Children with Developmental Disability and Visual Impairment: What Information Can an Ophthalmologist Provide to Family and School

Lehman, Sharon S.

doi:10.1007/s40135-013-0023-3

Cited by 7 publications

(8 citation statements)

References 17 publications

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“…In addition, Philip 49 reports the importance of providing an assessment report to teachers and therapists involved in the child’s care so that they can take account of the child’s processing difficulties and ensure optimal access to education. The importance of communicating results from assessments is also echoed by Lehman 103 and Hyvärinen et al 104 who recommend documenting accommodations that are medically necessary so that carers and educators can make suitable adjustments to the child’s activities of daily living.…”

Section: Discussionmentioning

confidence: 99%

What assessments are currently used to investigate and diagnose cerebral visual impairment (CVI) in children? A systematic review

McConnell

Saunders

Little

2020

Ophthalmic Physiologic Optic

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Purpose Cerebral visual impairment (CVI) is the leading cause of childhood visual impairment in the developed world. Despite this, there are no agreed clinical guidelines for the investigation and diagnosis of the condition. Before development of such guidelines can commence, it is important to recognise which approaches are currently employed. This systematic review evaluated the literature to identify which methods of assessment are currently used to investigate and diagnose childhood CVI. Methods Medline, Embase, CINAHL, Scopus and the Cochrane Library databases were systematically searched in January 2020 using defined search terms. Articles were included if they: (i) were research papers, conference abstracts or research protocols published in peer‐reviewed scientific journals, or relevant textbooks; (ii) included a clinical investigation of CVI in children; (iii) provided an explanation or criteria to diagnose CVI and (iv) were specifically investigating cerebral/cortical visual impairment. Methods used to a) assess and b) diagnose CVI were extracted from included articles. ‘Assessment scores’ were assigned for each method employed by researchers to investigate and diagnose CVI to quantify and compare approaches between articles. A quality grading was also applied to each article. Results Of 6454 identified articles, 45 met the inclusion criteria. From these, 10 categories of assessment utilised within included articles were identified: (1) Medical history, (2) Vision assessment/ophthalmologic examination, (3) Neuroimaging, (4) Visual behaviour and direct observation, (5) Structured history‐taking, (6) Visual perception tests, (7) Ocular movement and posture assessment, (8) Intelligence/IQ assessment, (9) Clinical electrophysiology and (10) Neurodevelopmental tests. In terms of diagnostic criteria, the most commonly reported approach was one of exclusion, i.e., CVI was diagnosed when visual dysfunction could not be attributed to abnormalities detected in the anterior visual pathway. Conclusion There is a lack of common practice in the approaches used by clinicians to investigate and diagnose CVI in children. At present, a ‘diagnosis of exclusion’ remains the most common means to diagnose CVI. Development of clinical guidelines for assessment and diagnosis are necessary to ensure consistency in the diagnosis of CVI and the timely implementation of support to alleviate the impact of CVI on the child’s daily living.

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Section: Discussionmentioning

confidence: 99%

What assessments are currently used to investigate and diagnose cerebral visual impairment (CVI) in children? A systematic review

McConnell

Saunders

Little

2020

Ophthalmic Physiologic Optic

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“…This type of practical information has been shown to be important to carers in everyday living 9. Since the introduction of the BVFB to clinical use in Bradford, parents and carers have commented on the improvement in feedback they receive regarding their child's vision.…”

Section: Discussionmentioning

confidence: 99%

“…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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“…This finding suggests that communication between parents and teachers was not optimal. Lehman [14] highlights the importance of good communication between stakeholders involved in the child's care and notes that specific advice, including adjustments to the child's environment and visual materials, should be well documented and made available to educators to allow incorporation into the child's Individual Educational Plan (IEP) [14]. This encourages a joined-up approach to the child's care and ensures visual difficulties are accounted for to maximise children's access to the curriculum.…”

Section: Vision Reportmentioning

confidence: 99%

“…Impaired academic performance has been associated with visual deficits, in both mainstream and special education settings [12] and correction of visual deficits has a positive impact on classroom behaviour [13]. It is therefore important that meaningful information on visual status and visual need is effectively translated and delivered to all stakeholders involved in a child's care, including educators [14].…”

Section: Introductionmentioning

confidence: 99%

Parents and teachers of children in special education settings value in-school eyecare and written reports of visual status

McConnell

Black²,

McClelland³

et al. 2020

PLoS ONE

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Objectives To evaluate parent and teacher opinion of the provision of in-school eyecare and jargon-free written reporting of visual status for children in special educational settings. Participants and methods A nationally-agreed, in-school eyecare framework for children attending special schools which recommends a full eye examination, dispensing of spectacles and provision of a jargon-free written report of visual outcomes to parents and teachers, was provided to 200 children (mean age 10 years, 9 months; 70% male) attending a special school in the UK. The written 'Vision Report' detailed, in lay-language, results from the eye examination and provided practical advice to alleviate the impact of vision difficulties both at home and in the classroom. Following implementation of the framework, parents and teachers completed a feedback questionnaire to determine their opinion of the in-school eye examination and utility of the Vision Report. Results Parents of 123 participants returned a feedback questionnaire. Eighty-eight participants were represented by the 23 teachers who returned a questionnaire. The in-school eyecare was rated positively for children in special education by 82.4% of parents and 80.9% of teachers. Key benefits included the familiarity of the in-school setting (81.3% of parents and 100% of teachers agree), the convenience of the setting for parents (74.0% of parents and 100% of teachers agree), and the opportunity for teachers to speak directly to eyecare providers regarding a child's visual needs (82.6% of teachers agree). The information provided by the Vision Report was deemed useful day-today by 78.3% of parents and 100% of

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Children with Developmental Disability and Visual Impairment: What Information Can an Ophthalmologist Provide to Family and School

Cited by 7 publications

References 17 publications

What assessments are currently used to investigate and diagnose cerebral visual impairment (CVI) in children? A systematic review

What assessments are currently used to investigate and diagnose cerebral visual impairment (CVI) in children? A systematic review

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

Parents and teachers of children in special education settings value in-school eyecare and written reports of visual status

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