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Abstract
This paper outlines the
content and uses of In - Sight, an assessment procedure concerning higher
levels of visual functioning in partially sighted children.
How categories and items,
related to classroom tasks, were selected will be described as well as
why In - Sight is being developed. Registration of data will be mentioned.
Introduction
The Royal Institute for the
Education of Blind and Partially Sighted Children,
(KIOSB) is developing a
standardized assessment procedure to screen higher levels visual functioning
related to classroom tasks. Why? Because instruments available sofar are
mostly meant for children who are just beginning to use their limited vision.
However, many children score well on these, excellent, tests. The question
then arises which relevant data should be obtained when demands on visual
functioning increases.
How can observations of
higher visual functioning be structured? Can a visually handicapped child
come close to the visual versatility of children who have no visual impairment?
To try and answer questions
like these an analysis was made of visual components, within the eye-hand
radius, which are of importance in an educational setting, emphasizing
the variability and complexity of classroom tasks.
Target group
In - Sight is meant for visually
handicapped children, six to twelve years of age, with normal learning
capacities. The procedure is not meant for 'low vision' children with no
more than some usable residual sight. The procedure has been developed
with teachers in mind but can easily be used by other profressionals.
In - Sight is geared to
the Progress Monitoring System for Visually Handicapped Chidren which has
been set up by VISIO/KIOSB. This system not only screens visual functioning
but all the senses, as well as motor proficiency, cognition and emotional
development.
Purpose
The objective of In - Sight
is to assess progress of visual functioning over a number of years, keeping
in mind the skills of a child with normal vision.
The changing visual context
determines the level of visual functioning within each of the twelve categories.
Primarily the procedure
aims to assess what a child can do with residual vision. Many children
can do surprisingly more than initially expected.
Secondly In - Sight will
register what the child can not do, as yet.
When the child performs
well on In - Sight, it can be expected that all work to be done in the
classroom, within the eye-hand radius, should be possible without too much
of a problem.
The level of visual functioning
is measured by the use of variables, gradually becoming more complicated
as the child grows older.
The scores, together with
specific points of observation, will provide extensive information about
weaknesses and strengths of the child at a given age.
Based on these findings
it becomes clear what can be asked of a child in an educational setting.
Appropriate adaptations can then be made to facilitate visual functioning
and suitable prescriptive teaching can be considered.
Method
In - Sight rests on many
years of practical experience screening and training visually handicapped
children. Based on this experience, prerequisites for effective visual
functioning related to classroom tasks were brought into perspective.
Subsequently these findings
were incorporated in the selection of categories.
Then each category was divided
into a number of items. An item - diagram was made for each of the given
categories, in order to make it possible for the user of In - Sight to
see at a glance which aspects of visual functioning can be assessed. In
addition a matrix for structured observation was devised, because it is
felt to be essential not only to know what a child can do with residual
vision but also how he goes about a given task.
In order to register data
to be utilized, specifications were made for the lay-out of a protocol-form
and score-sheet. Next to instructions on how the items should be administered,
the reason why a particular task is important for teaching purposes has
been explained. Hopefully this will give teachers relevant background information,
thus encouraging 'diagnostic teaching'.
To make In - Sight 'fun
to do' for children, materials of interest to them, such as animals, dolls
or cars, were chosen. The work-sheets to be looked at were made by a graphic
designer, according to specifications.
Last but not least an extensive
guide for the evaluator was written. In this guide the rational and history
of the development of In - Sight are furnished as well as how and when
the instrument can and should be used. A short explanation of each category
has been added.
A 'resonance group' of experienced
teachers and child psychologists provided much appreciated feedback, focusing
on the basic concepts of the procedure.
Contents
In - Sight contains twelve
categories of visual functioning, each divided into items, graded according
to difficulty. The choice of these items was made from a practical point
of view namely: which visual skills does a child need in the classroom
within the eye-hand radius?
The instrument was divided
into three levels of visual functioning, related to chronological age,
resulting in as many age-groups. Each age-group received one of the three
colours that make up the Dutch flag:
- RED: six to eight year
old children,
- WHITE: eight to ten year
old children,
- BLUE: ten to twelve year
old children.
