Use of the Blind Learning Aptitude Test with Children in England and Wales and the United States

1991 ◽  
Vol 85 (8) ◽  
pp. 335-337 ◽  
Author(s):  
H.L. Mason
Keyword(s):  
United States ◽  
Visually Impaired ◽  
The United States ◽  
Assessment Procedure ◽  
Aptitude Test ◽  
England And Wales ◽  
Impaired Children ◽  
Visually Impaired Children

An 18-month study of the use of the Blind Learning Aptitude Test was conducted in schools for visually impaired children in England and Wales to determine if it is a suitable assessment procedure and is “culturally fair.” The results were compared to standardization data for visually impaired children in the United States.

Early Childhood Services for Visually Impaired Children: A Model Program

1975 ◽  
Vol 69 (5) ◽  
pp. 201-206
Author(s):  
Rosemary O'Brien
Keyword(s):  
Public Schools ◽  
Social Services ◽  
Visually Impaired ◽  
The United States ◽  
Montgomery County ◽  
Full Spectrum ◽  
Elementary And Secondary Education ◽  
Education Act ◽  
Impaired Children ◽  
Visually Impaired Children

A program of services for young visually impaired children and their parents, including diagnosis and intervention strategies, was established with a three-year grant under Title III of the Elementary and Secondary Education Act in the Montgomery County (Maryland) Public Schools. The program includes a full spectrum of educational services for the children and counseling and training for the parents. Based upon independent validation by the U.S. Office of Education, the project is now a fully-funded part of the vision services provided by the school system and serves as a national demonstration site. Project materials, including assessment booklets, intervention manuals, and a social services document, are currently being field tested in various parts of the United States.

Low Vision Enhancement: The Use of Figure–Ground Reversals with Visually Impaired Children

1985 ◽  
Vol 79 (2) ◽  
pp. 64-69 ◽  
Author(s):  
Laurence R. Gardner
Keyword(s):  
Visually Impaired ◽  
Low Vision ◽  
Visual Functioning ◽  
Black Background ◽  
Printed Materials ◽  
Impaired Children ◽  
Visually Impaired Children

Describes an investigation of how different figure-ground contrast combinations affect the visual functioning of visually impaired children. The study employed the use of field reversals—printing white and yellow foregrounds on a black background—to decrease the amount of light reflected from printed materials to the eye. Eighteen visually impaired children ranging in age from nine years, four months to 14 years, six months participated in this study. The findings indicated that neither reversals in contrast nor chromaticity differences were effective measures for increasing visual functioning.

Forced-Choice Preferential Looking and Visual Evoked Potential Acuities of Visually Impaired Children

1992 ◽  
Vol 86 (1) ◽  
pp. 21-24 ◽  
Author(s):  
M.C. Bane ◽  
E.E. Birch
Keyword(s):  
Steady State ◽  
Success Rate ◽  
Visually Impaired ◽  
Visual Evoked Potential ◽  
Evoked Potential ◽  
Forced Choice ◽  
Preferential Looking ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Visual Evoked

In the authors’ previous study, the success rate for forced-choice preferential looking (FPL) with preverbal visually impaired children was higher than that with pattern visual evoked potential (VEP). The current study sought to increase the VEP success rate and to improve agreement between the FPL and the VEP acuity estimates using horizontal-bar stimuli for children with nystagmus and steady-state presentation for those without nystagmus.

Togetherness, beyond the eyes: A systematic review on the interaction between visually impaired children and their parents

2021 ◽  
Vol 64 ◽  
pp. 101590
Author(s):  
Serena Grumi ◽  
Giulia Cappagli ◽  
Giorgia Aprile ◽  
Eleonora Mascherpa ◽  
Monica Gori ◽  
...  
Keyword(s):  
Systematic Review ◽  
Visually Impaired ◽  
Impaired Children ◽  
Visually Impaired Children
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