Final Exam – Low Vision 3-6

#1. In order to place the European legislative framework in educational matter:

There is a convergence from an existing and shared European model.

There is a non-existence of community policies on education.

There is a harmonization between the models of the different countries, at least regarding equality and compatibility.

All of the above are false.

#2. Analyzing the historical evolution of inclusive education in Europe, we can observe how effective measures were put in place __________ to promote inclusion, equal opportunities, and respect for differences in the classroom.

- during the 90s -

- from the year 2000 -

- during the 60s and 70s -

- from the 50s -

#3. Low vision:

Is considered as such in people with a maximum of 0.3 (30%) and a minimum of 0.1 (10%) visual acuity.

Is considered as such in people with a visual field between 30 and 10 degrees.

Shows the same symptoms and intensity in every person.

Both a) and b) are correct

#4. When speaking about persons with Albinism, you should consider that:

The only shared characteristics are a lack of pigmentation in diverse body parts and a visual impairment.

The only shared characteristic is a lack of pigmentation in diverse body parts, while visual impairment can be present or not, depending on genetics and the type of Albinism.

The only shared characteristic is a visual impairment, while the lack of pigmentation in diverse body parts can be present or not, depending on genetics and the type of Albinism.

There is no single type of Albinism, but many, so there are no shared characteristics.

#5. When speaking about persons with Aniridia, you should consider that:

It’s a rare disorder that affects the eyes, but depending on its severity and the type of genetic mutation can also have other impacts on health and the person’s overall development.

It’s a congenital genetic disorder and that only affects the eyes; the word “Aniridia” literally means “lack of iris”.

The alteration produced in the eyes refers to the lack of iris hypoplasia, but it does not impact other structures like the cornea, lens, optic nerve, or retina.

The main alteration produced in the eyes is caused in structures such as the cornea, lens, optic nerve, and retina, it has nothing to do with the iris.

#6. We define early care as:

The set of interventions aimed at children aged 0-6 years and their families.

The set of interventions aimed at children aged 0-6 years, their families, and their environment.

The set of interventions aimed at children aged 0-6 years and their environment.

The set of interventions aimed just at children aged 0-6 years.

#7. Do people with low vision have an increased development of their other senses?

Yes, innately, to compensate for their lack of sight.

When using the rest of their senses and having to focus just on them rather than on sight, they perceive more information with them and organize it better.

No, they have a lesser development of the other senses.

All of the above are false.

#8. Which of the following statements is false?

Sight allows to gather information at a distance and globally.

Sight helps to integrate all other perceptions (sound, texture, weight…) and links them together, so it helps us understand the world.

Sight only provides a partial knowledge of objects.

Children with visual impairment perceive their environment in a fragmented and not very stimulating way.

#9. What can be the cause of stereotypies or blindisms in children with low vision?

Low motivation.

An imbalance between neurological maturity (that allows them to make more movements) and a delay in mobility.

Calling for attention.

The lack of vision.

#10. Every orientation and mobility program has to:

Evaluate the child’s remaining sight, and to what extent it is usable for their training and later mobility.

Evaluate the child’s mobility and spatial knowledge capabilities.

Analyze the tasks to be taught and their sequencing, to match the needs of the student.

All of the above are correct.

#11. What is haptic perception?

The result of the association of the tactile and the kinesthetic perception systems.

Haptic perception is a system of perception, integration, and assimilation of sensations through active touching.

Haptic perception is an exploratory system, not just receptive.

All of the above are correct.

#12. Emotional development in children -both with and without disabilities- is:

Another aspect within their general development.

An element not related to the development of other areas.

The motor of development in general.

All of the above are false.

#13. The linguistic development of children with low vision:

Is similar to children with standard vision, but having to address some peculiarities.

Is the development area least impacted by low vision.

Is the development area most impacted by low vision.

Both a) and b) are correct.

#14. Which of the following aspects is relevant when choosing a toy for a visually impaired child?

For the toy to be accessible for visually impaired children, but also appealing to children without visual impairment.

For the toy to have higher and striking color contrasts.

For the toy to have reliefs, sounds, or tactile elements (shapes, textures).

All of the above are correct.

#15. We consider inclusive education as:

A synonym to school integration.

An evolution of school integration, since both share the same approach.

A new concept generated as an alternative to school integration.

All of the above are false.

#16. The development and evolution of technologies should follow the principle of:

Programs with adaptations.

Design for everyone and universal accessibility.

