Praxis Teaching Students with Visual Impairments (5282)
Praxis Teaching Students with Visual Impairments (5282) is a trademark of its owner, which is not affiliated with and does not endorse Test Treasure Publication or TTP Prep.
Praxis Teaching Students with Visual Impairments (5282) is a trademark of its owner, which is not affiliated with and does not endorse Test Treasure Publication or TTP Prep.
10 sample questions for the Praxis Teaching Students with Visual Impairments (5282), with the correct answer and an explanation for each. No account needed. Try each one before you open the answer.
Sections covered on the exam: Timeline, Special Factor, Deadline, Services Start, With An Evaluation, Principles and Educational Rights, Intervention Plan Contents, Right Plan, Copyright Law, Category Selection, Screening, Request, Development and Characteristics, Function, The Retina, Patterns, Loss Case, Characteristics, Fields, Observation, Milestones, Behavior, Sensory Loss, Removal, Health Needs, Curriculum Areas, Objectives, Thinking, Planning The Learning Environment, Tactile Graphics, Instructional Materials, Features, Tools, Distance Access, Materials, General Educators, Scheduling, Delivery Settings, Theory In Practice, Literacy Media, Considerations, Conversion Technology, Braille Copies, Implementing Instruction, Education, Deafblindness, Supports, Position, Travel, Assessment, Quota Materials, Membership, Student Information, Paraprofessional Support, Community Travel Instruction, Transition Agency Involvement, Supporting Families, Language Access, Evaluating Research, Reporting Suspected Abuse, Medication Observations, Planning With General Educators, Frequency, Progress, To Records, Private Programs, Technology Programs, Restrictive Environment, Mediation, Initial Services, Transition, Educational Definitions, Options, Syndrome, Identification, Cancer Sign, Symptoms, Related Eye Findings, Medication Effects, Development, Referents, Behaviors, Experience, Device Use, Needs, Ecc, Components, Taxonomy Levels, Domains, Production, Braille Code, Technology Choices, Magnification Trade-Offs, Lma Data, Maintenance, Decisions, Service To Need, Reading Resources, Audio Formats, Reading Tools, Skill, Gradually, Contrast, Building, Professional Ethics and Media, Supervising Transcription, Device Referral, Service Roles, Communicating With Parents, Transfer of Rights, Employment Transition Services, Role Models, Intervention Visits, Paraprofessional Scope, Collaborating On Evaluations, Roles.
Question 1 · Timeline
REFERRAL LOG FOR AMARA, AGE 7 Event Date Classroom teacher referral received September 3 Team meeting to review referral September 10 Prior written notice and consent form sent home September 12 Signed parental consent received by the district September 19 Under the federal IDEA timeline, the 60-day period for completing Amara's initial evaluation begins on which date?
Answer: D. September 19, when the signed consent is received
IDEA requires the initial evaluation to be completed within 60 days of receiving parental consent for evaluation, unless the state has set its own timeline. The referral date is tempting because it starts the process, but the federal clock does not run until the agency actually has informed consent in hand.
Question 2 · Fields
Tomasz, a sixth grader, sustained an injury to the left occipital lobe of his brain in a bicycle accident. His acuity is 20/25 in each eye, but field testing shows that the same half of the visual field is missing in both eyes, on the side opposite the injury. Which description of Tomasz's field loss and its likely effect on reading is accurate?
Answer: D. Right homonymous hemianopia; he may struggle to see the words ahead on each line
Damage behind the optic chiasm on one side of the brain removes the opposite half of the visual field in both eyes, so a left occipital injury causes a right homonymous hemianopia. Because English is read left to right, a right-sided loss hides the upcoming words and slows reading. Left homonymous hemianopia is the tempting choice, but it would follow a right-sided injury, and his near-normal acuity shows there is no central loss calling for eccentric viewing.
Question 3 · Materials
A school library is adding multivolume braille books for a student. Which storage practice best protects the books?
Answer: A. Shelve the volumes upright, loosely enough that pages are not pressed
Braille dots flatten under pressure, so braille volumes should stand upright on shelves without being squeezed together. Tall flat stacks, heavy books on top, and tight packing all press on the pages and wear down the dots. Hot storage can also damage the paper and its bindings.
Question 4 · Implementing Instruction
Mateo, a sixth grader with Stargardt disease, has a central scotoma in each eye. During reading, his general education teacher notices that he turns his head to the right and appears to look past the left edge of the page. She asks the TVI whether she should remind him to look straight at the text. Which response by the TVI is most appropriate?
