Education quiz 2

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A concrete example of this can be made by comparing the speed of reading between a learner who uses the Braille slate and a student who is not visually-impaired. According to, the average reading speed of an adult is 250 words per minute. On the other hand, the Braille reading speed registers an average of 125 words per minute according to RIDBC Renwick Center for Research and Professional Education. In short, people who use the Braille slate demonstrate a 50% decrease in reading efficiency which has a significant impact in learning. Aside from causing reduced efficiency in reading, visual impairment limits the mobility of an individual. Limited mobility translates to inability to do tasks or perform actions that can be crucial for field learning. Observation, experimentation and interactive activities that can likely enhance learning cannot be accomplished. Additionally, a visually-impaired individual needs to rest the eyes in between tasks more than an individual with good eyesight. 2. B. There are different approaches which can be used to enhance the instructional accommodation of students with visual impairment. Some of these remedies are guided by the lessons from Master Differentiators. The first approach is to classify the students according to the following criteria: functional blindness, low vision and blindness. These varying degrees of visual impairment can serve as guide in preparing more learner-oriented curriculum and materials. The process begins by placing the learners in different classrooms. Then, targeted instruction can be administered which can heighten the learning experience. The second approach would utilize different learning materials for more effective instruction. Technology can be harnessed by using digital projectors as substitute for the traditional blackboard. Even software programs that come with a tablet for writing could aid the students to write. All these enhancements not only assist the learners to overcome their disability but also provide more time for instructors to attend to other instructional activities. The third accommodation is related to the second option although this one does not employ technology. Learning materials with a high-contrast would be used so learners can easily differentiate objects. There are two purposes for using high-contrast material: to reduce eye strain and possibly improve information processing. If national standards would come up with recommendations on color combinations ( as result of study or research ), this would greatly be a step forward in helping these learners. References Cox, P. R., Dykes, M. K. Effective Classroom Adaptations for Students With Visual Impairments. (pp. 68-74). Vancouver: The Council for Exceptional Children. Craig, C. J., Hough, D. L., Churchwell, C., Schmitt, V. (2002, June). A Statewide Study on the Literacy of Students with Visual Impairments. Journal of Visual Impairment Blindness , pp. 452-455. Mark, T. (n.d.). What Is the Average Reading Speed and the Best Rate of Reading? Retrieved February 16, 2011, from Health Guidance: RIDBC Renwick Center for Research and Professional Education. (n.d.). Reading Braille. Retrieved February 16, 2011, from facts/reading-braille/ 2. A. Challenges in reading