Everything can be adapted.

Accessible hardware.

#17. What tiflotechnological elements does the adaptation of the learning place for a student with low vision and remaining sight have?

A computer with zoom test.

It depends on the remaining sight.

Screen readers.

A tablet device.

#18. What is the digital format of documents/materials that is currently providing better answers to the educational needs of students with low vision?

.doc and .docx.

.rrt and .html.

.jpg and .tiff.

.pdf

#19. Information and communication technologies (ICTs) are a very relevant element in the inclusion of persons with visual impairment in the area(s) of:

School.

Social and labor.

Leisure.

All of the above are correct.

#20. Which of the following is not an assistive technology currently being implemented in digital classrooms of pre-primary education for students with low vision:

Smartphones.

Digital interactive board.

Tablet device.

Screen reader.

#21. Most visually impaired children have been diagnosed before reaching the second cycle of pre-primary education; but if this is not the case, which of the following persons can best detect the possible signs?

Non-teaching staff of schools.

Teachers/ tutors.

The school’s headmaster.

The psychopedagogical cabinet.

#22. Before making any decision and applying supportive or reinforcement measures for the inclusion of visually impaired children in the classroom:

A meeting with the family is to be held.

The inclusion of the child will be decided by the school’s headmaster.

An initial or previous evaluation to detect needs will be carried out.

All of the above are correct.

#23. What percentage of visually impaired students is currently attending ordinary schools?

More than 95%, as long as they have remaining sight.

More than 98%.

Less than 5%.

All students with visual impairment attend ordinary schools.

#24. A visually impaired child has a slower learning pace because:

Their cognitive development is slower.

Their perceptive channels are slower.

Their motivation is lower.

They perform all activities slower, as a precaution.

#25. Which areas are part of the specific curriculum of pre-primary students with visual disabilities?

Orientation and mobility.

Visual stimulation.

Mathematics.

Both a) and b) are correct.

#26. Which of the following Special Educational Needs (SEN) is a consequence of low vision?

The need to use technical aids to access printed materials.

The need for a training and stimulation of the remaining sight, to boost its functionality to the maximum.

The need to develop social abilities and favor social integration.

All of the above are correct.

#27. Which of the following items is not an optical aid?

Lectern.

Magnifier.

Glasses.

Magnetic board.

#28. Are technological and digital aids a curriculum access adaptation?

Yes.

No, they are curricular adaptations.

They are not a type of intervention contemplated within adaptations.

Only if the student has remaining sight.

#29. Regarding the evaluation of students with visual impairment:

It doesn’t have to be different from that of the other students.

They don’t have to be evaluated because they learn just like the rest.

They need more time in tests, since using the support materials involves a significant slowness when compared to not using them.

Their tests should have more exercises, since their technical and tiflotechnological resources give them more speed and information.

#30. If we eliminate the contents with little margin of accessibility for visually impaired students from their educational curriculum, what kind of adaptation are we carrying out?

An access adaptation.

A significant adaptation.

A non-significant adaptation.

None of the above.

#31. If we do an oral examination instead of a written one for a student with visual impairment, what kind of adaptation are we carrying out?

An access adaptation.

A significant adaptation.

A non-significant adaptation.

None of the above.

#32. When is it convenient to carry out a significant curricular adaptation?

Only when there are other linked difficulties in addition to visual deficiency.

Never for students with remaining sight.

Always.

None of the above.

#33. The context around which the educational guidelines, strategies, and actions that allow to change the reality of low vision students are structured is:

The curricular adaptations of the school.

The Plan of Attention to Diversity (PAD).

The curricular adaptations of the classroom.

Both a) and c) are correct.

#34. When does the Plan of Attention to Diversity (PAD) need to be revised?

Only once in each school, when created or implemented.

At the end of each school year.

Its development implies a constant review throughout the school year.

At the beginning of each school year.

#35. The curricular adaptations of the school are those that answer to the specific needs of students with visual impairment in terms of:

Provision of organizational and spatial resources.

Personal resources.

Resources to access the curriculum itself.

All of the above are correct.

#36. Which of the following adaptations is not considered a school curricular adaptation?

Adaptation of the area of study.

Creation of accessible Itineraries.

Adaptation of lighting.

Removal of architectural obstacles.

#37. Is controlling the noise level in the classroom a curricular adaptation of the school?

Yes.

No, a curricular adaptation of the classroom.

No, it is not an adaptation.

Yes, but only if the student has no remaining sight.

