EnVision A publication for parents and educators of children with impaired vision Spring 2005 Volume 10 Number 1 New Issues in Assessment for Children with Visual Impairments Mary Ann Lang, PhD The National Agenda for the Education of Children and Youths with Visual Impairments, Including Those with Multiple Disabilities (Corn, Hatlen, Huebner, Ryan, Siller, 1995) is a grassroots effort to change the way visually impaired and blind children are being educated. "Assessment of students ... conducted, in collaboration with parents, by personnel having expertise in the education of students with visual impairments" is the sixth of the ten main goals of the National Agenda. In this issue of EnVision, we delve further into this goal by first featuring an article by Barbara Henderson from the American Printing House for the Blind about new perspectives on assessment. In her overview, she references two other articles from this issue: Dr. Carol Allman's summary of what one really needs to know about statewide assessment programs and Dr. Jane Erin's preliminary findings from her study on the effects of testing medium on assessment test performance. With technology now an integral part of everyday schooling, Glenda Such presents a guide to technology assessment for parents of children with visual impairments. And, completing EnVision's coverage of assessment, Dr. Kathy Boisvert examines how to make assessment more enjoyable for preschoolers. References Corn, A. L., Hatlen, P., Huebner, K. M., Ryan, F., Siller, M. A. (1995). The national agenda for the education of children and youths with visual impairments, including those with multiple disabilities. NY: American Foundation for the Blind In This Issue - New Perspectives on Assessment of Students Who Are Blind or Visually Impaired - What You Really Need to Know About Statewide Assessment Programs: Inclusion of Students with Visual Impairments - The Effects of Testing Medium on Test Performance: A Study in Progress - A Guide to Technology Assessment for Parents of Children with Visual Impairments - Making Assessment More Enjoyable for Preschool Children (page 1 Banner) Visit the "Children's Vision" section of www.VisionConnection.org, a one-stop, accessible resource on vision impairment and vision rehabilitation. Learn about educational options, leisure activities, toys and much more. New Perspectives on Assessment of Students Who Are Blind or Visually Impaired Barbara W. Henderson, MA Inclusion of Students with Visual Impairments in Statewide Assessment: Providing Accessible Tests With the passage of the No Child Left Behind Act (NCLB) in January 2002, statewide assessments of student achievement became more high stakes than ever before. In addition, our hopes and expectations for students with visual impairments have risen greatly. On a national level, we now recognize the importance of providing the opportunity for students who are blind or visually impaired to take tests independently, in their preferred reading medium, at the same time as their sighted peers. Carol Allman, in her article appearing in this issue, discusses the roles and responsibilities of various stakeholders in state assessment and accountability programs. Increasingly, individual states have begun including students with disabilities in their assessment and accountability programs, but figuring out how to do that has not been simple. Stumbling blocks that states have encountered in ensuring timely delivery of tests and practice tests in accessible formats include the following. - Larger numbers of qualified braille transcribers are needed to handle the work load. - More lead time is needed to prepare accessible test formats. - More money needs to be budgeted for accessible tests. - Arrangements for accessible formats are often not included in contractual agreements with test publishers and other vendors. In response to these and other challenges, the American Printing House for the Blind (APH) has formed an entire department dedicated to assisting states and individuals in meeting the assessment needs of persons who are visually impaired. To read about the Accessible Tests Department at APH, refer to http://www.aph.org/tc/index.html. (sidebar) On a national level, we now recognize the importance of providing the opportunity for students who are blind or visually impaired to take tests independently, in their preferred reading medium, at the same time as their sighted peers. Universal Design: Building Accessible Tests from the Ground Up One of the most popular catch phrases in curriculum development today is "universal design," and the term has been applied to assessment as well. "Universally designed assessments are designed and developed from the beginning to allow participation of the widest possible range of students, and to result in valid inferences about performance for all students who participate in the assessment." (Thompson et al, 2002). However, care must be taken to avoid a "one size fits all" mentality. "Universally designed assessments are not intended to eliminate individualization, but they may reduce the need for accommodations and various alternative assessments by eliminating access barriers associated with the tests themselves." (Thompson et al, 2002) The American Printing House for the Blind has provided workshops for department of education staff and publishers in order to promote the idea of building accessible tests from the ground up. For more information, refer to the Accessible Tests Department Services brochure at http://www.aph.org/tc/services.pdf. Collaborative Assessment Collaborative Assessment, written by staff at the California School for the Blind and published by the American Foundation for the Blind (AFB), shows how close collaboration among members of the assessment team enriches and ensures the effectiveness of the assessment process. This "must have" book discusses topics useful to