lighting that is comfortable for the rest of the class, because Belinda can wear a hat with a wide brim if the room becomes too bright
Providing lighting that is dimmer than usual but still reasonable for the rest of the class, giving Belinda a desk lamp with an adjustable dimming device, and making sure she's protected from window glare
Ensuring that the overhead lights are turned off at all times in order to provide dim lighting for Belinda, and providing lamps or opening window blinds to accommodate the needs of the rest of the class
Seating Belinda somewhat away from the rest of the class in a corner of the room that has been dimmed as much as possible

Enter to expand or collapse answer.Answer expanded: Option B is correct because providing adequate lighting for most of the students as well as a special desk lamp and protection from glare for Belinda ensure that the environment is appropriately accommodated for all. Option A is incorrect because bright classroom lights hurt Belinda's eyes, and expecting her to wear a hat when the lights are too bright is inappropriate. Option C is incorrect because turning off the lights is not adequate for the rest of the class. Option D is incorrect because it isolates Belinda from the rest of her classmates and is detrimental to the development of her social skills.

Competency 010—The teacher of students with visual impairments demonstrates knowledge of the academic curriculum and modifies lessons and materials to facilitate students' development of subject matter skills and concepts and problem-solving skills.

23. Which of the following program modifications will best help Belinda perform complicated mathematical computation problems?

Braille and tactile graphics
Audio recordings of questions
A large-display calculator
A scribe to record answers

Enter to expand or collapse answer.Answer expanded: Option C is correct because a large display calculator would be the low-vision modification she needs to perform complicated computations. Option A is incorrect because Belinda is a visual learner and does not use braille and tactile graphics. Option B is incorrect because audio processing is a problem area for Belinda, and audio recording of math questions does not address her needs or help her perform complicated computations. Option D is incorrect because using a scribe to record answers does not help a student perform complicated computations.

Competency 011—The teacher of students with visual impairments, including students with additional disabilities, understands how to assist students in learning to use their visual ability in functional contexts and in making efficient and effective use of all their senses to interpret information about the environment and to guide their actions.

24. Belinda's teacher wants to show her how to use the CCTV more efficiently. Which of the following lessons will best help Belinda accommodate her visual needs?

Adjusting the brightness control so that Belinda can reduce the glare that is interfering with her reading
Adjusting the brightness control so that Belinda can make the screen bright enough to see the print when she is wearing her dark eyeglasses
Adjusting the background so that the print is black and the background is white
Adjusting the moving tray table to a position that will allow Belinda to keep her head close to the screen

Enter to expand or collapse answer.Answer expanded: Option A is correct because using the brightness control to make the screen dull is appropriate, as Belinda is photophobic and cannot tolerate a bright screen, as described in her profile. Option B is incorrect because making the screen very bright is not an appropriate accommodation for Belinda's photophobia. Option C is incorrect because making the background white and the print black is not an appropriate accommodation for Belinda's photophobia. She prefers black background and white print. Option D is incorrect because locking the tray table so it is stationary is not an appropriate accommodation for Belinda's photophobia.

Competency 009—The teacher of students with visual impairments, including students with additional disabilities, knows how to foster the development of students' communication and literacy skills.

25. To ensure that Belinda participates in small-group discussions, Belinda's teacher should instruct her to do which of the following?

Keep her hand raised at all times so she can be sure that her teacher will notice and call on her
Face the speaker and maintain eye contact with that person while he or she is speaking and Belinda is listening
Keep her long cane visible at all times so her classmates do not forget that Belinda needs to have a turn
Sit in the front center seat in the class so that she has the assurance that the teacher knows she is there

Enter to expand or collapse answer.Answer expanded: Option B is correct because facing the speaker is a cultural and communication norm. Students with visual impairments are taught to localize on the voice of the speaker and maintain proper head and body position while speaking or listening to demonstrate appropriate social interaction. Option A is incorrect because keeping her hand raised at all times is not an appropriate technique to enable her participation in small-group discussions. Option C is incorrect because keeping her long cane visible at all times is not an appropriate accommodation to ensure her participation in small-group discussions. Singling her out as a student with a visual impairment will not facilitate her inclusion in the group. Option D is incorrect because positioning her in a way that the teacher knows her location does not help her join in group activities.

Competency 012—The teacher of students with visual impairments, including students with additional disabilities, knows how to assist students in developing the skills and behaviors necessary for positive social interactions in a range of cultural contexts and for lifelong participation in personal recreation and leisure activities.

26. On a walk with her teacher and four classmates, Belinda hears a car honk at her as she is passing a driveway. She does not yield at first, and her classmates are concerned. Belinda's teacher should remind her to always do which of the following?

Have a classmate walk with her so that she can pick up cues from her peers
Go for walks with mature, responsible adults who can help her learn to use sighted guides correctly
Prepare for horns honking at any time and listen for yelling and honking no matter where she goes
Utilize her residual vision to look for cues that can help her interpret what she has heard

Enter to expand or collapse answer.Answer expanded: Option D is correct because Belinda has an auditory processing disorder and cannot determine what a noise indicates quickly enough. She must therefore learn to use her residual vision to help her decide how to react in any given situation accompanied by environmental noise. Option A is incorrect because traveling with a classmate will not promote the development of the skill Belinda needs for independent living. Option B is incorrect because traveling with an adult will not promote the skill Belinda needs for independent living. Option C is incorrect because listening for honking and yelling will not promote the development of the skill Belinda needs for independent living.

Competency 013—The teacher of students with visual impairments, including students with additional disabilities, promotes development of the concepts and skills needed for independent living and for learning to travel safely, confidently and efficiently in a variety of environments.