In - Sight includes about
a hundred items. This is felt to be necessary because it involves higher
levels of visual functioning, taking into account a large number of variables
and the age of the children concerned.
Some categories have more
numerous items than others because of their particular relevance to learning.
Which categories? Perception of detail, visual discrimination and visual-spatial
perception. This does not mean that the other categories, such as 'how
to look', colour and contrast, part-whole relationships, figure-ground
perception or picture interpretation are unimportant. And of course, two
dimensions (2D/3D), visual-motor skills, perception of symmetry and visual
closure are also an integral part of In - Sight.
Information to be obtained
from recommended observations is structured under three headings, each
with a number of points visable in the observation matrix.
- chooses spontaniously,
for instance 'viewing distance or angle'.
- completing visual task,
for instance 'ignores part of work-sheet'.
- psychological factors,
for instance 'fear or protest'.
Observations are not supposed
to be valued but should just be noted.
Visual memory was deliberately not selected as one of the categories but included with the observation - matrix, because it is felt to be of importance to all categories at hand and therefore must, in this case, not be considered seperately.
Uses
In - Sight is not meant for
'low vision' children, using the term 'low vision' as: 'residual vision
of children who are diagnosed as functionally blind'.
A guideline can be: children
who are or will be able to read print are suitable to be screened using
In - Sight. Children reading braille are not suitable. However, children
deserve the benifit of the doubt. In addition it should be remembered that
visual functioning does not always develop in a logical sequence.
In - Sight can be used in
a number of ways.
1. Extensive version. This
means all items within a certain age - group (red, white, blue) will be
screened.
2. Shortened/'Flash' version.
A suggested selection of the extensive version.
3. Impairment related: loss
of visual field; lowered contrast sensitivity; disturbed perception of
colour; nystagmus; diminished perception of detail; short viewing distance;
interpretation of visual information.
4. Progressive diseases.
To determine the effects on visual functioning.
5. Late admission to the
school. Possible choice: lower than the age of the child would justify.
6. Repeated screening. After
a period of visual training.
Difference
In - Sight differs. In what
way? The twelve assessment categories are more or less the same as the
ones used internationally. But the chosen items within these categories
are clearly different. How? Consider for instance the category perception
of detail, probably the most important component of visual functioning.
To decide on the items for this particular category, a number of questions
were asked:
- When is perception of
detail necessary?
- Which factors can influence
perception of detail?
- Which variables of detail
perception determine flexibility of skill?
As an answer to the first
question a few examples: detail as part of a given whole; on a large surface;
around a horizontal or vertical axis.
Next some examples related
to the second question: conditions of low contrast (colour or black/grey/white);
embedded detail with possible crowding effects; details without meaning.
Finally the third question:
recognition of detail despite altered appearance or distracting factors;
noticing details that are missing on the basis of visualization.
The items for all of the twelve categories were determined in similar fashion, always keeping in mind the variability and complexity of classroom tasks.
Conclusion
Effective use of vision will remain an important issue. The makers of In - Sight pursue a worthwhile 'tradition' by adding a valuable assessment procedure to the ones already available. Allthough some lines of thought obviously differ, the assumption that the use of residual vision can go far, does not.
References:
1.Barraga, N.C. & Morris,
J.E. Program to develop visual functioning. American Printing House for
the Blind. Louisville, Kentucky, 1989.
2. Blaksby, D.C. Visual
Therapy. A theoretically based intervention program.
Journal of Visual Impairment
and Blindness, 1992.
3. Corn, A.L. Instruction
in the use of vision for children and adults with low vision: a proposed
model. Re - Viuw, 1989.
4. Frere, S. Light box Activity
Guide. Level I, II and III. 1983.
5. Steendam, A.L. Cortical
Visual Impairment in Children. Royal Society of New south Wales, 1989.
6. Tobin, M.J. How non -
visual modalities can help the young visually handicapped child to succeed
in visual and other tasks. British Journal of Visual Impairment, 1996.
April 1997