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Descriptive Statements:
- Demonstrate knowledge of key terminology and functions of the human eye and visual systems.
- Demonstrate knowledge of key terminology and functions of areas of the brain involved in processing visual stimuli.
- Demonstrate knowledge of the terminology related to the structure, function, diseases, and conditions of the human visual system, including cerebral/cortical visual impairment (CVI).
- Demonstrate knowledge of specialized terminology commonly used in ophthalmological and optometric evaluations of visual conditions and used in determining educational programming (e.g., visual acuity, visual field, near point convergence).
- Demonstrate knowledge of types, characteristics, and uses of optical and nonoptical low-vision aids.
- Demonstrate knowledge of types and benefits of environmental adaptations (e.g., variations in lighting, positioning, size, color, contrast).
- Apply knowledge of types of low-tech and high-tech assistive technology (e.g., bold pen, handheld magnifier, screen-reading and screen magnification software, optical devices, braille transcription software, notetakers).
- Apply knowledge of methods and strategies for teaching students to access, interpret, and create printed and digital graphics of increasing complexity in visual and/or tactile forms, including maps, charts, diagrams, and tables.
- Apply knowledge of strategies and activities for teaching use of the abacus, accessible calculator, tactile graphics, adapted equipment, and appropriate technology for mathematics and science to meet individual needs of students.
Sample Item:
Which of the following situations best illustrates the principle of visual accommodation?
- Separate images seen by each eye are blended into one composite image, allowing an individual to use both eyes to see at the same time.
- The lens redirects rays of light entering the eye, allowing an individual to realign or shift an image.
- Parallel rays of light are brought into focus on the retina, allowing an individual to perceive objects outside their direct line of vision.
- The ciliary muscles of the eye contract and relax to change the shape of the lens, allowing an individual to focus at different distances.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
D. This question requires the examinee to demonstrate knowledge of key terminology and functions of areas of the brain involved in processing visual stimuli. Accommodation in the eye refers to the ability of the eyes to focus on objects that are near or far. The contraction and relaxation of the ciliary muscles cause the pupil to change size. This changes the shape of the lens, allowing one to focus; objects remain in focus as the distance changes.
Descriptive Statements:
- Demonstrate knowledge of factors that impact visual learning (e.g., age of onset of visual condition, differences in quality and quantity of incidental learning experiences and communication, visual condition).
- Demonstrate knowledge of factors related to a student's vision or visual functioning that may affect growth, development, and learning (e.g., degree of vision loss, congenital or adventitious visual condition, coexisting or multiple disabilities).
- Demonstrate knowledge of sensory input (e.g., visual, auditory, tactual) and sensory development and their implications on language, communication, and learning.
- Demonstrate knowledge of the implications of prevalent childhood visual conditions on students' physical/motor, cognitive, communication, and social-emotional domains of early development, including incidental learning gaps that affect early skills development.
- Demonstrate knowledge of the implications of visual conditions on students' development of concepts, including basic orientation, spatial, temporal, positional, directional, and environmental concepts.
- Apply knowledge of methods for promoting sensorimotor and physical skills, including posture, balance, purposeful movement, gross- and fine-motor skills, and strength.
Sample Item:
A ten-month-old child with a visual condition demonstrates minimal interest in locomotion, head control, erect posture, and intentional reach. At this age, the child's motor delays would most significantly impact their ability to:
- respond to familiar auditory stimuli.
- engage with their parents/guardians and caregivers.
- sit independently after being propped up.
- develop small muscles to aid in movement.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. This question requires the examinee to demonstrate knowledge of sensory input (e.g., visual, auditory, tactual) and sensory development and their implications on language, communication, and
learning. A baby with good head control and other purposeful and controlled bodily motions is usually ready to sit. At six months, a baby can typically sit with a little help, and by nine months, a baby can typically sit well without support. A gross motor skill delay at ten months would impact the child’s ability to sit independently.
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