27. Which of the following is the best way to help Belinda increase her ability to independently transition from room to room in the school building?

Having a paraprofessional help Belinda to make her transitions smoothly without calling negative attention to her
Having Belinda use her long cane in school to signal that she has a visual impairment, so fellow students know to step aside and allow her to proceed
Helping Belinda learn to recognize the landmarks necessary for identifying locations correctly
Making sure that all of Belinda's classes are close together so that she will not call attention to herself by potentially being late for class

Enter to expand or collapse answer.Answer expanded: Option C is correct because learning to recognize landmarks is the proper orientation and mobility approach to become familiar with an area. Option A is incorrect because it does not teach Belinda independence and isolates her from her peers. Option B is incorrect because the goal of mobility training is to use the cane to assist in navigating the environment, not for clearing obstacles out of the way. Option D is incorrect because it does not teach Belinda independence. Limiting her experiences will limit her independent long-term travel ability and her development.

Competency 009—The teacher of students with visual impairments, including students with additional disabilities, knows how to foster the development of students' communication and literacy skills.

28. Which of the following actions by the teacher will best help Belinda become familiar with vocabulary words related to computational and problem-solving concepts?

Helping Belinda make her own note cards of a few words at a time and reinforcing the words via repetition
Keeping the necessary words on the blackboard at all times so that Belinda will see and remember them
Having Belinda repeat the words as soon as she hears them so that they will be easy to remember
Having Belinda memorize and recite the multiplication tables from two through five

Enter to expand or collapse answer.Answer expanded: Option A is correct because helping Belinda make her own note cards will help her develop an accessible resource in a format that she can read and carry with her. Option B is incorrect because Belinda cannot see the blackboard easily or remember what is on it. Option C is incorrect because she has an auditory processing problem as well as poor short-term and long-term memory. Option D is incorrect because she has an auditory processing problem as well as poor short-term and long-term memory. Memorizing and reciting math facts does not address the need to learn math-related vocabulary.

29. Belinda's language arts teacher will best help her reach her goal of identifying the essential elements of stories by doing which of the following?

Using large-print materials with a small amount of information at a time
Teaching Belinda to use a tape recorder to listen to stories
Having Belinda work closely with an assigned classmate
Making tactile diagrams that Belinda can read with her eyes and fingers

Enter to expand or collapse answer.Answer expanded: Option A is correct because using large-print materials and small amounts of information at a time is the best way to help Belinda learn. Option B is incorrect because auditory learning is a challenge for her, so listening to tapes is unlikely to help. Option C is incorrect because it is unclear how working closely with another student will help Belinda, who is easily distracted and needs constant redirection. Option D is incorrect because Belinda is not a tactile reader.

Questions 30–35 refer to the following information.

Use the information in the case study to answer the questions that follow.

Ruth Ann Boggs, a 9-year-old student with a traumatic brain injury, has just moved from one Texas school district to another. Ruth Ann's new TVI is Ms. Munro. The case file notes were prepared by Ruth Ann's former TVI, Ms. Jackson.

STUDENT BACKGROUND SUMMARY
Student's name: Ruth Ann Boggs
Date of birth: February 2 (9 years old)
Compiled by: Andrea Jackson, certified teacher of students who are visually impaired

Impairments
Ruth's impairments are due to a car accident at the age of 2. Medical records indicate that Ruth sustained a severe head injury and was in a coma for two weeks. When she regained consciousness, she had lost the ability to speak or move independently. Since the accident, Ruth has had repeated episodes of hydrocephalus. At the age of 3, she had bilateral arteriovenous shunts implanted. These have both been replaced during the last two years.

Medical concerns
Ruth averages two seizures per week. She takes phenobarbital twice per day for this condition.

Cognition
Ruth's most current full and individual evaluation (FIE) indicates that she is currently functioning cognitively at a level markedly lower than that of her nondisabled peers.

Mobility
Reports from Ruth's occupational therapist indicate that she is severely hypertonic. She is unable to stand independently and wears ankle-foot orthotic braces in a standing frame for twenty minutes per day. Her greatest mobility is achieved when she uses a wheelchair, which is typically pushed by a paraprofessional or a peer.

Communication
Ruth is nonverbal. Currently her dominant forms of communication are gestures, vocalizations, and the use of object symbols.

Sensory awareness
The most recent audiology report indicates that Ruth has mild to moderate hearing loss in her left ear. It is also my impression that occasionally she is so sensitive to touch that it causes her pain.

Summary of strengths and challenges
Social/emotional adjustment: Ruth is extremely pleasant and well-adjusted. Her only behavioral challenges occur in unknown environments or when she encounters situations that she perceives as threatening. At these times, she is likely to bite her own wrist and cry.
Willingness to explore new environments: Ruth is extremely tentative about exploring new environments. She is very tactually defensive, and even though she has a mild hearing loss, violently startles at the slightest unfamiliar sound.

Visual impairment and description of visual functioning
Ruth has been diagnosed as having cortical visual impairment. She is generally uninterested in visual stimuli, although she does respond to light in a darkened room, certain faces, and shiny visual targets that are paired with sound.

Educational setting, including type and frequency of special services
Ruth is currently being served in a self-contained special education classroom that is housed in a small portable building at the far end of the elementary school campus. She has very little interaction with peers. Her teaching staff includes a teacher and two paraprofessionals, who are responsible for a total of six students who use wheelchairs. I have served as Ruth's vision teacher for the last two years. My relationship with her was rather rocky in the beginning. However, for the last eighteen months, Ruth has been one of my favorite students. She is sweet, loving, and TRIES SO HARD to do whatever I ask of her!