educators, families, administrators, and related personnel who are involved in performing educational assessments. "Collaboration is of paramount importance in the assessment process in [these cases], since no one discipline or specialty has all of the tools necessary to understand a student." (Retrieved 12-14-04 from the AFB web site at http://www.afb.org/section.asp?Documentid=1923) Scientifically Based Research (SBR) Though not a new concept, emphasis upon scientifically based research as applied to education has experienced a revival. The US Department of Education has produced guidelines for the application of rigorous research methodology in the development of educational programs and future studies. SBR has been defined as "persuasive research that empirically examines important questions using appropriate methods that ensure reproducible and applicable findings." (Beghetto, 2003) Research with important implications for assessment of persons who are visually impaired is currently being undertaken. The long awaited studies are for the most part a result of partnerships between organizations in the visual impairment field, research entities, and universities, all of whom recognize and support the need for new and continued research. Best Practices in Audio Description The combined efforts of organizations in the visual impairment field and several well-known research organizations will result in "standards" for best practice in audio description of complex mathematical and scientific materials. The Alphabetic Braille and Contracted Braille Study (ABC Braille Study) In the US and Canada, seven universities, two organizations, a special school, and an education agency have joined forces to conduct a five-year study that is exploring whether children will have better literacy outcomes having learned uncontracted or contracted braille. This study will also look at how the choice of code may have an impact on such factors as the number of materials available to children in braille, the social environment of learning to read, and how parents respond to their children as a result of the code being learned. Comparability and Validity Studies Several major test publishers are carrying out studies to determine comparability and validity of paper and pencil tests when produced in braille or large print, computer administered format, audiocassette or recorded format, and/or foreign languages. Tactile Graphics Study: Development of Needed Standards The Braille Authority of North America (BANA) will soon publish its findings during a study carried out in collaboration with entities in Canada. The report will include a section on standards for design of tactile graphics in testing materials. The Effects of Testing Medium on Test Performance Finally, in her article in this issue, Jane Erin reports the preliminary results of a very recent study, still underway, which examines the effect of test medium on test performance. The study also looks at the test takers' perceptions of their own performance when using a particular medium. Computer Based Testing (CBT) The next frontier in assessment is computer-based testing. The idea of tests delivered via computer is not new, but the notion of ensuring that CBT is accessible to users of special technology is just gaining momentum. As of January 2004, at least 12 individual states had embarked upon a project to administer their statewide tests on computer to all students, including those with disabilities. The biggest challenge these states are facing is how to make sure students with visual impairments and other disabilities can take tests on a computer independently and with the same accommodations they receive in the classroom. "The question is no longer whether assessment must incorporate technology. It is how to do it responsibly, not only to preserve the validity, fairness, utility, and credibility of the measurement enterprise but, even more so, to enhance it." (Bennett, 2002) References Allan, J.M., Bulla, N. & Goodman, S.A. (2003). Test access: Guidelines for computer-administered testing. American Printing House for the Blind: Louisville, KY. Availablefrom http://www.aph.org. Allman, C. (2004). Test access: Making tests accessible for students with visual impairments - A guide for test publishers, test developers, and state assessment personnel (2nd edition) Louisville, KY: American Printing House for the Blind. Available from http://www.aph.org. Beghetto, R. (2003). Scientifically based research. ERIC Digest 167, April 2003. Bennett, R.E. (2002). Inexorable and inevitable: The continuing story of technology and assessment. Journal of Technology, Learning and Assessment, 1 (1). Available from http://www.jtla.org. Goodman, S.A. & Wittenstein, S.H. (Eds.) (2003). Collaborative assessment: Working with students who are blind or visually impaired, including those with additional disabilities. New York, NY: AFB Press. Thompson, S.J., Johnstone, C.J., & Thurlow, M. L. (2002). Universal design applied tolarge scale assessments (Synthesis Report 44). