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gathering and ways to expand upon answers given by the individuals. The
author also provides insight to how the interview process will also assist the
assessor in knowing what the expectations of the parents and caregivers are
for the child.
Chapter 12 explains the process that occurs within a functional vision
assessment. The authors, Kran and Mayer, also provide the reader with a
distinction between functional vision and visual function in regards to the CVI
assessment process. They provide suggestions for completing the functional
vision assessment and how to interpret the information gathered within the
observation. Readers are given a look at the importance of subject comfort
and a rapport between the assessor and the child. The chapter finishes by
providing the reader with recommendations on how to cumulate results and
make recommendations for servicing.
The authors of chapter
13 take the portion of assessing visual
processing within the functional vision assessment and break it into smaller
sections with which the reader can gain a system for recognizing outside
factors (developmental age or additional brain damage), rather than CVI, for
assessment results. The reader is given specific procedures and
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