Family background and current functioning
Ruth lives at home with her mother, father, and older brother, Marcus. Ruth's family loves her very much and treats her with dignity and respect. However, both parents have expressed their worries about the future and their ongoing ability to care for Ruth because of the intense level of medical attention and physical caretaking that she requires. She is currently being served in a weekend residential camp/respite program one weekend per month, and this seems to have helped the family a great deal. My interactions with the family have always been pleasant. Because this is a small community, I see a lot of Ms. Boggs, Marcus, and Ruth outside of school. In general, I think that Ms. Boggs would really like to have better programming for Ruth, but she is not sure what that is.

Competency 005—The teacher of students with visual impairments, including students with additional disabilities, understands the process of functional vision/learning media assessment, is familiar with a wide range of formal and informal assessments, understands how to adapt assessments for students with visual impairments and applies appropriate procedures for administering assessments.

30. Ms. Munro is preparing to begin Ruth's functional vision assessment (FVA). Based on the information provided, which of the following should be the primary area of focus in the direct assessment portion of the FVA?

A better understanding of the nature, duration, and effects of Ruth's seizures
An analysis of Ruth's ability to attend to recorded materials presented to her
An analysis of Ruth's ability to attend to objects spotlighted with red light
A better and more detailed description of her visual acuities and abilities

Enter to expand or collapse answer.Answer expanded: Option D is correct because a better and more detailed description of her visual acuities and visual abilities would be the primary area of interest during preparation for a FVA. Option A is incorrect because a better understanding of the nature, duration and impact of seizures would be of interest during a FVA but only in the determination of how it impacts her visual function. Option B is incorrect because an analysis of Ruth's ability to attend to recorded materials is part of the LMA but is not a primary area of interest during preparation for an FVA. Option C is incorrect because Ruth's attention to objects spotlighted with red light is not a primary area of interest during preparation for a FVA.

Competency 004—The teacher of students with visual impairments, including students with additional disabilities, understands how a variety of factors, including physical, environmental and social factors, may affect students with visual impairments.

31. Which of the following pieces of additional background information would be most helpful in planning Ruth's functional vision assessment (FVA) and educational programming?

A complete birth history
A more specific description of the automobile accident in which Ruth sustained the head injury
A more specific description of Ruth's family and their socioeconomic status
A complete interview with Ruth's family regarding her visual performance history

Enter to expand or collapse answer.Answer expanded: Option D is correct because a complete interview with Ruth's family regarding her visual performance history will provide the information most crucial in determining how Ruth functions visually in different environments. Option A is incorrect because a complete birth history will not provide the most useful information needed for planning Ruth's FVA and educational programming. This is especially true because her visual loss was adventitious, not congenital. Option B is incorrect because a more specific description of the accident that caused the injury will not provide the most useful information needed for planning Ruth's FVA and educational programming. Medical information related to her accident may be important, but not crucial, in evaluating her current functional vision. Option C is incorrect because a more specific description of Ruth's family and their socioeconomic status will not provide the most useful information needed for planning Ruth's FVA and educational programming.

Competency 006—The teacher of students with visual impairments, including students with additional disabilities, knows how to interpret scores, reports and other formal and informal assessment data and communicates those results in oral and written reports.

32. Ruth's eye report states that she has "lesions located posterior to the optic chiasm, with more damage in the left hemisphere." Based on this information, which of the following statements is most likely true?

Ruth has hemianopia.
Ruth has amblyopia.
Ruth needs to be instructed in braille.
Ruth has difficulties with color perception.

Enter to expand or collapse answer.Answer expanded: Option B is correct because Ruth is likely to have amblyopia, which is decreased vision in one eye. Knowledge of eye anatomy, the presence of lesions posterior to the optic chiasm, and the indication that the left eye is more affected than the right indicate that Ruth has amblyopia. Option A is incorrect because based on knowledge of hemianopia, the optic pathway, and the presence of lesions posterior to the optic chiasm, Ruth is likely to have decreased vision in her left eye rather than decreased vision in the left field of her eye or eyes. Hemianopia is a condition in which the decreased vision or blindness occurs in half the visual field of one or both eyes. Option C is incorrect because based on Ruth's visual abilities and measured acuities, there is not enough information to positively indicate the need for future braille instruction. Option D is incorrect because color vision is the function of the cones in the retina. Based on knowledge about eye anatomy and about cortical visual impairment (CVI), Ruth will not experience difficulties with color perception.

Competency 001—The teacher of students with visual impairments, including students with additional disabilities, demonstrates knowledge of the human visual system, including diseases and disorders that affect vision, and uses this knowledge to respond to individual student's needs.

33. The etiology of Ruth's vision loss is cortical visual impairment (CVI). Based on the characteristics of CVI, which of the following is most likely to be true of Ruth's visual performance?

She will have a stable and consistent visual performance.
She will be photophobic and avoid looking at lights.
She will have intact color vision and preferences.
She will demonstrate full visual fields without deficit.

Enter to expand or collapse answer.Answer expanded: Option C is correct because based on knowledge about cortical visual impairment (CVI), Ruth will likely have intact color vision and expected preferences for certain colors. Option A is incorrect because based on knowledge about CVI, Ruth will have significantly varied visual responses and will not have a stable and consistent visual performance. Option B is incorrect because based on knowledge about CVI, Ruth will not be photophobic and will tend to be a light gazer, one who perseverates in looking at lights. Option D is incorrect because based on knowledge about CVI, Ruth will not demonstrate full visual fields without deficits. Medical professionals often describe the field of view of persons with CVI as being similar to looking through Swiss cheese.

