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Journal articles on the topic 'Children with visual disabilities'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Karina Silvani. "Dampak Pola Asuh Orang Tua Terhadap Keberfungsian Sosial Anak Disabilitas Netra." RISOMA : Jurnal Riset Sosial Humaniora dan Pendidikan 2, no. 3 (May 10, 2024): 134–40. http://dx.doi.org/10.62383/risoma.v2i3.97.

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Parents have an obligation to guide, protect and raise their children. So that the role of parents is the main basis in improving social functioning, especially for children with visual disabilities. Children with visual disabilities have unique challenges in improving their social functioning. This research explains three types of parenting, namely, authoritarian, democratic and permissive. So if parents choose the wrong parenting style, it will have an impact on the development process, from this parenting style that helps children with visual disabilities can overcome obstacles and improve strong skills because the role of parents is key in helping their children overcome life's challenges so that they can develop optimally. This study aims to determine the parenting patterns applied by parents to children with visual disabilities, to determine the parenting patterns applied to improve the social functioning of children with visual disabilities, and to determine and improve the social functioning of children with visual disabilities.

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2

Ashmead, Daniel H., Robert S. Wall, Kiara A. Ebinger, Susan B. Eaton, Mary-M. Snook-Hill, and Xuefeng Yang. "Spatial Hearing in Children with Visual Disabilities." Perception 27, no. 1 (January 1998): 105–22. http://dx.doi.org/10.1068/p270105.

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A study is reported of the effect of early visual experience on the development of auditory space perception. The spatial hearing of thirty-five children with visual disabilities (twenty-two with congenital total blindness) was compared with that of eighteen sighted children and seventeen sighted adults. The tests provided a comprehensive assessment of spatial-hearing ability, including psychophysical estimates of spatial resolution in the horizontal, vertical, and distance dimensions, as well as measures of reaching and walking to the locations of sound sources. The spatial hearing of the children with visual disabilities was comparable to or some-what better than that of the sighted children and adults. This pattern held even when the group with visual disabilities was restricted to those children with congenital total blindness; in fact, some of those children had exceptionally good spatial hearing. These findings imply that the developmental calibration of human spatial hearing is not dependent on a history of visual experience. It seems likely that this calibration arises from the experience of changes in sound-localization cues arising from self-motion, such as turning the head or walking. As a practical matter, orientation and mobility instructors may reasonably assume that individuals with visual disabilities can use their hearing effectively in day-to-day travel situations.

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Blasi, Francesco D. Di, Flaviana Elia, Serafino Buono, Ger J. A. Ramakers, and Santo F. Di Nuovo. "Relationships between Visual-Motor and Cognitive Abilities in Intellectual Disabilities." Perceptual and Motor Skills 104, no. 3 (June 2007): 763–72. http://dx.doi.org/10.2466/pms.104.3.763-772.

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The neurobiological hypothesis supports the relevance of studying visual-perceptual and visual-motor skills in relation to cognitive abilities in intellectual disabilities because the defective intellectual functioning in intellectual disabilities is not restricted to higher cognitive functions but also to more basic functions. The sample was 102 children 6 to 16 years old and with different severities of intellectual disabilities. Children were administered the Wechsler Intelligence Scale for Children, the Bender Visual Motor Gestalt Test, and the Developmental Test of Visual Perception, and data were also analysed according to the presence or absence of organic anomalies, which are etiologically relevant for mental disabilities. Children with intellectual disabilities had deficits in perceptual organisation which correlated with the severity of intellectual disabilities. Higher correlations between the spatial subtests of the Developmental Test of Visual Perception and the Performance subtests of the Wechsler Intelligence Scale for Children suggested that the spatial skills and cognitive performance may have a similar basis in information processing. Need to differentiate protocols for rehabilitation and intervention for recovery of perceptual abilities from general programs of cognitive stimulations is suggested.

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4

Khandekar, Rajiv. "Visual disabilities in children including childhood blindness." Middle East African Journal of Ophthalmology 15, no. 3 (2008): 129. http://dx.doi.org/10.4103/0974-9233.51988.

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5

Menacker, Sheryl J. "Visual function in Children with Developmental Disabilities." Pediatric Clinics of North America 40, no. 3 (June 1993): 659–74. http://dx.doi.org/10.1016/s0031-3955(16)38557-1.