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved 12-15-04, from the World Wide Web http://education.umn.edu/NCEO/OnlinePubs/Synthesis44.html Thompson, S., Blount, A. & Thurlow, M. (2002). A summary of research on the effects of test accommodations: 1999 through 2001. NCEO Technical Report 34. Minneapolis, MN: National Center on Educational Outcomes. Retrieved 12-15-04, from the World Wide Web http://education.umn.edu/nceo/OnlinePubs/Technical34.htm Tindal, G. (1998) Models for understanding task comparability in accommodated testing. Council of Chief State School Officers (CCSSO). State Collaborative on Assessment and Student Standards. Assessing Special Education Students (ASES) - Study Group III. Retrieved 12-15-04 from the World Wide Web http://education.umn.edu/NCEO/OnlinePubs/Accomm/Task_Comparability.htm Barbara W. Henderson, MA, Test and Assessment Project Leader, Accessible Tests Department, American Printing House for the Blind, Louisville, KY (sidebar) The biggest challenge ... is how to make sure students with visual impairments and other disabilities can take tests on a computer independently and with the same accommodations they receive in the classroom. What You Really Need to Know About Statewide Assessment Programs: Inclusion of Students with Visual Impairments Carol Allman, PhD The educational community has embraced quality learning and assessment for all students, primarily due to legislation and community demands regarding accountability. All students are expected to progress in the educational setting and this progress is assessed on a frequent basis at the national, state, and local level. Legal Implications Federal and many state laws require that all students be assessed through assessment programs using appropriate accommodations. By the school year 2005-06, states will be required to assess all students' progress annually in mathematics and reading in grades three through eight and once during grades nine through 12. In addition, by 2007-08, states will be required to assess all students' progress in science, at least once during grades three through five, six through eight, and 10 through 12. Federal legislation also requires that each student with a visual impairment have an Individual Education Program (IEP) that describes accommodation needs and addresses assessment concerns. This IEP is basically a blueprint for the student's education and addresses the special needs of that student. (Allman, 2004) Satisfying these federal requirements requires careful attention to making tests accessible for students with visual impairments. This means assuring that regular print is readable with or without magnification devices and that braille, tactile graphics, large print, audio formats, and computer-based formats are available as indicated on each student's IEP. Societal Implications Education is intended to provide students with the opportunity to develop into lifelong learners and become happy and valued citizens who function independently and contribute to society. Students with visual impairments are entitled to the same education as all other students and to have these same goals. This entitlement brings with it some special educational considerations and responsibilities that must be addressed for each student with a visual impairment. Educational Implications - Students with visual impairments must have the opportunity to learn all academic curriculum areas using the appropriate accommodations "to level the playing field" of learning. - Students with visual impairments need special skill area learning in order to access academic curriculum areas. Special skills include, but are not limited to, reading and writing in the preferred medium (i.e. braille, print, or audio); training in special braille codes including Nemeth and foreign languages; test taking skills including page orientation, exposure to practice test materials, and learning independent use of special equipment (i.e. calculators, protractors, rulers); and reading and producing graphic materials. - All educational materials must be provided in quality formats at the same time that regular print materials are made available to students. - Assistive technologies must be evaluated for each individual student and made available as appropriate. - Testing materials, including practice materials, must be available in the desired media. These media must be quality material provided in a timely fashion. - Quality, trained staff must be available for instruction of students with visual impairments. State and Local Responsibilities Each state and local education agency has specific responsibilities related to statewide assessment of students with visual impairments. State education agencies must: - have access to persons with expertise in visual impairments for all aspects of test development and implementation; - ensure that test development and implementation contracts contain provisions for accessible media and accommodation use, and that timelines for production of accessible tests and practice test materials are considered. (Allman, 2004) Local education agencies must: - know which accessible tests and accommodations are needed in their school district; - ensure that accessible tests are ordered in a timely fashion from the state education agency; - prepare test proctors for administering tests in accessible formats; - ensure that test administration settings are available so that accommodations can be implemented as appropriate; - have access to persons with expertise in braille for the transcription of student answers in braille; - ensure that test materials are available on the day of the test and that any special devices (i.e. talking or large print calculators, braille or large print rulers) are included in the testing packet as needed; - provide opportunities for teachers and test administrators to give input about the testing implementation so that necessary changes can be made for future test administrations. Parental Responsibilities Parents have specific responsibilities in assuring that their child is included appropriately in assessment programs. These responsibilities include: - maintaining a positive attitude about testing and understanding that testing is a vital part of education; - attending the IEP meeting to ensure that accommodations are appropriately addressed, that the assessment plans for their child are discussed, and that instruction in special skill areas is included on the IEP; - checking throughout the school year to ensure that special skill areas are being addressed and that their child is receiving appropriate academic training in the appropriate academic curriculum; - encouraging their child to participate in all academic activities and supporting the learning of