Competency 008—The teacher of students with visual impairments, including students with additional disabilities, understands how to plan and organize instruction, based on assessment, in a variety of learning environments to facilitate students' acquisition of concepts and skills, including concepts and skills specific to visual impairment.

34. Which of the following devices would be most useful in working with Ruth?

A 20x stand magnifier to improve reading
A 5x handheld magnifier for close vision
A 6x monocular to improve distance vision
A penlight to help highlight or emphasize a target

Enter to expand or collapse answer.Answer expanded: Option D is correct because based on knowledge about cortical visual impairment (CVI), a penlight to help highlight or emphasize a target will be useful in working with Ruth. Option A is incorrect because based on information in her report, Ruth is a nonreader and a 20x stand magnifier will not help to improve her reading. Option B is incorrect because based on the information provided in the report by the OT, Ruth is hypertonic, demonstrating a chronic contraction. A handheld magnifier is a device that requires very good muscle control and therefore will not be useful in working with Ruth. Option C is incorrect because based on knowledge about cortical visual impairment (CVI), especially in relation to the indication of varied field losses, a 6x monocular to improve distance vision will not be useful in working with Ruth.

Competency 001—The teacher of students with visual impairments, including students with additional disabilities, demonstrates knowledge of the human visual system, including diseases and disorders that affect vision, and uses this knowledge to respond to individual student's needs.

35. Which of the following is most likely true of Ruth?

She will recognize familiar objects but will most likely have difficulty with visual novelty.
The identified mild to moderate hearing loss in her left ear will not affect her learning.
She will easily transition into the classroom environment at the new school.
She will be attracted to objects that are very colorful and have a weave or plaid pattern.

Enter to expand or collapse answer.Answer expanded: Option A is correct because, based on knowledge about cortical visual impairment (CVI), Ruth will be able to recognize familiar objects but will have difficulty with visual novelty. Option B is incorrect because it should be expected that the presence of a mild to moderate hearing loss in combination with a visual loss will impact learning. Option C is incorrect because, based on knowledge about cortical visual impairment (CVI), transitions into new and novel environments often are challenging. Option D is incorrect because, based on knowledge about cortical visual impairment (CVI), targets that demonstrate visual complexity are less likely to be of interest to individuals with CVI.

Questions 36–44 refer to the following information.

Use the information in the case study to answer the questions that follow.

Christopher is a 17-year-old student who has four brothers. He is the youngest child of older parents who are from Vietnam and often speak French at home. Christopher is blind in both eyes due to persistent hyperplastic primary vitreous (PHPV). He also has a secondary eye condition known as microphthalmia. His brothers support his participation in a local jump rope team.

Christopher is in his third year of high school and attends general education classes at his local public school. He is taking English, honors French, precalculus, an honors chemistry course, and music theory. Christopher has excellent reading and writing skills in braille. He meets regularly with a certified teacher of the visually impaired (TVI).

Christopher uses a laptop computer with a screen reader program and an earphone to take notes in his academic classes, prepare his assignments, and take tests. He sets plans with each of his classroom teachers for the dissemination of class notes via e-mail and the preparation for tests on an external drive that he connects to his laptop. He is proficient at using a scanner, computer braille transcription program, and braille embosser to create braille materials.

Despite his many capabilities, he procrastinates in getting started on his assignments. This often results in requests for extended time to turn in major assignments or projects. Christopher easily becomes frustrated and overwhelmed by the number of tasks that he must complete by a certain deadline.

Christopher would like to pursue higher education in a computer-related field at a local college. He uses a long white cane, has excellent orientation and mobility skills, and is comfortable asking strangers for assistance. However, he is concerned about his ability to live in a dorm setting and be responsible for things like doing his own laundry and cooking his own meals, since he has never had to do these chores at home.

Competency 014—The teacher of students with visual impairments, including students with additional disabilities, fosters students' awareness of career and vocational opportunities, promotes students' ability to set and work toward realistic personal goals and assists students in learning to manage transitions in their lives.

36. Based on Christopher's plans for the future, which of the following is most appropriate to include in his transition plan?

An internship with a regional bank manager
An opportunity to learn from a computer programmer at work
Information about jobs that provide the best accommodations
Cooking classes developed specifically for individuals with disabilities

Enter to expand or collapse answer.Answer expanded: Option B is correct because job shadowing a computer programmer simultaneously addresses transition skills and Christopher's expressed interest in computers. Option A is incorrect because an internship with a bank manager does not relate specifically to Christopher's identified area of vocational interest. Option C is incorrect because Christopher will need accommodation at any job he applies to; he needs to do research on jobs that are of interest to him and not on where he gets the most accommodations. Option D is incorrect because cooking is not Christopher's identified area of vocational interest.

Competency 006—The teacher of students with visual impairments, including students with additional disabilities, knows how to interpret scores, reports and other formal and informal assessment data and communicates those results in oral and written reports.

37. Which of the following is most often associated with PHPV?

A detached retina
A damaged optic nerve
A deformed iris
Corneal distortion

Enter to expand or collapse answer.Answer expanded: Option A is correct because an individual with persistent hyperplastic primary vitreous (PHPV) may develop retinal detachment due to the pulling of the vitreous on the retina or the vitreous leaking behind the retina due to tiny tears. Option B is incorrect because a damaged optic nerve is not caused by PHPV and is most commonly associated with optic neuritis. Option C is incorrect because a deformed iris is not caused by PHPV and is most commonly associated with coloboma. Option D is incorrect because a corneal distortion is not caused by PHPV and is most commonly associated with keratoconus.