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6

Knowlton, Marie. "Efficiency in Visual Scanning by Children with and without Visual Disabilities." Exceptional Children 63, no. 4 (June 1997): 557–65. http://dx.doi.org/10.1177/001440299706300415.

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Visual scanning behavior and scanning efficiency of children between the ages of 3.5 and 10 years was studied. Twenty-two children with visual disabilities and 25 children without visual disabilities visually searched a line drawing and identified objects as the examiner recorded the objects named. A scan path was then constructed and scanning efficiency was computed by dividing the scan path length by the number of objects named. Significant differences were found between the two groups in the length of the scan path and number of objects reported, but no significant differences were found in scanning efficiency. There was no evidence that coordinated binocular eye movements are correlated with the ability to scan and identify objects.

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7

Muh. Rijal, Mumpuniarti, and Muh. Asriadi AM. "Integrating Gestalt Theory Concepts in Visual Perception Assessment for Children with Intellectual Disabilities." Journal of Education Research and Evaluation 8, no. 2 (May 28, 2024): 328–37. http://dx.doi.org/10.23887/jere.v8i2.69127.

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Children with intellectual disabilities have difficulties understanding and responding to visual information, which can hinder their development and learning. One of the factors leading to this is the lack of adequate and relevant assessment instruments that reflect the complexity of visual perception processes in children with intellectual disabilities. This study aims to develop a special visual perception assessment for children with intellectual disabilities, utilizing the concepts of Gestalt theory. This study used the Research and Development (R&D) approach and the ADDIE model. The data collection method used was a questionnaire with an instrument in the form of a questionnaire sheet. This instrument was designed and tested for validity by 11 experts and tested on 50 respondents of children with intellectual disabilities. In this study, there were several data analysis techniques, such as content validity being analyzed with Aiken's V Coefficient, while instrument reliability was estimated with Cronbach's Alpha formula. Furthermore, exploratory factor analysis (EFA) was conducted using JASP software to group the questionnaire items into factors based on their dimensions. The results stated that, overall, the instrument was considered valid and reliable for measuring the visual perception ability of children with intellectual disabilities. This study makes an important contribution to the development of assessments that can be applied in education and intervention, improving understanding and support for the visual development of children with intellectual disabilities.

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8

Holhoș, Larisa Bianca, Mihaela Cristiana Coroi, and Liviu Lazăr. "Observations on Refractive Status and Risk Factors for Visual Impairment in Children with Disabilities." Medicina 57, no. 5 (April 22, 2021): 403. http://dx.doi.org/10.3390/medicina57050403.

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Vision integrates all the senses and plays a fundamental role in the acquisition of different skills and the general development of a child. Recently, refractive errors and visual impairment have become serious health problems among children. Background and Objectives: The aim of this study was to identify the prevalence of refractive errors and visual impairment in children with disabilities. Moreover, this study aimed to explore the risk factors for visual impairment in children with respect to vitamin D levels, parental smoking, and the use of spectacles. Materials and Methods: We retrospectively analyzed 161 children aged 5–16 years old, divided into two groups: a group of 80 children with disabilities and a control group consisting of 81 clinically healthy children. All the children underwent refraction measurements, visual acuity testing, and plasmatic vitamin D level dosing, measured in ng/mL. Results: Refractive errors and visual impairment were found to have a higher prevalence in the group of children with disabilities than in the control group. Moreover, the plasma level of vitamin D was lower in the group of children with special health needs. Conclusions: Given the present results, children with disabilities should undergo special eye examinations as soon as possible to ensure the quality of their socio-academic lives.

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Salkić, Adelisa, and Milena Nikolić. "PERCEPTIVE-MOTOR SKILLS IN CHILDREN WITH DEVELOPMENTAL DISABILITIES." Research in Education and Rehabilitation 4, no. 1 (2021): 27–42. http://dx.doi.org/10.51558/2744-1555.2021.4.1.27.