special skill areas in the home. Armed with information on statewide assessment programs, educators and parents have specific responsibilities related to ensuring that students with visual impairments are appropriately included in statewide assessment programs. Resources The American Printing House for the Blind recently established a new department called the "Accessible Tests Department" for the purpose of assuring that testing materials are accessible for use by students with visual impairments. Visit http://www.aph.org/tc/index.html to view the Accessible Tests Department section for a multitude of resources and links to other test related organizations. References Allman, C. (2004). Making tests accessible for students with visual impairments: A guide for test publishers, test developers, and state assessment personnel. Louisville, KY: American Printing House for the Blind. Carol Allman, PhD, Consultant for American Printing House for the Blind, Accessible Tests Department (sidebar) Education is intended to provide students with the opportunity to develop into lifelong learners and become happy and valued citizens who function independently and contribute to society. Students with visual impairments are entitled to the same education as all other students and to have these same goals. The Effects of Testing Medium on Test Performance: A Study in Progress Jane N. Erin, PhD Visually impaired students often take tests that are administered orally, either by a human reader, via audiotape, or via speech access to a computer. Oral administration is often a faster way of giving an exam to a visually impaired student, and sometimes the student prefers this method. It may be used because the instructors have not had time to prepare the exam in the student's reading medium, because it is faster, or because the exam contains graphic materials that cannot be accurately represented tactually. Professionals sometimes assume that oral testing is equivalent to print or brailled testing. However, research data does not exist to verify or refute this assumption. Literature that explores oral testing with visually impaired students has mainly looked at testing speed, but there has been no investigation into possible differences in test performance based on the medium in which the test is given. At the University of Arizona, we have undertaken a study to compare the performance and speed of tests taken by blind, sighted, and low vision students in different formats. With support from the American Printing House for the Blind, we identified 10 blind, 10 sighted, and 10 low vision high school students who agreed to take a series of six tests on content from an 8th grade social studies textbook. Participants, who received $100 for participation, were drawn from three states (Arizona, Tennessee, and Iowa). To qualify, they needed an 8th grade or above reading level. Four participants were students at a residential school, while the rest were public school students. Study Procedures Students were given text chapters in their preferred reading medium from an 8th grade reading level social studies book. Graphic materials were removed from all of the chapters so that participating students read only text, in order to assure comparability between blind and seeing students. Each week they were asked to read independently a designated chapter at home as if they were studying for a school test. The following week, subjects were tested with 20 multiple choice and 20 short answer items designed to reflect a similar level of cognitive challenge across the six tests. Three tests for each subject were administered in the student's primary reading medium, and three tests were orally administered. Test medium varied so that students received auditory and print/braille trials in different sequences. A researcher from the project or a paid assistant at the school site administered the tests so that they could be given at approximately the same time each week. No time limit was established for test completion, but the time needed to complete the tests was recorded for each participant. Each student was interviewed after the testing sessions regardingtheir preferred medium for testing and why they had that preference. Progress to Date Though data analysis is not yet completed for the study at this time, a few early findings have emerged from the interview materials and examination of test scores. Preliminary findings are summarized here, but they should be interpreted with caution since they are based on data from only seven blind students, 10 low vision students, and nine sighted students. Statistical comparisons have not yet been applied. - Almost all participants in the three groups preferred to be tested in their written medium (braille or print) rather than orally. One low vision student had no preference, and one blind student preferred auditory testing, but the remaining students preferred to have a written version of the test. - Not all students scored best in their preferred medium. Some students did better when tested orally rather than in their written medium. This suggests that students need more information about testing outcomes when they are tested in different ways. They may choose a medium for reasons of social acceptability or convenience, but their chosen medium may not result in the best scores. - Blind students took more time to take tests, but their scores were about 20% higher than low vision students. This finding should be interpreted with caution because only seven blind students have completed the study, as compared to 10 low vision students.However, it provides a reminder that time savings may not relate to strong outcomes. These early impressions of test results suggest that testing medium should be carefully considered on an individual basis. A student's preferred test medium may not be the fastest or the most successful medium. Teachers who