The Visually Impaired Person

Visual impairment (損害) carries with it a reduced or restricted ability to travel through one＇s physical and social environment until adequate orientation and mobility skills have been established. Because observational skills are more limited, self-control within the immediate surroundings is limited. The visual impaired person is less able to anticipate hazardous situations or obstacles to avoid.

Orientation refers to the mental map one has of one's surroundings and to the relationship between self and that environment. The mental map is the best generated by moving through the environment and piecing together relationships, object by object, in an organized approach. With little of no visual feedback to reinforce this mental map, a visually impaired person must rely on memory for key landmarks and other clues Landmarks and clues enable visually impaired person to affirm their position in space.

Mobility, on the other hand, is the　ability to travel safely and efficiently from one point to another within one’s physical and social environment. Good orientation skills are necessary to good mobility skills. Once visually impaired students learn to travel safely as pedestrians (行人) they also need to learn to use public transportation to become as independent as possible.

To meet the expanding needs and demands of the visually impaired person, there is a sequence of instruction that begins during the preschool years and may continue after high school. Many visually impaired children lack adequate concepts regarding time and space or objects and events in their environment. During the early years much attention is focused on the development of some fundamental concepts, such as inside or outside, in front of or behind, fast or slow, movement of traffic, the variety of intersections, elevators or escalators, and so forth. These concepts are essential to safe, efficient travel through familiar and unfamiliar settings, first within buildings, then in residential neighborhoods, and finally in business communities.

36　What is the author mainly talking about in the passage?

A　Visual impairment and memory.

B　The visually impaired person’s physical and social environment.

C　Mental development of the visually impaired person.

D　Orientation and mobility of the visually impaired person.

37　The visually impaired person’s position in space .

A　is not determined by memory but by physical landmarks and clues

B　is located in relation to other items in his mental map

C　enables him to construct the mental map

D　reinforces the mental map of his surroundings

38　Mobility skills which the visually impaired person is　learning refer to the ability .

A　to travel as a dependent tourist

B　to travel as a pedestrian with a company

C　to travel as a pedestrian and a passenger

D　to travel within the safe physical and social environment

39　In the passage, the author insists that .

A　visually impaired children go to school for survival

B　the needs and demands of visually impaired children expand

D　preschool children receive the instruction in the concepts of time and space or objects and events

40　How can we increase the visually impaired persons ability to travel through his physical and social environment?

A　By helping him develop adequate orientation and mobility skills.

B　By teaching him to learn observational skills.

C　By warning him of hazardous situations or obstacles.

D　By improving his visual ability.

答案：

36D本篇文章作者談論的主題是什么？A視覺障礙與記憶力；B視覺障礙者的物質環境和社會環境；C視覺障礙者的智力發展；D視覺障礙者的定位與移動能力。

37　B視覺障礙者在空間的位置：A不是靠記憶確定，而是靠物體標記和線索確定；B靠與他大腦中的其他物體的相對位置關系確定；C使他能夠勾畫 出大腦中的圖；D強化環境在他大腦中所形成的圖。

38　C視覺障礙者學習的移動技巧是指哪種能力：A靠別人的幫助旅行；B在陪伴下行走；C作為行人和乘客走動；D在安全的物質和社會環境中走動。

39　C本段作者堅持認為：A有視覺障礙的兒童上學學習生存技能；B有視覺障礙的兒童的需要進一步擴大；C有視覺障礙的兒童獲得安全移動的基本概念；D學前兒童在時空、物體和事件等概念上接受訓練。

40　A我們如何才能增加視覺障礙者在物質和社會環境中的活動能力？A通過幫助他獲得足夠的定位和移動能力；B通過教他學會觀察技能；C通過警告他危險情況和障礙物；D通過改進其視覺能力。

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