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Perceptual-motor skills (PMS) are very important for the functioning of children in general, including children with developmental disabilities, and enable a person to, based on the stimulus through movement it acts on the space that is surrounded. This paper aims to review the research of enriched knowledge of PMS of children with disabilities, which emphasized the importance of performing activities of everyday life and the acquisition of academic skills. The papers collected a search of electronic databases using the keywords: PMS, children with disabilities, visual perception, gross and fine motor skills, visual-motor coordination, visual-motor integration. Criteria for the selection of papers have been published in full and in the last 10 years. A total of 12 works met the criteria. The results of the research review showed that children with disabilities have a limitation in PMS, and showed that PMS differ separately from the type and degree of difficulty, but differences also exist within the same category of children with disabilities. Implementation of education and rehabilitation programs improves PMS. The results showed that there is a correlation between PMS and activities of everyday life and a correlation between visual perceptions and the acquisition of reading skills. It is important to point out that PMS can be practiced and it is important to implement incentive programs for children with disabilities, but also children at risk for some difficulty, to prevent possible difficulties that children may have in performing daily life activities and in acquiring academic skills. The results of the presented research should be considered concerning the limitations of the presented research, but also to the limitations of this research. Keywords: visual-motor integration, fine and gross motor skills, developmental difficulties

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Swanson, H. Lee, and Olga Jerman. "Math Disabilities: A Selective Meta-Analysis of the Literature." Review of Educational Research 76, no. 2 (June 2006): 249–74. http://dx.doi.org/10.3102/00346543076002249.

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This article synthesizes published literature comparing the cognitive functioning of children who have math disabilities (MD) with that of (a) average-achieving children; (b) children who have reading disabilities (RD); and (c) children who have comorbid disabilities (MD+RD). Average achievers outperformed children with MD on measures of verbal problem solving, naming speed, verbal working memory (WM), visual-spatial WM, and long-term memory (LTM). Children with MD outperformed comorbid children on measures of literacy, visual-spatial problem solving, LTM, short-term memory (STM) for words, and verbal WM. Children with MD could be differentiated from children with RD only on naming speed and visual-spatial WM. Differences in cognitive functioning between children with MD and average achievers were related primarily to verbal WM when the effects of all other variables (e.g., age, IQ, and other domain categories) were partialed out.

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Dyusenbayeva, B. A., A. N. Keldegulova, and N. B. Aubakirov. "CORRECTION AND DEVELOPMENT WORK WITH CHILDREN WITH DISABILITIES." Vestnik of M. Kozybayev North Kazakhstan University, no. 4 (52.1) (June 15, 2023): 41–45. http://dx.doi.org/10.54596/2309-6977-2021-4-41-45.

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Teaching visually impaired children alongside children with normal vision in mainstream schools does not lead to quality education. On a project basis, inclusive classes for children with visual impairments are formed in schools. When teaching normal children, the difference is obvious when teaching mathematics, physics, chemistry, and for visually impaired and visually impaired students, different teaching aids are used. Therefore, all teachers started talking about the need to master the pedagogical methods of teaching children with visual impairments. Our article is devoted to the analysis of corrective and developmental work with children with visual impairments. Methods and ways to improve the quality of education with disabled children are presented.

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Kanari, Harikleia, and Vassilis Argyropoulos. "Museum Educational Programmes for Children with Visual Disabilities." International Journal of the Inclusive Museum 6, no. 3 (2014): 13–26. http://dx.doi.org/10.18848/1835-2014/cgp/v06i03/58333.

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13

Magnan, Annie, and Jean Ecalle. "Audio-visual training in children with reading disabilities." Computers & Education 46, no. 4 (May 2006): 407–25. http://dx.doi.org/10.1016/j.compedu.2004.08.008.

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Martać, Valentina, Vesna Vučinić, Marija Anđelković, and Zorica Vladisavljević. "Characteristics of interaction between parents and children with visual impairment at preschool age." Specijalna edukacija i rehabilitacija 19, no. 4 (2020): 213–26. http://dx.doi.org/10.5937/specedreh19-29874.

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Parenting is a dynamic process infuenced by the behavior of both children and parents. Behavior of children with visual impairment is characterized by the absence of language which involves smiling and looking, calming down when focusing on voice, unusual posture, stereotyped behavior, blank face, which can all interfere with parentchild interaction. Objective. The aim of this paper was to determine the characteristics of interaction between mothers and children with visual impairment and multiple disabilities. Methods. The research included a total of thirteen mother-child pairs. Five children had a visual impairment, while eight had both a visual impairment and another comorbid condition. The children were between 10 and 68 months of age (M = 31.62, SD = 19.08). The characteristics of interaction between mothers and children with visual impairment and multiple disabilities were assessed by analyzing videos, while Parenting Interactions with Children - Checklist of Observations Linked to Outcomes - PICCOLO was used to record the observed behaviors. Results. Interaction between parents and children with visual impairment and multiple disabilities was satisfactory in three domains: Affection, Responsiveness, and Encouragement. Conclusion. The biggest problem for parents was fnding a way to teach their child some activities or to provide information about the environment.