are working with students who are college-bound should document aspects of test performance so that the student can enter college with information to identify the best testing medium for each situation. Test selection based only on convenience or speed may disadvantage the student who wants to perform well on a test. Jane Erin, PhD, Professor, Special Education, University of Arizona, Tucson, AZ Author's Note It is anticipated that the data analysis for this study will be completed in the summer of 2005. Individuals who would like to receive a more complete report should contact the author at that time at jerin@u.arizona.edu. (sidebar) These early impressions of test results suggest that testing medium should be carefully considered on an individual basis ... Test selection based only on convenience or speed may disadvantage the student who wants to perform well on a test. A Guide to Technology Assessment for Parents of Children with Visual Impairments Glenda V. Such, Med When an assessment is scheduled to determine the technology needs of your child, know that you can take several steps to assist in the process. If your child has vision, make sure to schedule a low vision exam for your child before the technology assessment. Your child should then bring to the technology assessment whichever devices the low vision doctor has recommended. Listing Your Child's Technology Needs Prior to a technology assessment appointment, make a list of (1) the things your child needs to do on the computer, and (2) the things your child can already do on the computer. When creating the list, don't just consider academic activities but also think in terms of recreation tasks and personal growth. Ask parents of non-visually impaired children of the same age what their children do on the computer and include these items on your list before coming to the assessment. Do not exclude tasks which, in your opinion, a visually impaired or blind child would never be able to perform on a computer. Let the assessor find solutions or alternatives to allow your child to perform these tasks. During the assessment process, the technology specialist will determine: - if your child can effectively use print, or if your child desires to use print; - what size monitor is necessary for your child to see; - what size print is necessary for your child to see; - what color contrast is necessary for your child to see; - whether your child needs speech output to accompany large print; - whether your child requires only speech output, or; - whether your child needs braille output. Typing Evaluation The specialist will also look at how your child types. Touch-typing is preferred for all children and it is essential for children who cannot see the keys on the keyboard. However, for those children who can see large print but who cannot touch type, large print overlays for the keys called Zoom Caps are often recommended until the child learns to touch type. In preparation for the typing evaluation and to teach your child to touch type on the computer, you can purchase learn-to-type programs written specifically for people who are blind or visually impaired. Talking Typer sold by the American Printing House for the Blind is one such example. After determining your child's typing skill, the specialist will look at the core of your child's needs usually by asking your child to type a document or type simple letters on a screen. If your child is at an age when he or she does not yet know how to type words, the specialist will observe the child typing any key on the keyboard and see if the letter can be identified. The goal behind this activity is to determine if your child can see the print on the screen, and at what size and from which distance the print can be seen. Viewing Images The next activity usually entails asking if the child can see graphics or pictures on the screen. The technology specialist will present images and ask your child to identify the objects at various sizes and polarities (colors) in order to determine the magnification needs for this task, as well as the typing task discussed previously. Using Speech Output If your child has no vision, the focus of the assessment will be on whether your child can understand the speech formats being used in both of the tasks mentioned above. The assessor will take into consideration what works best for your child in terms of the type of speech (female, male, or child voice), pitch, tone, volume, and the rate of speech spoken. Access to the Internet during the Assessment At this point in the assessment, you could introduce the list of tasks that your child needs or wants to do on the computer. Ask the technology specialist to assess your child on similar tasks. One example of a task could be moving graphics such as those seen in games on the Internet. Another task could be playing games designed for people who are blind. A good technology specialist should be able to simulate such activities and then assess what your child would need to access and perform those activities. All technology specialists should be able to access the Internet. If the specialist is at a loss for sites to use to evaluate game type activities on the Internet, VisionConnection (www.visionconnection.org) has a section on recreation and games for the blind. For children with low vision, Zeek's Games Kids Domain (games.zeeks.com) has games that will enlarge with ZoomText, a print enhancing/large print program. Note Taking Assessment During the assessment, your child must be assessed for his or her ability to take notes. The assessor can help with note-taking skills in order to: - enable your child to reference particular information at a future time, - allow quick access to very specific sections of notes, and - create notes that are consistently accurate and legible. Taking Your Child's Prognosis into Consideration Most technology specialists have been