AZ032 Arizona Special
Education: Visually
Impaired
,QUESTIONS
Question 1
Compare “Sensory efficiency skills” with “Common eye conditions, diseases,
and pathologies”. Which paired descriptions match them in that order?
A. First: cataracts, glaucoma, retinopathy of prematurity, macular degeneration, retinitis
pigmentosa, optic nerve hypoplasia, cortical visual impairment [CVI]; second: utilization of
residual vision, hearing, touch, smell, and taste
B. First: cataracts, glaucoma, retinopathy of prematurity, macular degeneration, retinitis
pigmentosa, optic nerve hypoplasia, cortical visual impairment [CVI]; second: cataracts,
glaucoma, retinopathy of prematurity, macular degeneration, retinitis pigmentosa, optic nerve
hypoplasia, cortical visual impairment [CVI]
C. First: utilization of residual vision, hearing, touch, smell, and taste; second: cataracts,
glaucoma, retinopathy of prematurity, macular degeneration, retinitis pigmentosa, optic nerve
hypoplasia, cortical visual impairment [CVI]
D. First: utilization of residual vision, hearing, touch, smell, and taste; second: utilization of
residual vision, hearing, touch, smell, and taste
Correct Answer: C
Full Explanation: Sensory efficiency skills: utilization of residual vision, hearing, touch, smell, and
taste. Common eye conditions, diseases, and pathologies: cataracts, glaucoma, retinopathy of
prematurity, macular degeneration, retinitis pigmentosa, optic nerve hypoplasia, cortical visual
impairment [CVI]. A: The two roles are reversed: the first assignment belongs with the second
focus, and vice versa. B: Repeating the second assignment does not address the first requirement.
D: Repeating the first assignment leaves the second requirement without its own matching focus.
Question 2
A handover intended for “Designing safe, acoustically optimized, and physically
accessible learning spaces” instead discusses “Conducting and interpreting
Functional Vision Assessments (FVAs) to determine how a student utilizes
residual vision in natural, educational, and community environments”. Which
entry corrects that mismatch?
A. lighting control, contrast enhancement, clutter reduction
B. Adapting, modifying, and designing general education curricula, instructional materials, and
learning environments for accessibility
C. Specialized hardware, alternative keyboards, switches, and accessible digital learning
platforms
D. Conducting and interpreting Functional Vision Assessments (FVAs) to determine how a
student utilizes residual vision in natural, educational, and community environments
Correct Answer: A
Full Explanation: Designing safe, acoustically optimized, and physically accessible learning
spaces: lighting control, contrast enhancement, clutter reduction. Formal and Informal Assessment
Procedures: Conducting and interpreting Functional Vision Assessments (FVAs) to determine how a
student utilizes residual vision in natural, educational, and community environments. B: This
describes “Curricular Adaptations and Modifications”, rather than the requested focus. C: This
describes “Assistive Technology (AT) and Access Technology”, rather than the requested focus. D:
This describes “Formal and Informal Assessment Procedures”, rather than the requested focus.
2
,QUESTIONS
Question 3
Distinguish “Curricular Adaptations and Modifications” from “Formal and
Informal Assessment Procedures”. Which task most directly addresses the
former?
A. JAWS, NVDA, VoiceOver
B. Braille, large print, auditory, dual media
C. Conducting and interpreting Learning Media Assessments (LMAs) to identify appropriate
primary and secondary literacy media (e.g., Braille, large print, auditory, dual media)
D. Designing universal design for learning (UDL) frameworks tailored to students with visual
impairments and deaf-blindness
Correct Answer: D
Full Explanation: Curricular Adaptations and Modifications: Designing universal design for
learning (UDL) frameworks tailored to students with visual impairments and deaf-blindness. Formal
and Informal Assessment Procedures: Conducting and interpreting Learning Media Assessments
(LMAs) to identify appropriate primary and secondary literacy media (e.g., Braille, large print,
auditory, dual media). A: This describes “Screen readers”, rather than the requested focus. B: This
describes “Conducting and interpreting Learning Media Assessments (LMAs) to identify appropriate
primary and secondary literacy media”, rather than the requested focus. C: This describes “Formal
and Informal Assessment Procedures”, rather than the requested focus.
