Visual impairment(视觉障碍)carries with it a reduced or restricted ability to travel through one's physical and social environment until adequate orientation(定方位)and mobility(移动)skills have been established. Because observational skills are more limited, self-control within the immediate surroundings is limited. The visually impaired person is less able to anticipate hazardous situations or obstacles to avoid. Orientation refers to the mental map one has of one's surrounding and to the relationship between self and that environment. The mental map is best generated by moving through the environment and piecing together relationships, object by object, in an organized approach. With little or 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 persons 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(f?A)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 or 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.
单选题
How can we increase the visually impaired person's ability to travel through his physical and social environment?
【正确答案】
A
【答案解析】解析：文章第一段“Visual impairment 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．”有视觉障碍的人在自然和社会环境中的行为能力会降低或受到约束，直到他们确立了适当的定位和移动技能。由此可见，要想提高视觉障碍者在自然和社会环境中穿行的能力，应该去培养他们适当的定位和移动技能。A项符合文章的意思。通过文章的叙述可知有视觉障碍的人要在自然和社会环境中自由穿行缺的是定位和移动的技能，B、C、D项的内容可能对自由穿行有帮助，但是不能提高他们穿行的能力。因此本题的正确答案为A。
单选题
The visually impaired person's position in space______.
【正确答案】
B
【答案解析】解析：文章第二段指出：“With little or 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 persons to affirm their position in space．”可见，有视觉障碍者在空间的位置由地标和其他线索来决定。B项符合文章的意思。A项的内容与原文不符，文中提到的是“必须依靠记忆来记住关键的地标和其他线索”。C、D两项的内容都与原文不符。所以本题的正确答案为B。
单选题
Mobility skill which the visually impaired person is learning refers to the ability______.
【正确答案】
D
【答案解析】解析：文章第三段讲到“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．”移动指的是一种能力，即一个人在自然和社会环境中由一处向另一处安全、有效地行走的能力。可见，作者所说的有视觉障碍者学习的移动能力是安全地在自然和社会环境中行走的能力。D项符合文章的意思。所以应该选D。
单选题
In the passage, the author insists that______.
【正确答案】
C
【答案解析】解析：文章最后一段作者主要讲到了针对视觉障碍儿童的定位和移动问题，制订了一系列的教育计划。其中“During the early years much attention is focused on the development of some fundamental concepts，such as inside or outside．．．”在早期阶段，更多的注意力应该集中在一些基础概念的培养上，比如里或外等方面。由此可以看出作者对培养视觉障碍儿童安全移动的基础概念的重视。因此C项的内容即为作者要强调的内容。所以本题的正确答案为C。
单选题
What is the author mainly talking about in the passage?