Vision & Learning Flashcards
T/F: A learning disability can be a direct result of a concomitant handicap, such as sensory impairment or intellectual disability.
FALSE FALSE FALSE!!! ***important - NOT a direct result.
-Learning disabilities are direct results of CNS abnormalities
-ALL FACTORS must be ID’d and should be attempted to fix.
What law/act states that children with disabilities and their parents share the SAME legal right to a free and appropriate education as children W/O disabilities?
-It’s aged from birth-21, is evaluated by a multidisciplinary team, and ensures education will be the LEAST restrictive environment
IDEA - individuals with disabilities education act
Which document is aged 3-21, and provides an INDIVIDUAL education plan based on the child’s disabilities?
IEP - individual education plan
-states current levels of academic performance, educational needs, and specifies goals required by law —> reviewed annually.
-IFSPs exist too (Individualized family service plan) - children birth to 3
What is a psychoeducational evaluation? Who usually does it? How long does it take? What info can be acquired?
- Eval performed to determine the CAUSE of academic/behavioral problems
- certified school psychologist - 5-8 hours!!!! Appropriate referrals made afterwards (SLP, OD, Neuro, etc.) Can assess cognitive functioning too (IQ level)
Mean IQ score? Two available IQ scales? What does a FULL-SCALE IQ score indicate?
100 +/- 15
Wechsler scale (WISC) - provides VERBAL and PERFORMANCE IQs Stanford-Binet
FULL SCALE - indicative of what LEVEL of achievement you can expect from a child.
On a Wechsler IQ scale, which assess VERBAL and PERFORMANCE scales, having a lower score on WHICH scale may indicate a visual processing issue, and potentially warrant an eye exam?
PERFORMANCE scale lower than verbal by ~12-15points
-visual perceptual testing recommended.
What are the four components of ACADEMIC achievement when doing a psychoeducational eval?
Reading, writing, spelling, math
MOST COMMON CAUSE of a learning disability?
READING disability.
Reading achievement falls substantially below what’s expected given age, intelligence, and age-appropriate education.
Name the STAGES (6) of reading development, and the quick importance of each?
1) PRE-reading (birth-6) - parents read to kids
2) INITIAL reading (Preschool-Early elementary) T=”ta”
3) CONFIRMATION/FLUENCY (early elementary) -decoding, word recognition, increased vocab
4) NEW INFO (4th-8th grade) - expand vocab/background knowledge
5) MULTIPLE VIEWPOINTS (late middle-early high school) - complex
6) CONSTRUCTION/RECONSTRUCTION (late high/college) - reading for OWN needs and to create NEW knowledge.
Two eye movements used in reading? Normal “span” of each?
Fixations: 3-4 letters to the left, 9 to the right (see what’s coming up)
Saccades: avg=8 characters when reading ahead
-backward saccades/regressions: used for comprehension/verification
“Learning to read” occurs in which grades?
KEY elements NOT required at this stage? ***
Grades 1-3
ACCOMMODATION, BV NOT REQUIRED.
Focus is on VOCABULARY DEVELOPMENT; characters are large enough/few enough that accomm/bv not required.
“Reading to learn” Grades?
What becomes important (3 factors)?
Grades 4 and up
-ACCOMMODATION, BV, and OCULOMOTOR CONTROL important to prevent loss of place.
Children w/ reading difficulty/dyslexia have problems with all of the following…
- Phonological awareness (recognizing individual sounds)
- decoding (sounding out)
- encoding (spelling)
- letter reversals
- poor rapid naming
Difference b/w DYSPHONETIC and DYSEIDETIC?
DYSPHONETIC: diff. SOUNDING OUT words - but can recognize by SIGHT
DYSEIDETIC: diff. Recognizing words by VISUAL APPEARANCE - but can sound out sounds (writes Laf for laugh)
Children w/ reading disabilities have more trouble in the (Parvo/Magno) pathway?
MAGNO - quickly moving targets, low/middle SFs, MOTION.
-responsible for ORGANIZING NEXT SACCADE/erase previous fixation