Answer: C. Explain that he is probably eccentric viewing, a skill the TVI can refine
With a central scotoma, the student must use a healthier area of the peripheral retina, so looking slightly away from the target (eccentric viewing) is an efficient adaptive skill the TVI can teach and refine. Prompting him to look straight at the text would place the words in the scotoma and reduce what he can see. Moving his seat does not change the location of the scotoma.
Question 5 · Assessment
Jamal is 9 years old and has a stable congenital eye condition. His learning media assessment summary is shown below. LEARNING MEDIA ASSESSMENT DATA Area Finding Print reading (18- 35 words per minute; comprehension drops point) from 80% on short passages to 50% on grade- level passages Viewing distance Holds material about 2 inches from his eyes Endurance Reports headaches and stops after about 10 minutes of print reading Tactile skills Strong tactile discrimination; uses touch readily to explore Listening At grade level comprehension Which recommendation is best supported by these data?
Answer: B. Begin braille instruction and plan for dual media, keeping print for short tasks
Slow print reading, falling comprehension on longer text, very close viewing distance, and fatigue all show print is not efficient for sustained reading, while strong tactile skills support braille; IDEA also requires the team to consider braille instruction. Enlarging print further does not address the endurance and rate problems, and audio alone would not build literacy, so braille with print for short tasks is the best supported choice.
Question 6 · Frequency
A student with albinism was found eligible under the category of visual impairment. Unless the parent and district agree otherwise, how often must a reevaluation be conducted under IDEA?
Answer: A. At least once every 3 years, but not more than once a year
IDEA requires reevaluation at least once every 3 years, and not more than once a year, unless the parent and agency agree otherwise. The annual review is tempting, but that is when the IEP itself must be reviewed, not when a full reevaluation is required.
Question 7 · Cancer Sign
A parent tells the early interventionist that in recent flash photographs one of her 18-month-old's pupils looks white instead of red, and that the same eye has begun to turn inward. Which condition most urgently needs to be ruled out?
Answer: B. Retinoblastoma
A white pupillary reflex (leukocoria) and a newly turning eye are the most common presenting signs of retinoblastoma, a malignant retinal tumor of young children, so prompt referral to an eye care professional is essential. Congenital glaucoma is tempting because it can make the eye look cloudy, but it presents with tearing, light sensitivity, and enlarged corneas. Optic nerve hypoplasia can cause strabismus but not a white pupil reflex.
Question 8 · Lma Data
Grace, a fifth grader with oculocutaneous albinism, has had stable vision for several years. Her eye report lists distance acuity of 20/200 OU with correction. Her TVI collected the learning media assessment data below. LEARNING MEDIA ASSESSMENT DATA FOR GRACE Measure Result Preferred print size at near 14-point Silent reading rate, grade-level 130 wpm text Comprehension 92% Sustained reading before Over 30 minutes with a reading fatigue stand Tactile exploration preference Seldom uses touch to gather information Which recommendation about Grace's primary literacy medium is best supported by these data?
Answer: A. Print as her primary medium, with low vision devices and yearly LMA review
Grace reads print at a grade-appropriate rate with good comprehension and stamina, and her condition is stable, so the data support print as her primary medium, reviewed regularly through the LMA. Legal blindness is a legal label and does not decide which medium a student should use. IDEA requires braille instruction unless the team decides, after evaluating her reading and writing needs, that braille is not appropriate. It does not require equal time in both media.
Question 9 · Implementing Instruction
EYE REPORT EXCERPT Item Finding Diagnosis (Dx) Retinitis pigmentosa Distance acuity OU cc 20/40 Visual field OU Constricted to about 15 degrees During an FVA, Rosa, an eighth grader, overlooks items on cluttered worksheets and bumps into chairs in the hallway, though she reads isolated words easily. Which visual efficiency skill should the TVI emphasize first?
Answer: B. Systematic scanning of the page and the environment
With good central acuity but a severely constricted field, Rosa misses what falls outside her small field, so systematic scanning lets her cover more of the page and environment. Eccentric viewing is for central scotomas, and magnification would make each item larger and therefore show even less of the page within her narrow field.
Question 10 · Assessment
Andre's eye report shows 20/80 distance acuity with correction, yet during a functional vision assessment he misses steps in a dim stairwell and cannot find his locker in a crowded hallway. How should the TVI explain this difference to the team?
Answer: B. Clinic acuity is tested in ideal conditions; the FVA shows his function in real settings
A clinical exam measures acuity with high contrast and controlled lighting, while the functional vision assessment shows how lighting, contrast, clutter, and movement affect vision in daily settings. Both sets of data are valid and complementary, so discarding either one or assuming new glasses will solve environmental problems misreads the purpose of the FVA.
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