#38. Regarding the ideal placement of the visually impaired student in the classroom:

There are no differences in their placement regarding other students.

It is only necessary to consider certain general ergonomic aspects.

They will always be located closer to the teacher, to hear the auditory cues that provide them with information about their environment, even if this leads to isolation and does not favor their integration.

It will be based on their needs: near the teacher if they need to hear him/her better, near the blackboard if they need to see closer, near the window if they need more light; wherever they can better use their remaining sight and senses.

#39. The use of curricular adaptations is one of the current tendencies in Europe, and even if there are multiple models and formats, which of the following points are present in all of them?

General information of the students, specific needs of the students, academic difficulties, adaptive access measures, curricular measures, methodology, and evaluation.

General information of the students and the school, specific needs of the students, pedagogical aspects, social or family difficulties, academic difficulties, adaptive access measures, curricular measures, methodology, and evaluation.

Specific needs of the students, pedagogical aspects, social or family difficulties, academic difficulties, adaptive access measures, methodology, and evaluation.

General information of the students and the school, social or family difficulties, academic difficulties, adaptive access measures, and curricular measures.

#40. The objective of programs that work on the area of visual stimulation is:

To optimize the functionality of the useful remaining sight.

Use the techniques and skills acquired to obtain information and interpret the environment, to achieve autonomy and efficiency in all areas of daily life.

Both a) and b) are correct.

None of the above.

#1. In order to place the European legislative framework in educational matter:

#2. Analyzing the historical evolution of inclusive education in Europe, we can observe how effective measures were put in place __________ to promote inclusion, equal opportunities, and respect for differences in the classroom.

#3. Low vision:

#4. When speaking about persons with Albinism, you should consider that:

#5. When speaking about persons with Aniridia, you should consider that:

#6. We define early care as:

#7. Do people with low vision have an increased development of their other senses?

#8. Which of the following statements is false?

#9. What can be the cause of stereotypies or blindisms in children with low vision?

#10. Every orientation and mobility program has to:

#11. What is haptic perception?

#12. Emotional development in children -both with and without disabilities- is:

#13. The linguistic development of children with low vision:

#14. Which of the following aspects is relevant when choosing a toy for a visually impaired child?

#15. We consider inclusive education as:

#16. The development and evolution of technologies should follow the principle of:

#17. What tiflotechnological elements does the adaptation of the learning place for a student with low vision and remaining sight have?

#18. What is the digital format of documents/materials that is currently providing better answers to the educational needs of students with low vision?

#19. Information and communication technologies (ICTs) are a very relevant element in the inclusion of persons with visual impairment in the area(s) of:

#20. Which of the following is not an assistive technology currently being implemented in digital classrooms of pre-primary education for students with low vision:

#21. Most visually impaired children have been diagnosed before reaching the second cycle of pre-primary education; but if this is not the case, which of the following persons can best detect the possible signs?

#22. Before making any decision and applying supportive or reinforcement measures for the inclusion of visually impaired children in the classroom:

#23. What percentage of visually impaired students is currently attending ordinary schools?

#24. A visually impaired child has a slower learning pace because:

#25. Which areas are part of the specific curriculum of pre-primary students with visual disabilities?

#26. Which of the following Special Educational Needs (SEN) is a consequence of low vision?

#27. Which of the following items is not an optical aid?

#28. Are technological and digital aids a curriculum access adaptation?

#29. Regarding the evaluation of students with visual impairment:

#30. If we eliminate the contents with little margin of accessibility for visually impaired students from their educational curriculum, what kind of adaptation are we carrying out?

#31. If we do an oral examination instead of a written one for a student with visual impairment, what kind of adaptation are we carrying out?

#32. When is it convenient to carry out a significant curricular adaptation?

#33. The context around which the educational guidelines, strategies, and actions that allow to change the reality of low vision students are structured is:

#34. When does the Plan of Attention to Diversity (PAD) need to be revised?

#35. The curricular adaptations of the school are those that answer to the specific needs of students with visual impairment in terms of:

#36. Which of the following adaptations is not considered a school curricular adaptation?

#37. Is controlling the noise level in the classroom a curricular adaptation of the school?

#38. Regarding the ideal placement of the visually impaired student in the classroom:

#39. The use of curricular adaptations is one of the current tendencies in Europe, and even if there are multiple models and formats, which of the following points are present in all of them?

#40. The objective of programs that work on the area of visual stimulation is:

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