there are several variables that influence the degree of development among blind or visually impaired indi viduals, including whether their condition is congenital or ad ventitious, the type of onset, etiology, diagnosis, etc. The au thors recommend that examiners experiment with combinations of the various assessment instruments.
Swallow (1981) offers a total of 50 assessment instruments that can be utilized in measuring the intelligence quotient of blind or visually impaired individuals. There are several quali fications offered, however, including that: sensory, motor, cogni tive, and emotional variables are compounded by visual loss; phy sical and environmental stimuli may contribute to delayed develop ment; given that visual skills are required for performance on standardized instruments, these tools may not validly measure the student's skills and abilities. The modification of formal test ing procedures mandates that stimulus items and/or response modes be altered. Of the variety of tests offered, not all have been normed against blind or visually handicapped individuals. Follow ing testing, the evaluation report uses factual, inferential, and judgmental statements regarding performance. Curricular activi ties are then determined.
Daugherty and Moran (1982) investigated the neuropsychologi cal, learning and developmental characteristics of the low vision child using 50 subjects and the case-study method to focus on cognitive, psychomotor, academic and neuropsychological development. The Halstead-Reitan Neuropsychological Battery, the Stephens Pia getian Battery of Reasoning Assessments, and standardized achieve ment tests were used. The findings o
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