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Morse, M. T. "Cortical Visual Impairment in Young Children with Multiple Disabilities." Journal of Visual Impairment & Blindness 84, no. 5 (May 1990): 200–203. http://dx.doi.org/10.1177/0145482x9008400501.

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Teachers of visually handicapped children are seeing an increased frequency in referrals of young, multiply handicapped children with cortical visual impairment. The use of the residual visual capacity in these children is related to their ability to neurologically process and understand environmental sensory information. The complex interaction of the visual process, central nervous system functioning, and environmental stimuli has major implications for effective educational planning.

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Seviarica, Hilda Putri, Fandi Akhmad, Adhe Sukma Berliyana, Sugeng Tri Atmojo, and Robi Fauzi. "Karakteristik dan Pengembangan Pelayanan Pendidikan Islam Anak Tunadaksa." ANWARUL 1, no. 1 (December 1, 2021): 102–20. http://dx.doi.org/10.58578/anwarul.v1i1.48.

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This study aims to characterize and develop Islamic education services for children with disabilities. The type of research used in this research is literature research, to discuss the characteristics and development of Islamic education services for children with disabilities. Data collection techniques use documentation techniques by collecting data through documents, data sources that are inanimate, such as notes, letters, and photos. The results showed that there are several characteristics of children with physical disabilities, including: social or emotional characteristics, sensory disorders, motor disorders, speaking skills, academic characteristics, physical characteristics. Children with special needs who experience damage or lose their physical members, the process of developing Islamic religious education materials in providing materials or teaching methods is almost the same as children with visual impairments and visual impairments. Meanwhile, the model for developing children with disabilities is through the school environment, family environment, and community environment.

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Kalaiselvi, Ganapathy, Arthur Dinukumar, Mouttapa Fredrick, and Kannusamy Veena. "Burden of visual disability in children with other disabilities." TNOA Journal of Ophthalmic Science and Research 57, no. 1 (2019): 8. http://dx.doi.org/10.4103/tjosr.tjosr_115_18.

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18

Snow, J. "Visual memory for children and adolescents with learning disabilities." Archives of Clinical Neuropsychology 13, no. 1 (February 1998): 83. http://dx.doi.org/10.1016/s0887-6177(98)90513-3.

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Snow, J. H., and D. Poole. "Visual memory for children and adolescents with learning disabilities." Archives of Clinical Neuropsychology 13, no. 1 (February 1, 1998): 83. http://dx.doi.org/10.1093/arclin/13.1.83.

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Bari, Mohd Arshad, Hussein Ali Hasan Alghazal, Haq Nawaz Mir, and Muzaffar Husain. "Somatotype Characteristics of School Going Children with Visual Disabilities." Indian Journal of Public Health Research & Development 10, no. 11 (2019): 513. http://dx.doi.org/10.5958/0976-5506.2019.03524.1.

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Komova, N. S., and V. V. Sokolov. "The Choice of a Profession by Blind Senior Students and their Relevance to the Labor Market." Psychological-Educational Studies 9, no. 4 (2017): 12–20. http://dx.doi.org/10.17759/psyedu.2017090402.

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This article presents results of the research on the professional orientation and employment of blind graduates of schools in six regions of the Russian Federation specialising in teaching children with visual impairments. Also analysis related to the situation with the employment of people with visual disabilities are given. This analysis are based on information from Russian Association Of The Blind. Reasons of low rates of the employment of young people with disabilities are shown. The dependence of the awareness of the choice of the profession by the blind during the period of school education on specifics of the organisation of vocational guidance work for children with visual impairments, as well as on the level of maturity of the personality and personal qualities of students is presented. The ways of overcoming the reasons negatively affecting the results of career guidance work and the employment of graduates of special schools are indicated. Examples of effective career guidance work and successful employment of young people with visual deprivation are given. The article is Amed at researchers involved in education of children with visual disabilities, organisers of career guidance work, tiflopedagogs and parents who have blind children.

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Tūbele, Sarmīte. "Correlations between Reading Disabilities and Learning Disabilities." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 200. http://dx.doi.org/10.17770/sie2012vol2.134.

