Handicapped children's responses to toys vary as a function of sensory and response limitations, cognitive delays, and the quality of experiences provided. Each developmental difficulty (motoric, visual, auditory, emotional, cognitive) generates special developmental needs that must be recognized and considered when planning play activities and selecting and using toys. This article focuses on criteria for selecting, adapting, and using toys for each developmental problem.
Introduction In recent years, major progress has been made in understanding the human visual system because of new investigative techniques. These developments often contradict older concepts about visual function. Methods A detailed literature search and interprofessional discussions. Results Recent innovative neurological tests are described that are able to show much more accurately the visual pathways, the process of vision, and the close relationships among sensory modalities. These tests also reveal the remarkable neuroplasticity of the human brain and disorders of connectivity that frequently involve visual function. Discussion How these recent neurological advances may benefit service providers is discussed. Implications for practitioners It is important that from time to time new neurological and ophthalmic developments are summarized for professionals who are involved in the clinical management of individuals with visual disorders and how the newly acquired knowledge affects the diagnosis and intervention strategies. Visual rehabilitation must be based on up-to-date science, which continually changes and grows with research.
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