3
, QUESTIONS
Question 4
Choose the pair that jointly addresses “Historical, Philosophical, and Legal
Foundations” instead of combining it with “The Expanded Core Curriculum
(ECC) for Visually Impaired Students”. The pair must contain two distinct
concerns. One concern to retain is “Roles and collaborative responsibilities of
the Teacher of the Visually Impaired (TVI) relative to Orientation and Mobility
(O&M) specialists, paraprofessionals, related service providers, general
educators, and families”.
A. Roles and collaborative responsibilities of the Teacher of the Visually Impaired (TVI) relative
to Orientation and Mobility (O&M) specialists, paraprofessionals, related service providers,
general educators, and families; Independent living skills (activities of daily living [ADLs],
personal management, home economics, and self-care)
B. Independent living skills (activities of daily living [ADLs], personal management, home
economics, and self-care); Independent living skills (activities of daily living [ADLs], personal
management, home economics, and self-care)
C. Independent living skills (activities of daily living [ADLs], personal management, home
economics, and self-care); Ethical and professional standards, council for exceptional children
(CEC) guidelines, and advocacy for individuals with visual impairments
D. Roles and collaborative responsibilities of the Teacher of the Visually Impaired (TVI) relative
to Orientation and Mobility (O&M) specialists, paraprofessionals, related service providers,
general educators, and families; Ethical and professional standards, council for exceptional
children (CEC) guidelines, and advocacy for individuals with visual impairments
Correct Answer: D
Full Explanation: Historical, Philosophical, and Legal Foundations: Roles and collaborative
responsibilities of the Teacher of the Visually Impaired (TVI) relative to Orientation and Mobility
(O&M) specialists, paraprofessionals, related service providers, general educators, and families.
Historical, Philosophical, and Legal Foundations: Ethical and professional standards, council for
exceptional children (CEC) guidelines, and advocacy for individuals with visual impairments. The
Expanded Core Curriculum (ECC) for Visually Impaired Students: Independent living skills (activities
of daily living [ADLs], personal management, home economics, and self-care). A: This describes
“The Expanded Core Curriculum (ECC) for Visually Impaired Students”, rather than the requested
focus. B: This repeats a different focus rather than covering two distinct concerns in the requested
area. C: This describes “The Expanded Core Curriculum (ECC) for Visually Impaired Students”,
rather than the requested focus.
4
Education: Visually
Impaired
,QUESTIONS
Question 1
Compare “Sensory efficiency skills” with “Common eye conditions, diseases,
and pathologies”. Which paired descriptions match them in that order?
A. First: cataracts, glaucoma, retinopathy of prematurity, macular degeneration, retinitis
pigmentosa, optic nerve hypoplasia, cortical visual impairment [CVI]; second: utilization of
residual vision, hearing, touch, smell, and taste
B. First: cataracts, glaucoma, retinopathy of prematurity, macular degeneration, retinitis
pigmentosa, optic nerve hypoplasia, cortical visual impairment [CVI]; second: cataracts,
glaucoma, retinopathy of prematurity, macular degeneration, retinitis pigmentosa, optic nerve
hypoplasia, cortical visual impairment [CVI]
C. First: utilization of residual vision, hearing, touch, smell, and taste; second: cataracts,
glaucoma, retinopathy of prematurity, macular degeneration, retinitis pigmentosa, optic nerve
hypoplasia, cortical visual impairment [CVI]
D. First: utilization of residual vision, hearing, touch, smell, and taste; second: utilization of
residual vision, hearing, touch, smell, and taste
Correct Answer: C
Full Explanation: Sensory efficiency skills: utilization of residual vision, hearing, touch, smell, and
taste. Common eye conditions, diseases, and pathologies: cataracts, glaucoma, retinopathy of
prematurity, macular degeneration, retinitis pigmentosa, optic nerve hypoplasia, cortical visual
impairment [CVI]. A: The two roles are reversed: the first assignment belongs with the second
focus, and vice versa. B: Repeating the second assignment does not address the first requirement.
D: Repeating the first assignment leaves the second requirement without its own matching focus.
Question 2
A handover intended for “Designing safe, acoustically optimized, and physically
accessible learning spaces” instead discusses “Conducting and interpreting
Functional Vision Assessments (FVAs) to determine how a student utilizes
residual vision in natural, educational, and community environments”. Which
entry corrects that mismatch?