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The article is devoted to reveal correlations between reading disabilities and learning disabilities. These problems need to be explained and teachers need to have reasonable solutions. Number of school-children with learning disabilities is increasing and teacher is not able to find the best and most precise ways of diagnostics and treatment/intervention. Causes of learning disabilities are different: brain damage or distorted functioning of it; auditory or visual perception and operating problems; language acquisition or processing problems etc. Symptoms are mostly noticed in the main areas – reading, writing and mathematics. Reading disabilities are one of the most obvious and serious problems which are to be noticed and taken into account in teacher’s actions. It is necessary to diminish dropouts and to promote success of school-children. Main ideas of dyslexia are mentioned the same as findings in learning disabilities. Early warning signs of learning disabilities are mentioned and some suggestions for intervention are stated in this article.

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Adelia Octaviani. "Dukungan Sosial Orangtua Terhadap Anak Disabilitas Netra Dalam Pencapaian Prestasi Akademik." RISOMA : Jurnal Riset Sosial Humaniora dan Pendidikan 2, no. 3 (May 6, 2024): 128–33. http://dx.doi.org/10.62383/risoma.v2i3.96.

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A person's reduced ability to see images while performing daily activities or the malfunctioning of their sense of sight is referred to as a visual disability. Children with visual impairments are entitled to a supportive education that will help them excel in school. Parental social support can help with this. The purpose of this study is to find out the social support that parents provide to their children with visual disabilities to help them achieve academically, as well as the factors that hinder and support the implementation of social support. This study was conducted using a qualitative method, descriptive research type, with purposive sampling with four respondents. Interviews, observation, and documentation were used to collect data. The results showed that academic achievement of children with visual disabilities is influenced by parental social support, which includes emotional support, appreciation, instrumental support, information support, and group support. The development of academic skills and cognitive development is influenced by the characteristics of visual disability. This relates to the important role played by parents and SLB - A Pembina Tingkat Nasional school in educating their children who have visual disabilities. Parents provide information or advice verbally or nonverbally that has a positive impact on the action or emotional in the activity.

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Ganapathy Sankar U and Monisha R. "Visual motor integration in children with and without reading disability." International Journal of Research in Pharmaceutical Sciences 11, no. 4 (October 20, 2020): 6486–89. http://dx.doi.org/10.26452/ijrps.v11i4.3466.

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Where there are few occupational therapists in regular practice, and an educational psychologist and special educators conducted the majority of the assessment procedure and evaluation of children with visual-motor integration (VMI). They consider assessing children with VMI as similar to the assessment of children with research instruments, and the availability of the trained occupational therapist was limited. VMI is generally expressed as the ability of the child to integrate visual perception input and to coordinate it with limb movements for the execution of motor activities in sequential order. A child with impaired VMI skills fails to execute motor- based activity. We evaluated the visual-motor integration (VMI) in children with and without reading disabilities (RDs) in the primary schools of Mudichur. Full Range Test of Visual-Motor Integration (FRTVMI) was used to evaluate the visual-motor integration among children. A total of 20 children recruited from primary schools in Mudichur. Every parent of the children gave the willingness to participate in the study; 10 children were already diagnosed as having RDs, whereas the remaining 10 children were age-matched typically developing children. The results indicated that children with reading disability scored poor on the FRTVMI than the typically developing age-matched peer-group children. The results support the impairment in visual-motor integration is strongly related to learning disabilities, and the therapist should educate teachers of primary schools to refer children with learning disabilities. However, there is a need for strong assessment among children’s to quantify their skills in reading and writing, and it is vital to diagnose children in the early years to avoid academic failures. Teachers were in need to be educated to refer children are who are suspected of being at risk for RDs in school settings.

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Brajčić, Marija, and Esmeralda Sunko. "Interaction between Children with Developmental Disabilities and Artwork." Revija za elementarno izobraževanje 13, no. 3 (2020): 261–88. http://dx.doi.org/10.18690/rei.13.3.261-288.2020.

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The study was conducted among students with developmental disabilities at three institutions in Split, Croatia. A total of 32 students a ged f rom 1 7 t o 21 participated in the study. A qualitative study employing the method of aesthetic transfer was conducted, aiming to encourage students to react, and to recognize differences between their reactions. The students communicated with the artworks of the modern painter Joan Miró. The research has shown that observing artworks as part of visual arts activity in institutions involving students with developmental disabilities fulfills its purpose, because a structured method for observing artwork served to self-activate students to assess their own competences and competences in visual arts expression.

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Rughani, Sonal, and Lisa Donaldson. "Eye care for children with learning disabilities 2: Assessment of vision and visual needs." Optician 2020, no. 8 (August 2020): 8303–1. http://dx.doi.org/10.12968/opti.2020.8.8303.

