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Learners from Marginalized Group > Midterm > Flashcards

Midterm Flashcards

(70 cards)

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1
Q

impairment in vision that, even with correction, adversely affects a child’s educational performance

A

Visual Impairment

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2
Q

child primarily uses own sense of sight for learning but supplements the information received

A

Low vision

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3
Q

child who cannot process stimuli through visual system

A

Blind

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4
Q

2 types of Blind

A

Totally Blind and Functionally blind

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5
Q

Cognition and Language
Motor Development and Mobility
Social Adjustment
Explain

A
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6
Q

General Visual Impairments

A

Refractive Errors
Structural Impairments
Cortical Visual Impairments (CVI)

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7
Q

bending of light rays as they traverse the
diverse biological components of the eye

A

Refractive Errors

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8
Q

poor development of the parts of the eye,
damage or malfunction

A

Structural Impairments

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9
Q

neurological impairments

A

Cortical Visual Impairments (CVI)

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10
Q

Near sighted

A

Myopia

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11
Q

Far sighted

A

Hyperopia

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12
Q

Ident ificat ion & Assessment in Visual Impairment

A

Doctor/ General Practitioner
Optometrist
Ophthalmologist

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13
Q

ability to perceive with precision and clarity, both at close and distant lengths, in order to differentiate intricate details and forms

A

Visual Acuity

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14
Q

space in an environment that a person can see when staring directly ahead

A

Field of Vision

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15
Q

focuses on the utilization of visual abilities in daily activities

A

Clinical Low Vision Evaluation

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16
Q

offers a look at the manner the utilization of existing visual abilities to engage with the visual environment

A

Functional Vision Assessment

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17
Q

conducted to establish mode and format that the child will utilize for reading and writing
(result of LMA shall provide AEM)

A

Learning Media Assessment

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18
Q

Educational Approaches
(VI)

A

• Braille
• Orientation & Mobility
• Technological Aid
• Optical Devices
• Reading Print

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19
Q

Classroom Adjustments in VI

A

• Brightness
• Reflections
• Visibility
• Clutter
• Enlarge
• Multisensory
• Seat
• Real objects

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20
Q

Expanded Core Curriculum in VI

A

• Assistive Technology
• Career Education
• Compensatory Skills
• Independent Living Skills
• Orientation and Mobility (O&M)
• Recreation and Leisure
• Self-Determination
• Sensory Efficiency
• Social Interaction Skills

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21
Q

is an umbrella term that includes assistive and adaptive tools as well as instructional services that can enhance communication, access, and learning.

A

Assistive Technology

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22
Q

will provide students with visual impairments of all ages the opportunity to learn through hands-on experiences about jobs that they may not otherwise be aware of without the ability to observe people working.

A

Career education

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23
Q

include skills necessary for accessing the core curriculum including concept development; communication modes; organization and study skills; access to print materials; and the use of braille.

A

Compensatory Skills

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24
Q

include the tasks and functions people perform in daily life to increase their independence and contribute to the family
structure.

