HIGH STAKES ASSESSMENT

HIGH STAKES SCENARIO-BASED MULTIPLE CHOICE ASSESSMENTS

The REPA Educator Standards for Exceptional Needs—Blind or Low Vision delineate the indispensable competencies and knowledge prerequisites for educators catering to students with visual impairments in the state. These standards aim to ensure that teachers are proficient in addressing the distinctive requirements of these students and fostering their academic and practical accomplishments. The REPA standards concentrate on the educator’s capacity to establish inclusive learning settings, deliver specialized instruction, and employ assistive technology and resources to enhance the learning process.

Key areas covered under these standards include:

Foundations of Blindness and Low Vision:

Understanding the impact of blindness or low vision on learning and development.

Familiarity with the causes, characteristics, and classifications of visual impairments.

Assessment and Individualized Education Programs (IEP):

Conducting functional vision assessments, including the use of tools like the Learning Media Assessment (LMA) and Expanded Core Curriculum (ECC).

Collaborating with multidisciplinary teams to create and implement IEPs that address the unique needs of students with visual impairments.

Instructional Strategies:

Knowledge of braille and other literacy tools for students with visual impairments.

Using tactile and auditory instructional methods.

Adapting materials and environments to ensure accessibility.

Assistive Technology:

Proficiency in using technology that supports blind or low-vision students, such as screen readers, refreshable braille displays, magnification software, and other assistive devices.

Collaboration and Professionalism:

Working collaboratively with families, general education teachers, and other professionals to ensure comprehensive support for students.

Engaging in ongoing professional development in the field of visual impairment education.

Legal and Ethical Responsibilities:

Knowledge of federal and state laws related to special education, such as IDEA (Individuals with Disabilities Education Act), Section 504, and the Americans with Disabilities Act (ADA).

 

SAMPLE OF ASSESSMENT QUESTIONS:

  1. Scenario: A 7th-grade student with low vision is facing challenges with reading small text in textbooks and on the whiteboard during class. Despite having an Individualized Education Program (IEP) in place, the general education teacher persists in using standard-size fonts in instructional materials, assuming that the student can cope.The student starts falling behind in class.

What should you do to support the student’s access to the curriculum?

  1. Provide enlarged printed materials and ensure that the teacher uses larger font sizes on presentations and handouts.
  2. Ask the student to sit closer to the board and provide oral explanations of any material they can’t read.
  3. Recommend that the student rely on peer notes and discussions for content they miss.
  4. Encourage the student to adjust to the standard materials and improve their coping strategies.

Correct Answer: A

  1. Scenario: A 4th-grade student who is completely blind has made notable advancements in utilizing braille for literacy. However, the student encounters difficulties with math concepts that require spatial understanding, such as geometry and graphing. During an Individualized Education Program (IEP) meeting, the student’s parents raised concerns about how their child can effectively engage with the math curriculum.

Which approach would best address this concern?

  1. Provide tactile graphics and use manipulatives to teach spatial and geometric concepts.
  2. Simplify math assignments to focus only on verbal problems and avoid spatial tasks.
  3. Rely on a peer tutor to verbally describe the spatial concepts during math lessons.
  4. Reduce the number of math assessments, focusing instead on reading and writing progress.

Correct Answer: A

  1. Scenario: A high school student with low vision is in the process of transitioning from relying on large print materials to using assistive technology. Despite being provided with a screen reader, the student is hesitant to use it during class, as they believe it attracts unwanted attention. Consequently, their academic performance on assignments is suffering.

How would you best support this student?

  1. Encourage the student to continue with large print materials and avoid using the screen reader in class.
  2. Provide training on screen reader software in a one-on-one setting, focusing on increasing the student’s comfort and confidence.
  3. Allow the student to complete assignments verbally to reduce the need for assistive technology.
  4. Remove technology requirements from the student’s IEP to avoid discomfort and stress.

Correct Answer: B

Scenario: A student with blindness is attending a physical education class, and the PE teacher is unsure how to adapt activities like soccer or basketball to ensure the student can participate. The teacher asks for guidance.

What is the best recommendation you can make?

  1. Exclude the student from physical activities that require vision and assign them to observe instead.
  2. Use adaptations such as sound-emitting balls and tactile markings on the court to allow the student to participate.
  3. Modify the PE curriculum to focus on fitness activities like stretching and weightlifting, avoiding group sports.
  4. Ask another student to assist the student with blindness during activities, providing verbal instructions.

Correct Answer: B

Scenario: A middle school student with low vision is experiencing challenges in independently navigating the school environment. The student’s tardiness to class and instances of tripping on steps and uneven surfaces have been frequent. Despite receiving training from the orientation and mobility specialist, the student’s confidence in navigating the school environment has not shown significant improvement.What is the most appropriate next step?

  1. Arrange for the student to be accompanied by a peer during transitions between classes.
  2. Work with the orientation and mobility specialist to conduct additional sessions focused on specific areas of difficulty.
  3. Recommend that the student use a wheelchair to prevent falls and ensure timely arrival to class.
  4. Request that the student be excused from transitioning between classes and stay in one room for all subjects.

Correct Answer: B

 

 

 

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