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In the second in our series discussing the vision of children with learning disabilities, Sonal Rughani and Lisa Donaldson offer practical advice and strategies on how to successfully engage children with learning disabilities to assess their eye health and vision needs (C76171, one distance learning CET point suitable for optometrists and dispensing opticians)

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Druzhinina, Lilia A., Larisa B. Osipova, Vitaly S. Tsilitsky, Lyubov M. Lapshina, Victoria S. Vasilieva, and Maria S. Korobintseva. "Correctional orientation of aesthetic education of children preschool age with disabilities." Perspectives of Science and Education 53, no. 5 (November 1, 2021): 430–45. http://dx.doi.org/10.32744/pse.2021.5.30.

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Introduction. The state policy in relation to children with disabilities (hereinafter referred to as children with disabilities) is aimed at updating the content of correctional and pedagogical assistance, one of the leading tasks of which is aesthetic development and upbringing. The specificity of the defect in children with disabilities is expressed in the difficulties of the formation of aesthetic culture and aesthetic perception of the world around them, which is one of the factors that negatively affect personality development, manifested in the inability to sociocultural adaptation and requires new approaches to solving this problem in the theory and practice of correctional pedagogy. Aim of the study: determination of the correctional orientation of aesthetic education of children with disabilities in the context of the basic component of aesthetics - the aesthetics of everyday life. Materials and methods. In the course of the study, the formation of knowledge about beauty, etiquette when receiving guests, eating meals was studied; the ability to evaluate serving and table behavior from the point of view of aesthetics; the ability to independently set the table, behave in accordance with the requirements of etiquette. The study involved 348 preschool children with visual impairments of varying severity (EG – 1, 116 people) and mental retardation (EG – 2, 122 people), with normal psychophysical development (EG – 3, 110 people). Results. As a result of the study, differences were established in the formation of the mechanism of aesthetic development in children of experimental EG-1 – CG (temp = -2.977; p≤0.003) EG-2 – CG (temp = -2.23; p≤0.027) in comparison with control group (CG). As a result, the features of the components of aesthetic development in children with mental retardation (PD) and children with visual impairments were revealed. So the worst formed is the cognitive component in children with CRD, 11%, in comparison with children with visual impairments (28%). The estimated component in children with visual impairments corresponds to 17% and 14% in children with CRD. The behavioral component is worse formed in children with visual impairments (14%); in children with mental retardation, the indicator of formation corresponds to 21%. Conclusions. The data obtained made it possible to prove the advisability of choosing the aesthetics of everyday life as the fundamental social competence necessary for the successful development of a child with disabilities and his entry into society. The peculiarities of the aesthetic development of children with mental retardation and visual impairment revealed in the course of the study became the leading factor for determining the corrective orientation of aesthetic education, which involves solving special (correctional) tasks in accordance with various components of the mechanism of aesthetic development of a child with disabilities (in the context of everyday aesthetics).

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Nguyen Thi Cam, Huong, Khanh Nguyen Cong, Long Phan Thanh, Thao Do Thi, and Hop Bui The. "Air pollution and its impact on children with disabilities: Teachers' awareness and influencing factors." Journal of Science Educational Science 66, no. 4AB (October 2021): 132–44. http://dx.doi.org/10.18173/2354-1075.2021-0068.

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This study aims to find out teachers’ awareness of air pollution, how to response to it, how air pollution impact on children with disabilities and teachers’ attitudes on this issue through a survey of 3,221 teachers who are teaching in inclusive, integrated and special enviroment in 6 provinces and cities in different regions in Vietnam. The results showed that most of the teachers have the correct awareness about air pollution, responding methods with air pollution, and are aware of the negative impacts of air pollution on children with disabilities and children without disabilities, they felt worried and concerned more about this issue. According to teachers, children with disabilities suffer more negative impacts than children without disabilities. Children with chronic diseases are most affected by air pollution, followed by children with motor disabilities, then children with neurocognitive disorders, and finally, children with hearing impairment, visual impairment and children with language disability. Most of teachers were actively teaching children with disabilities deal with air pollution impact. Teachers' awareness and attitudes about air pollution and its impact on children with disabilities depend on age, working area and training status. There is a need for more research to clarify the impact of air pollution on the education of children with disabilities and education on responding skills for children with disabilities in the future.

