Issues in the educational,psychological assessment of visually impaired children

Abstract

The article discusses some problems confronting teachers and psychologists when making decisions as to how to use the currently available test procedures. It reports data gathered on three separate occasions on the performance of a group of blind and partially sighted children on the Williams Intelligence Test which is the only specialist IQ test standardized in the UK. Correlation co-efficients indicate that the test achieves very satisfactory levels of test-retest reliability. Attention is drawn to changes, including improvements, in individual scores over time that have implications for educational advisers. Some of these improvements are attributed to the widening of experiences in the physical exploration of the environment, in language opportunities, and in socialization that are due to the effects of good pre-school and early-school placements. Despite the test’s good reliability as revealed by this longitudinal study, it is suggested that the time has now come for the design and standardization of a new test incorporating current developments and thinking.

Keywords

assessment procedures blind and partially sighted children cognitive development intelligence validity and reliability

Get full access to this article

View all access options for this article.

References

Barraga, N.C. ( 1964) Increased Visual Behaviour in Low Vision Children. New York, NY: American Foundation for the Blind.

Barraga, N.C. ( 1970) Teacher’s Guide for the Development of Visual Learning and Utilization of Low Vision. Louisville, KY: American Printing House for the Blind.

Brown, D. , Simmons, V. & Methvin, J. ( 1986) The Oregon Project for Visually Impaired and Blind Pre-School Children, 3rd edn. Medford, OR: Jackson County Education Service Department.

Chapman, E.K. , Tobin, M.J. , Tooze, F.H. & Moss, S. ( 1989) Look and Think: A Handbook for Teachers. Visual Perception Training for Visually Impaired Children (5-11 years), 2nd edn, revised. London: Royal National Institute for the Blind.

Lorimer, J. ( 1962) The Lorimer Braille Recognition Test. Bristol: College of Teachers of the Blind.

Maxfield, K.E. & Buchholz, S. ( 1957) A Social Maturity Scale for Blind Pre-school Children. A Guide to its Use. New York, NY: American Foundation for the Blind.

Newland, T.E. ( 1971) The Blind Learning Aptitude Test. Champaign, Ill: University of Illinois Press.

Reynell, J. ( 1979) Manual for the Reynell-Zinkin Scales. Developmental Scales for Young Visually Handicapped Children: Part 1, Mental Development. Windsor: NFER-Nelson.

Stockley, j. & Richardson, P. (1991) Profile of Adaptive Skills. A Rating Scale for Assessing Progressive Personal and Social Development in Young People with Visual Impairment in Association with Moderate to Severe Learning Difficulties. London: Royal National Institute for the Blind.

10.

Tobin, M. J. ( 1979) ‘A Longitudinal Study of Blind and Partially Sighted Children in Special Schools in England and Wales’, Insight 1(1): 8-14.

11.

Tooze, F.H.G. ( 1962) The Tooze Braille Speed Test. Bristol : College of Teachers of the Blind.

12.

Williams, M. ( 1956) Williams Intelligence Test for Children with Defective Vision. Windsor: NFER-Nelson.