A. lighting control, contrast enhancement, clutter reduction
B. Adapting, modifying, and designing general education curricula, instructional materials, and
learning environments for accessibility
C. Specialized hardware, alternative keyboards, switches, and accessible digital learning
platforms
D. Conducting and interpreting Functional Vision Assessments (FVAs) to determine how a
student utilizes residual vision in natural, educational, and community environments
Correct Answer: A
Full Explanation: Designing safe, acoustically optimized, and physically accessible learning
spaces: lighting control, contrast enhancement, clutter reduction. Formal and Informal Assessment
Procedures: Conducting and interpreting Functional Vision Assessments (FVAs) to determine how a
student utilizes residual vision in natural, educational, and community environments. B: This
describes “Curricular Adaptations and Modifications”, rather than the requested focus. C: This
describes “Assistive Technology (AT) and Access Technology”, rather than the requested focus. D:
This describes “Formal and Informal Assessment Procedures”, rather than the requested focus.
2
,QUESTIONS
Question 3
Distinguish “Curricular Adaptations and Modifications” from “Formal and
Informal Assessment Procedures”. Which task most directly addresses the
former?
A. JAWS, NVDA, VoiceOver
B. Braille, large print, auditory, dual media
C. Conducting and interpreting Learning Media Assessments (LMAs) to identify appropriate
primary and secondary literacy media (e.g., Braille, large print, auditory, dual media)
D. Designing universal design for learning (UDL) frameworks tailored to students with visual
impairments and deaf-blindness
Correct Answer: D
Full Explanation: Curricular Adaptations and Modifications: Designing universal design for
learning (UDL) frameworks tailored to students with visual impairments and deaf-blindness. Formal
and Informal Assessment Procedures: Conducting and interpreting Learning Media Assessments
(LMAs) to identify appropriate primary and secondary literacy media (e.g., Braille, large print,
auditory, dual media). A: This describes “Screen readers”, rather than the requested focus. B: This
describes “Conducting and interpreting Learning Media Assessments (LMAs) to identify appropriate
primary and secondary literacy media”, rather than the requested focus. C: This describes “Formal
and Informal Assessment Procedures”, rather than the requested focus.
3
, QUESTIONS
Question 4
Choose the pair that jointly addresses “Historical, Philosophical, and Legal
Foundations” instead of combining it with “The Expanded Core Curriculum
(ECC) for Visually Impaired Students”. The pair must contain two distinct
concerns. One concern to retain is “Roles and collaborative responsibilities of
the Teacher of the Visually Impaired (TVI) relative to Orientation and Mobility
(O&M) specialists, paraprofessionals, related service providers, general
educators, and families”.
A. Roles and collaborative responsibilities of the Teacher of the Visually Impaired (TVI) relative
to Orientation and Mobility (O&M) specialists, paraprofessionals, related service providers,
general educators, and families; Independent living skills (activities of daily living [ADLs],
personal management, home economics, and self-care)
B. Independent living skills (activities of daily living [ADLs], personal management, home
economics, and self-care); Independent living skills (activities of daily living [ADLs], personal
management, home economics, and self-care)
C. Independent living skills (activities of daily living [ADLs], personal management, home
economics, and self-care); Ethical and professional standards, council for exceptional children
(CEC) guidelines, and advocacy for individuals with visual impairments
D. Roles and collaborative responsibilities of the Teacher of the Visually Impaired (TVI) relative
to Orientation and Mobility (O&M) specialists, paraprofessionals, related service providers,
general educators, and families; Ethical and professional standards, council for exceptional
children (CEC) guidelines, and advocacy for individuals with visual impairments
Correct Answer: D
Full Explanation: Historical, Philosophical, and Legal Foundations: Roles and collaborative
responsibilities of the Teacher of the Visually Impaired (TVI) relative to Orientation and Mobility
(O&M) specialists, paraprofessionals, related service providers, general educators, and families.
Historical, Philosophical, and Legal Foundations: Ethical and professional standards, council for
exceptional children (CEC) guidelines, and advocacy for individuals with visual impairments. The
Expanded Core Curriculum (ECC) for Visually Impaired Students: Independent living skills (activities
of daily living [ADLs], personal management, home economics, and self-care). A: This describes
“The Expanded Core Curriculum (ECC) for Visually Impaired Students”, rather than the requested
focus. B: This repeats a different focus rather than covering two distinct concerns in the requested
area. C: This describes “The Expanded Core Curriculum (ECC) for Visually Impaired Students”,
rather than the requested focus.
4