Competency 007—The teacher of students with visual impairments, including students with additional disabilities, uses assessment data and other information to make service and programming recommendations and to develop students' individualized plans (IEPs and IFSPs).

38. In which of the following areas of the expanded core curriculum should the TVI schedule instruction for Christopher?

Functional academic skills
Recreation and leisure skills
Independent living skills
Social interaction skills

Enter to expand or collapse answer.Answer expanded: Option C is correct because Christopher would like to pursue a career after high school and go to college, so he needs to develop strong living skills such as personal hygiene, food preparation, money management, household chores, and organization that can help optimize his independence. Options A, B, and D are incorrect because Christopher lacks independent living skills, specifically doing laundry and cooking. There is no indication that he needs functional academic support, help with recreational and leisure skills, or social skills.

Competency 008—The teacher of students with visual impairments, including students with additional disabilities, understands how to plan and organize instruction, based on assessment, in a variety of learning environments to facilitate students' acquisition of concepts and skills, including concepts and skills specific to visual impairment.

39. Which of the following actions taken by the TVI will best help Christopher prioritize his academic commitments?

Providing a talking calculator for math homework
Reducing the number of advanced academic courses
Replacing brailled texts with talking books
Teaching goal-setting and time-management skills

Enter to expand or collapse answer.Answer expanded: Option D is correct because teaching goal-setting and time-management skills will help Christopher become better organized and able to meet assignment deadlines without procrastination. Option A is incorrect because Christopher's main issue is his procrastination in getting started with his assignments, which would not be helped by using a talking calculator. Option B is incorrect because Christopher is able to handle the work of the advanced classes, and his difficulty is starting assignments in a timely manner, so dropping the advanced classes would not be the correct answer. Option C is incorrect because replacing braille with auditory books will not help Christopher complete assignments on time; it would make it more challenging for him to review portions of a text or scan for specific information.

Competency 013—The teacher of students with visual impairments, including students with additional disabilities, promotes development of the concepts and skills needed for independent living and for learning to travel safely, confidently and efficiently in a variety of environments.

40. Which of the following will best help Christopher further develop his self-advocacy skills?

Providing him with a list of special education safeguards he will need as a college student
Encouraging him to take time to regularly reflect on what is going well for him
Educating his classmates about his visual impairment and current level of functioning
Inviting his parents to help develop his Individual Transition Plan (ITP)

Enter to expand or collapse answer.Answer expanded: Option B is correct because ongoing self-evaluation will best support the development of Christopher's self-advocacy skills. He is already aware of his rights and presents them responsibly and effectively. He also assumes a high degree of personal responsibility for his needs. As a college student, he will need to use communication skills such as negotiation, compromise, and persuasion to ensure his right to accommodations. Option A is incorrect because although it is important for Christopher to know his rights under IDEA, Section 504, ADA, and other special education laws, simply providing him a copy of them will not help him develop self-advocacy skills. Option C is incorrect because Christopher should advocate for himself and educate others about his disability, but this is not the best strategy to further develop self-advocacy skills; reflection on what is going well for him is a better strategy. Option D is incorrect because his parents' participation in developing a transition plan may well be minimal and would not help Christopher develop his self-advocacy skills.

Competency 015—The teacher of students with visual impairments, including students with additional disabilities, knows how to establish partnerships with other professionals, paraprofessionals, service providers and organizations to enhance learning opportunities for students with visual impairments.

41. Which of the following orientation and mobility skills is most important for Christopher to master before graduating from high school?

Using a cane and other devices to walk safely and efficiently
Soliciting help with finding an unknown location
Using public transportation and transit systems
Utilizing his senses to move safely through indoor and outdoor areas

Enter to expand or collapse answer.Answer expanded: Option C is correct because Christopher is interested in learning how to travel independently outside his school environment, by taxi or bus. Option A is incorrect because Christopher is already a proficient cane traveler. Option B is incorrect because Christopher is already comfortable asking for assistance. Soliciting help in an unknown location will not help him learn how to use public transportation independently. Option D is incorrect because Christopher can already use his senses to move safely through indoor and outdoor areas.

Competency 004—The teacher of students with visual impairments, including students with additional disabilities, understands how a variety of factors, including physical, environmental and social factors, may affect students with visual impairments.

42. Which of the following is likely to be most challenging and time-consuming for Christopher?

Reading and writing music in braille
Brailling class notes and assignments
Creating mental maps of chemical elements
Processing complex tactile equations and graphics

Enter to expand or collapse answer.Answer expanded: Option D is correct because, while it is challenging for sighted students to process complex equations and figures, it is even more challenging and time-consuming for a student who is blind to process complex equations and figures. Option A is incorrect because reading and writing in braille is not a challenge for Christopher. Option B is incorrect because teachers and classmates share notes, and brailling is not challenging for Christopher. Option C is incorrect because Christopher is taking an advanced placement course in chemistry.

Competency 001—The teacher of students with visual impairments, including students with additional disabilities, demonstrates knowledge of the human visual system, including diseases and disorders that affect vision, and uses this knowledge to respond to individual student's needs.

43. Which of the following physical attributes is most typical of people with microphthalmia?

One or both eyes are absent.
The eyes do not look in the same direction at the same time.
One or both eyes are abnormally small.
Both eyes are swollen and are red or pink in color.

Enter to expand or collapse answer.Answer expanded: Option C is correct because microphthalmia is an eye abnormality that arises before birth in which one or both eyeballs are abnormally small. Option A is incorrect because anophthalmia is an eye abnormality in which one or both eyes are absent. Option B is incorrect because strabismus or crossed eyes is an eye abnormality in which the eyes do not look in the same direction at the same time. Option D is incorrect because pink eye or conjunctivitis is an eye abnormality in which both eyes are swollen and are red or pink in color.