A

Independent Living Skills

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25
instruction enables students of all ages and motor abilities to be oriented to their surroundings and to move as independently and safely as possible.
Orientation and Mobility (O&M)
26
Being unable to observe others reduces awareness of _________ options.
recreation and leisure
27
will ensure that students with visual impairments will have opportunities to explore, experience, and choose physical and leisure-time activities, both organized and individual, that they enjoy. This instruction should focus on the development of life-long skills.
recreation and leisure skills
28
includes choice-making, decision-making, problem solving, personal advocacy, assertiveness, and goal setting.
Self-Determination
29
includes instruction in the use of vision, hearing, touch, smell, and taste. It also addresses the development of the proprioceptive, kinesthetic, and vestibular systems.
Sensory Efficiency
30
Learning to use their senses efficiently, including the use of optical devices, will enable students with visual impairments to access and participate in activities in school, home, and community environments.
Sensory Efficiency
31
Self-determination includes
choice-making, decision-making, problem solving, personal advocacy, assertiveness, and goal setting.
32
include awareness of body language, gestures, facial expressions, and personal space.
Social Interaction Skills
33
Children residing in geographically isolated, hard-to-reach areas.
Learners Living in Remote Places
34
Learners in coastal or mountainous villages with limited access to schools.
Learners Living in Remote Places
35
Students from island communities where travel to school requires boats or long walks.
Learners Living in Remote Places
36
Frequent absenteeism due to transportation or weather issues.
Learners Living in Remote Places (Characteristics)
37
Low exposure to technology and printed learning materials.
Learners Living in Remote Places (Characteristics)
38
Limited parental involvement due to livelihood demands (e.g., farming, fishing).
Learners Living in Remote Places (Characteristics)
39
Conduct community mapping and surveys to identify isolated learners.
Learners Living in Remote Places (Identification/Assessment)
40
Interview parents/community leaders regarding learner needs.
Learners Living in Remote Places (Identification/Assessment)
41
Use learner readiness checklists to evaluate gaps in prior learning.
Learners Living in Remote Places (Identification/Assessment)
42
Use modular or distance learning modes (e.g., radio-based instruction).
Learners Living in Remote Places (Educational Approaches)
43
Employ mobile teachers or learning facilitators.
Learners Living in Remote Places (Educational Approaches)
44
Develop place-based curriculum incorporating local culture and practices.
Learners Living in Remote Places (Educational Approaches)
45
Community-based Multigrade School – Allows learners to attend school without leaving their community, adjusting grade-level instruction within a single classroom.
Learners Living in Remote Places (Placement Options)
46
Alternative Delivery Modes (ADM) – Like modular learning or radio-based instruction to cater to hard-to-reach areas.
Learners Living in Remote Places (Placement Options)
47
Home-Based/Distance Learning – For learners with no physical access to schools due to terrain or weather conditions.
Learners Living in Remote Places (Placement Options)
48
– Allows learners to attend school without leaving their community, adjusting grade-level instruction within a single classroom.
Community-based Multigrade School
49
Like modular learning or radio-based instruction to cater to hard-to-reach areas.
Alternative Delivery Modes (ADM)
50
For learners with no physical access to schools due to terrain or weather conditions.
Home-Based/Distance Learning
51
Refugees or internally displaced children due to armed conflict.
Victims of War
52
Children affected by insurgencies, terrorism, or militarization.
Victims of War
53
Learners from areas under martial law or evacuation zones.
Victims of War
54
Exhibiting signs of PTSD (e.g., nightmares, anxiety).
Victims of War (characteristics)
55
Interrupted schooling and difficulty with academic reintegration.
Victims of War (characteristics)
56
Distrust of authority figures and erratic behavior in class.
Victims of War (characteristics)
57
Use trauma-screening tools (e.g., child trauma questionnaire).
Victims of War (Identification/Assessment)
58
Collaborate with humanitarian aid groups or NGOs for background information.
Victims of War (Identification/Assessment)
59
Provide psychosocial support, including play therapy or journaling.
Victims of War (Educational Approaches)
60
Create “safe spaces” in schools for decompression and self-expression.
Victims of War (Educational Approaches)
61
Use multilingual instructional materials for refugee learners.
Victims of War (Educational Approaches)
62
– Transitional classrooms inside evacuation centers.
Temporary Learning Spaces (TLS) Victims of War (Placement Options)
63
– Regular classroom with embedded mental health interventions.
Mainstream Classroom with Psychosocial Support Victims of War (Placement Options)
64
– Designed for displaced populations with multicultural and trauma informed programming.
- Community-Based Inclusive Centers Victims of War (Placement Options)
65
- ability to determine one’s location, destination and the means to reach it through assessing cues from the environment;
Orientation
66
- ability to move safely and effectively between different locations
Mobility
67
Reading and writing system adapted from the VIs
Louis Braille
68
• individualization • must be suited to address the learning efficiency and needs of the learners with VIs
Technological Aid
69
special devices aid the vision of the user to magnify objects or read letters that leads to performing tasks better
Optical Devices
70
approach magnification lenses large print
Reading print

Learners from Marginalized Group (2 decks)

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