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Burtner, Patricia A., Shannon Geisler Ortega, Cecilia Gonzales Morris, Keri Scott, and Clifford Quails. "Discriminative Validity of the Motor-Free Visual Perceptual Test Revised in Children with and without Learning Disabilities." OTJR: Occupation, Participation and Health 22, no. 4 (October 2002): 161–63. http://dx.doi.org/10.1177/153944920202200405.

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Children who encounter difficulties in the major childhood occupation of academic learning are often identified as having learning disabilities. The Motor-Free Test of Visual Perception Revised (MVPT-R) is a standardized assessment frequently used by occupational therapists to measure a child's visual perceptual skills that contribute to successful learning. Although the MVPT-R has been revised with additional normative data and test items, no validity studies using different populations have been reported. The present study investigated the ability of the MVPT-R to differentiate between children with learning disabilities and matched control children. Two groups of 38 children (7–10 years of age) were compared on their MVPT-R scores. Results of t-test analyses showed children with learning disabilities: 1) scored significantly lower on MVPT-R raw (p = 0.01), perceptual quotient (p = 0.005), and perceptual age (p = 0.02) scores, and 2) had a significantly greater percentage of children scoring below criterion cutoff than control children.

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Pilling, Rachel F., Louise Outhwaite, and Alison Bruce. "Assessing visual function in children with complex disabilities: the Bradford visual function box." British Journal of Ophthalmology 100, no. 8 (December 1, 2015): 1118–21. http://dx.doi.org/10.1136/bjophthalmol-2015-307558.

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Tokarskaya, Lyudmila V., Tatiana Yu Bystrova, Elizaveta A. Osnovina, and Maxim N. Cheremnykh. "Educational potential of visual novels in remedial and developmental work." Perspectives of Science and Education 63, no. 3 (June 1, 2023): 397–421. http://dx.doi.org/10.32744/pse.2023.3.24.

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Introduction. The relevance of the presented problems is due to the need to find modern resources for teaching children with disabilities. The work reveals the features of visual novels use for teaching this category of children and adolescents. This technology is new for the education system and of considerable interest to students due to the fact that it is a genre of computer games. The aim of the study was to develop and test a visual novel for teaching children with disabilities social and household skills using as a base scientific research in psychology and design. Materials and methods. The possibilities of using visual novels in remedial and developmental work are considered, taking into account key parameters, such as simplifying complex content or presenting it in a form that facilitates perception; receiving feedback and player involvement; character selection and design. The novels with an educational orientation are analyzed; as well as visual novels dedicated to persons with disabilities. The description of the author’s visual novel created using Ren’Py visual novel engine and aimed at the formation of social and household skills in children is given, the features of its application in working with students with Intellectual Disabilities (mental retardation) are analyzed. 30 adults including teachers and parents, as well as seven students took part in the work at the stages of pre- and post-project analysis. Results. It is established that the use of a visual novel makes the educational process more interesting for high school students with intellectual disabilities, encourages them to read and comprehend the proposed topic. The possibility of correcting a choice error allows students to think more deeply about the content of the text and allows them to correct misconceptions. The game format does not bother children, so they can refer to the content of the novel repeatedly. Test tasks contribute to the consolidation of the material. Conclusion. Thus, visual novels have a great remedial and educational potential, can be used in the study of various topics within a large number of subjects. The simplicity of creation allows to design such novels with the involvement of teachers and students of educational organizations.

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Ismailova, Indira Sedredinovna, and Viktoriya Viktorovna Ponomareva. "Psychological foundations of the development of coherent speech in children with simultaneous visual and mental disabilities." Психология и Психотехника, no. 2 (February 2021): 59–67. http://dx.doi.org/10.7256/2454-0722.2021.2.35344.

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This article describes the psychological foundations of conducting a formative experiment on the development of coherent speech in children with simultaneous visual and mental pathologies, or in other words, children with complex sensory-mental disorders. The goal of this work is to determine the stages of correctional work of the formative experiment on the development of coherent speech in children with complex visual and mental disabilities. The subject of this research is the process of psychological-pedagogical impact reflected in the process of correctional work on the development of coherent speech among primary school students with visual and mental disabilities. The object of this research is the primary school students of 3rd and 4th grade with complex visual and mental disabilities of various severity in a boarding school for children with visual impairments. The scientific novelty of this research consists in optimization of activity of a pedagogue specializing in the development different types of coherent speech – dialogues, conversations and stories based on the picture among primary school students with sensory-mental disorders, which is of particular importance for school practice as it indicates the techniques for improving the quality of their speech and their social adaptation in the society. The author also underlines the importance of such work with children for fulfilling their personal potential in the context of the requirements of the principle of social justice. Accuracy of acquired results is defined by substantiation of the initial theoretical and methodological positions; comprehensive application of theoretical and empirical methods adequate to the object,  subject, goals and objectives of the research, long-term practical activity of the author dedicated to the development of coherent oral speech in primary schools students n with visual and mental disabilities.