Competency 008—The teacher of students with visual impairments, including students with additional disabilities, understands how to plan and organize instruction, based on assessment, in a variety of learning environments to facilitate students' acquisition of concepts and skills, including concepts and skills specific to visual impairment.

44. Which of the following tools must be adapted for Christopher's use in his honors science course?

Anatomical models
Topographic maps
Graduated cylinders
Telescopes

Enter to expand or collapse answer.Answer expanded: Option C is correct because the graduated cylinder needs raised line markings at appropriate liquid-level intervals to enable Christopher to effectively measure the contents of the beaker. Option A is incorrect because anatomical models are not used in chemistry courses. Option B is incorrect because topographic maps are not used in chemistry courses. Option D is incorrect because telescopes are not used in chemistry courses and are not adaptable to use by a person who is blind or visually impaired.

Questions 45–50 refer to the following information.

Use the information in the case study to answer the questions that follow.

Richard was recently blinded due to a traumatic brain injury (TBI) accident that occurred during his eighth-grade year. He was assigned to TVI Mr. Tyne's caseload for his ninth-grade year. Mr. Tyne immediately performed a Learning Media Assessment (LMA) to determine and document the sensory channels that Richard utilizes and the literacy learning media that will be best for him.

Summary of Key Findings from Richard's LMA

Richard is a 14-year-old student who was recently blinded by an accident. He is otherwise healthy and was functioning on a normal eighth-grade level before the accident. He will start his first year at the local high school in August.
Richard is exhibiting signs of depression associated with the loss of his vision, and he is unable to pursue the activities, such as sports, that he enjoyed before the accident. He is also struggling academically for various reasons.
Prior to the accident, Richard was reading and writing on grade level. Because of the accident, he can no longer access print materials to acquire information.
Richard uses a combination of auditory and tactual sensory channels for learning. Based on objective documentation, his primary sensory channel is auditory and his secondary sensory channel is tactual.
Richard demonstrates a good potential for learning to read and write braille.
Richard's listening comprehension skills are a clear strength.
Richard is currently dependent on his friends to get to and from classes. He is receiving orientation and mobility (O&M) services and is learning to use a white cane.

Competency 007—The teacher of students with visual impairments, including students with additional disabilities, uses assessment data and other information to make service and programming recommendations and to develop students' individualized plans (IEPs and IFSPs).

45. Which of the following is the most appropriate way for Mr. Tyne to introduce Richard to the braille code?

Acclimating Richard to the orientation of the braille cell and various dot locations
Giving Richard cards with brailled names for household objects to encourage daily reading of the braille code
Increasing Richard's tactual sensitivity and discrimination skills by matching raised line drawings to actual objects
Having Richard use alphabet flash cards until he can successfully identify each letter of the braille alphabet

Enter to expand or collapse answer.Answer expanded: Option C is correct because the first step in teaching braille to an older student without any previous instruction is to build tactual discrimination and finger sensitivity skills. Options A, B, and D are incorrect because they presume the student has developed the discrimination skills needed to read and produce braille.

Competency 013—The teacher of students with visual impairments, including students with additional disabilities, promotes development of the concepts and skills needed for independent living and for learning to travel safely, confidently and efficiently in a variety of environments.

46. Which of the following is the most appropriate way for Mr. Tyne to help Richard and his parents deal with recent concerns and emotions related to Richard's loss of vision?

Focusing on braille instruction because of the amount of time needed for Richard to become fluent
Working with an orientation and mobility (O&M) specialist to teach strategies that will help Richard regain physical independence
Administering the Patient Health Questionnaire (PHQ) to determine the impact of Richard's emotional distress
Referring Richard to the school counselor to assess his physiological state and refer him to a professional

Enter to expand or collapse answer.Answer expanded: Option B is correct because having an orientation and mobility (O&M) specialist teach Richard how to regain the ability to move around independently is likely to help improve his self-efficacy and reduce his frustration. Option A is incorrect because learning braille will not help Richard regain his ability to move around by himself. Option C is incorrect because administering the questionnaire is beyond a TVI's professional scope and should be left to a health-care professional. Option D is incorrect because such evaluation is beyond the scope of a school counselor's job.

Competency 014—The teacher of students with visual impairments, including students with additional disabilities, fosters students' awareness of career and vocational opportunities, promotes students' ability to set and work toward realistic personal goals and assists students in learning to manage transitions in their lives.

47. Which of the following is the most important way that Mr. Tyne can foster Richard's awareness of suitable career and vocational opportunities?

Listing in Richard's IEP the basic employment skills he needs to master
Placing Richard in contact with community service organizations
Encouraging Richard to participate in the development of his transition plans
Providing Richard with access to role models with visual impairments

Enter to expand or collapse answer.Answer expanded: Option D is correct because having role models with visual impairment is known to promote learning, personal growth, and self-confidence in students with visual impairment. Option A is incorrect because students can be exposed to work skills in high school but are unlikely to master them. Option B is incorrect because it does not specify any organizations that can help students with visual impairment transition successful into the community. Option C is incorrect because before Richard can effectively participate in his transition plan, he needs to know what opportunities are available to him.

Competency 015—The teacher of students with visual impairments, including students with additional disabilities, knows how to establish partnerships with other professionals, paraprofessionals, service providers and organizations to enhance learning opportunities for students with visual impairments.

48. With the collaboration of Mr. Tyne and the physical education teacher, Richard can most quickly become independent and adept at which of the following basketball skills?

