Visual Acuity Assessment of Children with Special Needs

Morale, Sarah E.; Hughbanks-Wheaton, Dianna K.; Cheng, Christina S.; Subramanian, Vidhya; O’Connor, Anna; Birch, Eileen E.

doi:10.3368/aoj.62.1.90

Cited by 12 publications

(12 citation statements)

References 19 publications

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“…Parents like to know how much their child can see, and use this to guide them in selection of suitable toys or stimulation equipment. It has been reported that the use of functional description to enhance the visual function assessment and provide child-specific information to the parents/carers is crucial in ensuring that the child achieves its potential 9 10…”

Section: Introductionmentioning

confidence: 99%

Assessing visual function in children with complex disabilities: the Bradford visual function box

2015

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The results of this clinical study show that the BVFB is a reliable tool for assessing the visual function in children with severe learning disability in whom other tests fail to elicit a response. The need for a tool which is quick to administer and portable has previously been highlighted. The BVFB offers an option for children for whom other formal tests are unsuccessful in eliciting a response.

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Section: Introductionmentioning

confidence: 99%

Assessing visual function in children with complex disabilities: the Bradford visual function box

2015

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“…Unrecognised visual needs can impact negatively on a child's development, cognitive and motor functions as well as physical well‐being, social interaction and academic attainment (Dudovitz et al, ; Morale et al, ; Roe, ; Salt & Sargent, ). It is, of course, important to meet visual needs for all children but it can be particularly difficult to achieve for children who have additional identified special educational needs.…”

Section: Discussionmentioning

confidence: 99%

“…Children without developmental disabilities have a much lower risk of visual impairment (0.16% compared to 10.5%) as well as other vision disorders (Salt & Sargent, ); children in special schools have reported prevalence of visual impairment between 12% and 16% (Little & Saunders, ). It is estimated that up to two‐thirds of children with visual impairments have other identified special educational needs, co‐occurring most frequently with neurological or developmental conditions such as autism, attention deficit/hyperactivity disorder or epilepsy (Morale et al, ).…”

Section: Introductionmentioning

confidence: 99%

“…Vision assessment that actively involves parents, children and teaching staff addresses not just issues regarding the child's visual difficulties but also their educational, developmental, health and social outcomes (Dudovitz et al, ). This holistic approach is welcomed by parents and teachers (Little & Saunders, ; Woodhouse et al, ) and contributes to reducing stress for parents and children (Morale et al, ).…”

Section: Introductionmentioning

confidence: 99%

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Meeting vision needs of children with special educational needs: Case studies of the impact on behaviour and academic achievement

McKerr

McConnell

Black

et al. 2020

Brit J Learn Disabil

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Br J Learn Disabil. 2020;48:45-58. wileyonlinelibrary.com/journal/bld | 45 Abstract Background: Children with identified special educational needs are at higher risk than other children of having visual needs that are not adequately met. This paper evaluates the impact of addressing the visual needs of these children on behaviour and academic achievements in a number of case studies. Method: Nine children (4-11 years of age, from four classrooms), who attended a special school in a medium-sized town in the UK, took part in the case studies reported here. The children were part of the Special Education Eyecare (SEE) Project.Six of the children were selected because they had unmet visual needs at baseline and required bespoke interventions to meet these needs; the other three children were selected because their visual needs had been met prior to the study and no further adjustments were needed. Repeated direct observations were conducted to assess the impact of the intervention on the children's behaviour in the classroom.The observer was "blind" with regard to the visual needs of the participants. Parents and teachers completed the Strength and Difficulties Questionnaire (SDQ) for each child, before and after the intervention. School files were analysed to assess effects on academic achievement.Findings: Subsequent to the implementation of bespoke visual adjustments, for example prescription of spectacles or changed seating in classroom, significant and sustained changes were observed with regard to the children's behaviour (i.e., increased engagement with peers and/or teachers and decreased off-task behaviour). Strength

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“…Ophthalmologists report the results to be useful in diagnosis and clinical management, while visual acuity testing was also associated with a reduction in parental stress. 52 TAC have therefore been demonstrated to provide useful data not only to orthoptists and ophthalmologists, but also to multi-disciplinary professionals involved in the care of special needs children.…”

Section: Altering the Investigative Proceduresmentioning

confidence: 99%

Adapting the orthoptic investigation for children with autism spectrum disorders: how can research from other healthcare areas be applied to orthoptic practice? A literature review

Harrison¹,

O’Connor²

2016

British and Irish Orthoptic Journal

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Background and aim: The symptoms of autism spectrum disorders can have an impact on the orthoptic investigation; however, no gold standard of treatment of children with autism spectrum disorders has been established. There is a paucity of research on autism spectrum disorders in ophthalmology. Hence this work aimed to evaluate strategies used in other areas of healthcare, and establish their applicability to orthoptics. Methods: A literature search was conducted using PubMed, Web of Knowledge and Scopus. Only English language papers were considered for inclusion. The papers were collated by topic, and their references searched for further information. Results: Childhood diagnoses of autism spectrum disorders are increasing, and a higher incidence of ocular anomalies is found in the autistic population. A number of strategies have potential to be useful in the orthoptic investigation, based upon limited research. Conclusion: Further research is required to establish a gold standard for orthoptic treatment of children with autism spectrum disorders. Early indications suggest that fear reduction strategies used in other areas of healthcare could be applied to orthoptic care.

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Visual Acuity Assessment of Children with Special Needs

Abstract: VA testing is of benefit in children with special needs to both their parents and ophthalmologists, providing quantitative information about visual impairment and reducing stress experienced by parents.

Cited by 12 publications

References 19 publications

Assessing visual function in children with complex disabilities: the Bradford visual function box

Assessing visual function in children with complex disabilities: the Bradford visual function box

Meeting vision needs of children with special educational needs: Case studies of the impact on behaviour and academic achievement

Adapting the orthoptic investigation for children with autism spectrum disorders: how can research from other healthcare areas be applied to orthoptic practice? A literature review

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