Visually Handicapped Student & Intelligence
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The following literature review will provide a brief overview of intelligence and the blind or visually handicapped student. To this goal, several topics will be included, such as general guide lines, qualifications to the use of various assessment procedures and tools, how the visual handicapping condition can compound many of the developmental variables, and feasibility, reliability and validity of various assessment tools, etc. The theoretical frame work is multidisciplinary, with workers using theories addressing such issues as intellectual delay due to visual handicap, how some assessment tools may yield unreliable data, and how procedure mod ification may yield unreliable data. The methods used for re search are varied, ranging from case studies to test-retest. Scholl and Schnur (1975) discussed measures of psychological, vocational, and educational functioning in the blind and visually handicapped, given that an increasing number of professionals (i. e., psychologists, psychological examiners, and rehabilitation counselors) must assess the abilities of the above-noted individ uals. While there appears to be negligible impact on intelligence of the blind or visually handicapped due to their disability, there are areas of functioning which are resultantly adversely af fected. That is, some of the cognitive experiences may prove re stricted in range and depth; object-world knowledge may well be impaired, given that touch is used in place of vision; and, ob jects tha
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tools that do not require visual skills. The clinical interview is to be conducted, with the examiner reviewing all previous as sessments prior to using psychometric tests. For intelligence, tactual adaptations may prove more reliable, but are not greatly accepted. For memory, immediate, recent and remote memory are to be at issue. For achievement, there are numerous tests available. For specific neuropsychological concerns, the Halstead-Reitan Neu ropsychological Battery and the Luria-Nebraska Neuropsychological Battery can be used. Examiners must carefully select the assess ment instrument, given the specific situation of each student.
Brand. Pieterse, and Frost (1986) investigated the reliabil ity and validity of the Ohwaki-Kohs Tactile Block Design Test for the blind using 147 "White" children aged 5 through 19. Of the subjects, 42% were blind, while 58% had some vision. The findings revealed that the test-retest reliability coefficients (r) were 0.76 for age 67-119 months, 0.86 for age 120-179 months, and 0.95 for age 180-238 months. The total group r was 0.87. Additional findings of this study revealed that some of the basic require ments were fulfilled relative to test-retest reliability, inter nal consistency, a
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Some common words found in the essay are:
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Approximate Word count = 1726
Approximate Pages = 7 (250 words per page)
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