Free throwing
Dribbling
Passing
Jumping

Enter to expand or collapse answer.Answer expanded: Option B is correct because students who are visually impaired can become very skilled at stationary basketball-handling routines related to dribbling, because stationary routines do not involve running, passing, or catching. Options A, C, and D are incorrect because they involve knowing where one is in relation to other players who are likely to be moving. Richard can be taught such skills, but he needs additional training and practice in using verbal cues to execute the skills successfully.

Competency 005—The teacher of students with visual impairments, including students with additional disabilities, understands the process of functional vision/learning media assessment, is familiar with a wide range of formal and informal assessments, understands how to adapt assessments for students with visual impairments and applies appropriate procedures for administering assessments.

49. Which of the following is the most appropriate technology for Mr. Tyne to use to assess Richard's achievement in end-of-year courses requiring the composition of an essay?

A personal scribe
A braillewriter
A mouse and keyboard
A voice-recognition application

Enter to expand or collapse answer.Answer expanded: Option D is correct because voice-recognition software turns a test taker's spoken words into text that can be read back to the test taker and read on the screen by an evaluator. Option A is incorrect because using a scribe is too time consuming given that voice-recognition software is readily available. Option B is incorrect because Richard is not an adept user of a braillewriter. Option C is incorrect because Richard cannot see what he writes using a keyboard and mouse, and thus he cannot edit or proof his writing.

Competency 016—The teacher of students with visual impairments, including students with additional disabilities, collaborates and communicates effectively with families to enhance students' ability to achieve desired learning outcomes.

50. Which of the following is the most appropriate way for Mr. Tyne to work with Richard's parents to assist them in participating in their child's education?

Explaining the importance of their taking a proactive stance in developing Richard's IEP goals at ARD committee meetings
Putting them in contact with parents of students with visual impairments to promote community awareness of blindness
Providing them with a list of in-state resources that they can access to get help with public and private accommodations
Detailing the modifications and accommodations for Richard that will satisfy federal and state laws regarding Free Appropriate Public Education (FAPE)

Enter to expand or collapse answer.Answer expanded: Option A is correct because by being proactive at ARD committee meetings, Richard's parents can participate in defining and evaluating his educational goals on an ongoing basis. Options B, C, and D are incorrect because they do not actively involve Richard's parents in setting or monitoring his learning goals.

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Contents

Sections

Preparation Manual

Section 4: Sample Selected-Response Questions
Visually Impaired (182)

Domain I—Understanding Students with Visual Impairments

Competency 001—The teacher of students with visual impairments, including students with additional disabilities, demonstrates knowledge of the human visual system, including diseases and disorders that affect vision, and uses this knowledge to respond to individual student's needs.

Competency 003—The teacher of students with visual impairments understands the effects of additional disabilities, including deafblindness, on children's development and learning.

Competency 004—The teacher of students with visual impairments, including students with additional disabilities, understands how a variety of factors, including physical, environmental and social factors, may affect students with visual impairments.

Domain II—Assessment of Students with Visual Impairments

Competency 007—The teacher of students with visual impairments, including students with additional disabilities, uses assessment data and other information to make service and programming recommendations and to develop students' individualized plans (IEPs and IFSPs).

Domain III—Fostering Student Learning and Development

Competency 009—The teacher of students with visual impairments, including students with additional disabilities, knows how to foster the development of students' communication and literacy skills.

Competency 010—The teacher of students with visual impairments demonstrates knowledge of the academic curriculum and modifies lessons and materials to facilitate students' development of subject matter skills and concepts and problem-solving skills.

Domain IV—Professional Knowledge

Competency 016—The teacher of students with visual impairments, including students with additional disabilities, collaborates and communicates effectively with families to enhance students' ability to achieve desired learning outcomes.

Multiple-Competencies Passages

Competency 004—The teacher of students with visual impairments, including students with additional disabilities, understands how a variety of factors, including physical, environmental and social factors, may affect students with visual impairments.

Competency 010—The teacher of students with visual impairments demonstrates knowledge of the academic curriculum and modifies lessons and materials to facilitate students' development of subject matter skills and concepts and problem-solving skills.

Competency 009—The teacher of students with visual impairments, including students with additional disabilities, knows how to foster the development of students' communication and literacy skills.

Competency 013—The teacher of students with visual impairments, including students with additional disabilities, promotes development of the concepts and skills needed for independent living and for learning to travel safely, confidently and efficiently in a variety of environments.

Competency 009—The teacher of students with visual impairments, including students with additional disabilities, knows how to foster the development of students' communication and literacy skills.

Competency 004—The teacher of students with visual impairments, including students with additional disabilities, understands how a variety of factors, including physical, environmental and social factors, may affect students with visual impairments.

Competency 006—The teacher of students with visual impairments, including students with additional disabilities, knows how to interpret scores, reports and other formal and informal assessment data and communicates those results in oral and written reports.

Competency 001—The teacher of students with visual impairments, including students with additional disabilities, demonstrates knowledge of the human visual system, including diseases and disorders that affect vision, and uses this knowledge to respond to individual student's needs.

Competency 001—The teacher of students with visual impairments, including students with additional disabilities, demonstrates knowledge of the human visual system, including diseases and disorders that affect vision, and uses this knowledge to respond to individual student's needs.

Competency 006—The teacher of students with visual impairments, including students with additional disabilities, knows how to interpret scores, reports and other formal and informal assessment data and communicates those results in oral and written reports.

Competency 007—The teacher of students with visual impairments, including students with additional disabilities, uses assessment data and other information to make service and programming recommendations and to develop students' individualized plans (IEPs and IFSPs).