informed of your child's visual pathology and prognosis before the assessment. This helps them to understand what may be interfering with your child accessing the computer screen in a standard way. It also allows them to know if your child's condition will decrease his or her ability to see print or hear speech in the future, compared to the ability level at the time of the first assessment. As the specialists consider what assistive technology to recommend, they may take your child's future prognosis into consideration. For example, if your child has a degenerative eye condition, the technology specialist may choose to add a speech component to a large print recommendation. In this instance, speech is recommended not only to decrease a child's eye fatigue as vision begins to decrease, but, more importantly, to habituate the child to use speech output as a means of access for the time when vision decreases substantially. Scheduling New Technology Assessments New assessments should be done either every three years or whenever a child's sight has changed. The exception to this is when a child moves from grade one to two, and then from two to three. At these points, the print sizes change in most programs from the larger print of children's readers to the standard adult print size. Though the print size changes on the program itself, the child may need more magnification or may need to move to speech output. Parents' Presence during Technology Assessments It is common practice that technology assessments can take place at school when the parents are not present. As your child begins school or a new grade, notify the technology specialist, and the classroom teacher, itinerant teacher, or special educator, of your desire to be present for the technology assessment. As someone who used to do technology assessments of children ages four through college age, I have seen assessments done with and without parents present. More often than not, the parents of younger aged kids (four through 12) enabled their children to give more elaborate answers than those children who did not have a parent present. Without parents present, children often answered questions such as, "Can you see this?" in response to various sizes, with shrugged shoulders or inconsistent "yeahs." On the other hand, when parents were present, children's' answers became miraculously consistent and lengthier. When children without their parents present were asked if there was anything else on the computer they would like to do other than type, most said "no" or shrugged their shoulders. When parents were present with the aforementioned list, they prompted their children to answer this question only once or twice, after which the parents, children and assessor discussed the list together. Since teenagers tend to be more expressive about their needs and opinions, they may not need as much parental guidance during assessments. Advocating for Equal Access You should be aware that assessments may possibly be denied due to lack of access to a computer. If you are told that "there is really no reason to worry" about providing computer access to your child at this time because the other children only use the computer for 15 minutes a week, do not accept this as justification for why the school should not make accommodations. If it is important enough for the other children to have 15 minutes of computer use per week, it is just as important for your child to have the same 15 minutes. What You Can Do at Home Start your child immediately on typing skills because he or she will need them for the assessment and for computer use in general. Even though it may be financially difficult, replicate the computer technology your child has access to at school for his or her use at home. This is crucial since your child will need to practice learning assistive technology so that he or she will feel as comfortable using a computer as do most other children today. Though you don't have to buy the newest and latest computer on the market, you will need to purchase or acquire assistive technology programs such as ZoomText or JAWS (a screen reader) in addition to a computer that will support these programs. To find out if your computer will support the programs your child needs, call your technology specialist and ask. If your computer is too outdated to become compatible, ask the specialist for recommendations on what to buy and from where. For your own peace of mind, know that when you buy assistive technology programs such as ZoomText or JAWS, a user-friendly manual will come with the software. In Conclusion As a parent, you have the ability to take an active role in the technology assessment of your child by notifying the appropriate people of your desire to be a part of the process. Insist on a technology assessment by a person trained in technology for the visually impaired. This is most important when your child is aged four to 12. After that age, you may find your child may oppose your attendance in this process. Glenda V. Such, MEd, Director of Computer Training Programs, Career Services, Lighthouse International (sidebar) Ask parents of non-visually impaired children of the same age what their children do on the computer and include these items on your list ... Let the assessor find solutions or alternatives to allow your child to perform these tasks. Making Assessment More Enjoyable for Preschool Children Kathy Boisvert, EdD In constructing a psychometrically valid and reliable tactile adaptation for children with visual impairments of the Boehm Test of Basic Concepts - Third Edition: Preschool (Boehm, 2001), I sought to understand assessment and its impact on children with disabilities. This new evaluation tool not only had to relate to several subject areas, but it also had to make connections with educational goals, be presented in an organized fashion, hold each child's attention throughout