Competency 013—The teacher of students with visual impairments, including students with additional disabilities, promotes development of the concepts and skills needed for independent living and for learning to travel safely, confidently and efficiently in a variety of environments.

Competency 004—The teacher of students with visual impairments, including students with additional disabilities, understands how a variety of factors, including physical, environmental and social factors, may affect students with visual impairments.

Competency 001—The teacher of students with visual impairments, including students with additional disabilities, demonstrates knowledge of the human visual system, including diseases and disorders that affect vision, and uses this knowledge to respond to individual student's needs.

Competency 007—The teacher of students with visual impairments, including students with additional disabilities, uses assessment data and other information to make service and programming recommendations and to develop students' individualized plans (IEPs and IFSPs).

Competency 013—The teacher of students with visual impairments, including students with additional disabilities, promotes development of the concepts and skills needed for independent living and for learning to travel safely, confidently and efficiently in a variety of environments.

Competency 016—The teacher of students with visual impairments, including students with additional disabilities, collaborates and communicates effectively with families to enhance students' ability to achieve desired learning outcomes.

Contents

Sections

Preparation Manual

Section 4: Sample Selected-Response Questions Visually Impaired (182)

Domain I—Understanding Students with Visual Impairments

Competency 001—The teacher of students with visual impairments, including students with additional disabilities, demonstrates knowledge of the human visual system, including diseases and disorders that affect vision, and uses this knowledge to respond to individual student's needs.

Competency 003—The teacher of students with visual impairments understands the effects of additional disabilities, including deafblindness, on children's development and learning.

Competency 004—The teacher of students with visual impairments, including students with additional disabilities, understands how a variety of factors, including physical, environmental and social factors, may affect students with visual impairments.

Domain II—Assessment of Students with Visual Impairments

Competency 007—The teacher of students with visual impairments, including students with additional disabilities, uses assessment data and other information to make service and programming recommendations and to develop students' individualized plans (IEPs and IFSPs).

Domain III—Fostering Student Learning and Development

Competency 009—The teacher of students with visual impairments, including students with additional disabilities, knows how to foster the development of students' communication and literacy skills.

Competency 010—The teacher of students with visual impairments demonstrates knowledge of the academic curriculum and modifies lessons and materials to facilitate students' development of subject matter skills and concepts and problem-solving skills.

Domain IV—Professional Knowledge

Competency 016—The teacher of students with visual impairments, including students with additional disabilities, collaborates and communicates effectively with families to enhance students' ability to achieve desired learning outcomes.

Multiple-Competencies Passages

Competency 004—The teacher of students with visual impairments, including students with additional disabilities, understands how a variety of factors, including physical, environmental and social factors, may affect students with visual impairments.

Competency 010—The teacher of students with visual impairments demonstrates knowledge of the academic curriculum and modifies lessons and materials to facilitate students' development of subject matter skills and concepts and problem-solving skills.

Competency 009—The teacher of students with visual impairments, including students with additional disabilities, knows how to foster the development of students' communication and literacy skills.

Competency 013—The teacher of students with visual impairments, including students with additional disabilities, promotes development of the concepts and skills needed for independent living and for learning to travel safely, confidently and efficiently in a variety of environments.

Competency 009—The teacher of students with visual impairments, including students with additional disabilities, knows how to foster the development of students' communication and literacy skills.

Competency 004—The teacher of students with visual impairments, including students with additional disabilities, understands how a variety of factors, including physical, environmental and social factors, may affect students with visual impairments.

Competency 006—The teacher of students with visual impairments, including students with additional disabilities, knows how to interpret scores, reports and other formal and informal assessment data and communicates those results in oral and written reports.

Competency 001—The teacher of students with visual impairments, including students with additional disabilities, demonstrates knowledge of the human visual system, including diseases and disorders that affect vision, and uses this knowledge to respond to individual student's needs.

Competency 001—The teacher of students with visual impairments, including students with additional disabilities, demonstrates knowledge of the human visual system, including diseases and disorders that affect vision, and uses this knowledge to respond to individual student's needs.

Competency 006—The teacher of students with visual impairments, including students with additional disabilities, knows how to interpret scores, reports and other formal and informal assessment data and communicates those results in oral and written reports.

Competency 007—The teacher of students with visual impairments, including students with additional disabilities, uses assessment data and other information to make service and programming recommendations and to develop students' individualized plans (IEPs and IFSPs).

Competency 013—The teacher of students with visual impairments, including students with additional disabilities, promotes development of the concepts and skills needed for independent living and for learning to travel safely, confidently and efficiently in a variety of environments.

Competency 004—The teacher of students with visual impairments, including students with additional disabilities, understands how a variety of factors, including physical, environmental and social factors, may affect students with visual impairments.

Competency 001—The teacher of students with visual impairments, including students with additional disabilities, demonstrates knowledge of the human visual system, including diseases and disorders that affect vision, and uses this knowledge to respond to individual student's needs.

Competency 007—The teacher of students with visual impairments, including students with additional disabilities, uses assessment data and other information to make service and programming recommendations and to develop students' individualized plans (IEPs and IFSPs).

Competency 013—The teacher of students with visual impairments, including students with additional disabilities, promotes development of the concepts and skills needed for independent living and for learning to travel safely, confidently and efficiently in a variety of environments.

Competency 016—The teacher of students with visual impairments, including students with additional disabilities, collaborates and communicates effectively with families to enhance students' ability to achieve desired learning outcomes.

Section 4: Sample Selected-Response Questions
Visually Impaired (182)