the assessment, and be fun for the child. Keeping It Simple One way in which I attempted to make the assessment more enjoyable was by keeping the images simple (Boisvert, 2003). If the images were somewhat familiar to the child, then he or she could focus on the question at hand. For example, if the assessor wished to know, "What shape is to the right of the circle?" (see sample below), the child would answer more easily if he or she was familiar with the shapes under consideration, even though the question related to the concept of "right," not the identification of the shape. Question: What shape is to the right of the circle? (graphic placed here) Assessment Sessions Summary In order to present a general overview of the adapted assessment tool, two children were selected for a focus group. To eliminate selection preference or bias, these children were selected at random. Student #1 The first preschool student was diagnosed with mircocornea and sclerocornea in the left eye, and nystagmus in the right eye. Visual acuity was 20/64. This child was very creative and labeled some of the images with terms that, though appropriate, I had not considered. For example, the child said that the image of a cookie with chips on it could also be a pizza; the fat pencil a crayon; the lollipop a tennis racket. Some of these new descriptions were worth considering since they could have represented items more familiar to children. As long as the descriptions did not interfere with the answering of the question, it seemed that the more information given to the child, the more accurate the assessment tool (Boisvert, 2003). Student #2 The second preschool student was diagnosed with a visual acuity of 10/40 in the left eye and 3/200 in the right. The student's classroom teacher mentioned that the child primarily used peripheral vision to explore the classroom, though this information was not written in the eye report. During the assessment process, it was clear that the child did indeed use peripheral vision to view materials. No matter where the assessment test book was placed during the session, the child had to move his head all around in order to locate the images presented. When the test book was placed on the floor, the child sat in a chair and began to answer questions using his feet to touch the correct responses. Though at first the child's answers seemed random, the student proceeded to get several correct as the assessment continued. The child's attention was short but this may have been due to eye fatigue (Boisvert, 2003). These sessions were some of the most interesting and informative because they focused my attention on the "presentation" of the materials and not simply the questions asked. General Observations The assessment process was extremely individualized and unique for each child. Some global observations discovered during the assessments were that the children: - were more than willing to participate, - seemed very comfortable during the process, and - did not demonstrate any anxiety. As a result, little or no stress seemed to enter in this assessment process. Flexibility and patience appear to have been the keys to making the assessment process a positive and enjoyable experience for each child. At the time of the sessions, the development of this assessment tool was still in the early stages. As a result, some margin of error should be considered. However, permitting each child to help guide the assessment made the sessions much more relaxed and enjoyable for all. References Boehm, A. (2001). Boehm test of basic concepts /preschool level, third edition: Examiner's manual. New York: The Psychological Corporation. Boisvert, K. (2003). An exploratory study of the development of the Boehm test of basic concepts-third edition: Preschool tactile version. (Columbia University Teachers College, 2003). UMI ProQuest Digital Dissertations, AAT 3080092. Kathy Boisvert, EdD, Integrated Preschool Teacher, Child Development Center, Lighthouse International Dear EnVision Readers, We would like to hear from you! Please email us your feedback and ideas so that we can tailor EnVision to your needs. Let us know: - what articles and features you have found useful, - how you use EnVision, - who you share EnVision with, - what you like about EnVision, and - what topics would you like to see featured in EnVision in the future. Send us an email at envision@lighthouse.org with the above information. We look forward to hearing from you and incorporating your ideas in our upcoming issues! Thank you! EnVision EnVision Cynthia Stuen, DSW Senior Vice President for Education Mary Ann Lang, PhD Vice President for International Programs Sarah Lloyd Director of Educational Publications Photos: Robert Lisack and PhotoDisc EnVision Editorial Board Mary Ann Lang, PhD, Chair Darren Albert, MD Kathy Boisvert, MA, EdM Tana D'Allura, PhD Michael Fischer, OD, FAAO Janice O'Connor, BA Norman B. Medow, MD, FACS Karen Seidman, MPA Cynthia Stuen, DSW Glenda V. Such, Med This newsletter is available in alternate formats and on our website: www.lighthouse.org. Lighthouse International Barbara Silverstone, DSW President and CEO Lighthouse International is a leading resource worldwide on vision impairment and vision rehabilitation. Through its pioneering work in vision rehabilitation services, education, research, prevention and advocacy, Lighthouse International enables people of all ages who are blind or partially sighted to lead independent and productive lives. Founded in 1905 and headquartered in New York, Lighthouse International is a not-for-profit organization, and depends on the support and generosity of individuals, foundations and corporations. Lighthouse International 111 East 59th Street New York, NY 10022-1202 Tel: (212) 821-9200 (800) 829-0500 Fax: (212) 821-9707 TTY: (212) 821-9713 E-mail: envision@lighthouse.org www.lighthouse.org (c) 2005 Lighthouse International