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Ahn, Si-nae. "Combined Effects of Virtual Reality and Computer Game-Based Cognitive Therapy on the Development of Visual-Motor Integration in Children with Intellectual Disabilities: A Pilot Study." Occupational Therapy International 2021 (July 5, 2021): 1–8. http://dx.doi.org/10.1155/2021/6696779.

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Purpose. Visual-motor integration is a good indicator of a child’s overall developmental and functional level. This study investigated the combined effects of virtual reality (VR) and computer game-based cognitive therapy on the development of visual-motor integration in children with intellectual disabilities. Methods. The study used a single-group pre-post study design and 13 children with intellectual disabilities who were recruited from a community rehabilitation center participated in the study. We used the Wii VR video game and the CoTras computer game to deliver cognitive therapy over 12 sessions. The Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2) was used to evaluate motor function related to visual-motor integration to identify changes in function, and the Developmental Test of Visual Perception-2 (DTVP-2) was used to assess changes in visual perception function associated with visual-motor integration. Results. The VR and computer game-based cognitive therapy has shown significant difference in total standard score of BOT-2 associated with visual-motor integration representing improved motor function ( p < 0.01 ). Comparison of the DTVP-2 scores showed the significant difference in visual-motor integration of spatial relation and visual-motor speed ( p < 0.05 ), motor-reduced visual perception ( p < 0.01 ), and general visual perception ( p < 0.01 ). Conclusions. Results of this study provide useful evidence supporting the possibility of combined VR and computer game-based cognitive therapy for children with intellectual disabilities.

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Kubo, Manako, Haruyo Tamatani, Misuzu Beppu, Masako Matsuo, and Hiroshi Takahashi. "Low Vision Care in Kitakyushu Rehabilitation Center for Children with Disabilities-Needs of Children/adults with Visual Disabilities-." JAPANESE ORTHOPTIC JOURNAL 37 (2008): 171–77. http://dx.doi.org/10.4263/jorthoptic.37.171.

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Vasil'eva, O. "Methodological Support for Children With Disabilities. Planner “Time Keeper”." Scientific Research and Development. Socio-Humanitarian Research and Technology 12, no. 4 (January 11, 2024): 71–76. http://dx.doi.org/10.12737/2306-1731-2024-12-4-71-76.

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In this article the author presents the development of the planner "Time Keeper", aimed at the formation of children (including children with disabilities with visual impairment) the skill of effective planning. She notes the need to teach preschool children the basics of planning in order to form integrative qualities, moral characteristics of personality, the ability to learn, readiness for selfchange, self-development, self-education. The uniqueness of this manual is that all kinds of systems are involved: visual, auditory, kinesthetic. The purpose of the article is to present the originality of the development to the pedagogical community, as well as to confirm its modernity and relevance at the scientific level.

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Rooks-Ellis, Deborah L. "Inquiry-Based Education for Students with Visual Impairment." ISRN Education 2014 (March 4, 2014): 1–7. http://dx.doi.org/10.1155/2014/361685.

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The purpose of the study presented here was to identify and synthesize studies of evidence-based practices for working with students with visual impairment in the science classroom. Expanding a comprehensive literature search conducted in 1992, 10 empirical reports were found and reviewed. A synthesis of the results showed strong support for inquiry-oriented approaches to science instruction for children with disabilities. Evidence also was found that knowledge of science pedagogy for children with disabilities is continuing to increase; however, the literature to support evidence-based methodology for students with visual impairment in the science classroom is sparse. This critical review is a call for research that provides support for inquiry approaches in science education for the learner with a visual impairment.

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Cirık, Mevlut, Ugur Sak, Deniz Arslan, Engin Karaduman, and Ercan Opengin. "ASIS Cognitive Profiles of Children with Learning Disabilities." Anales de Psicología 39, no. 1 (January 1, 2023): 72–80. http://dx.doi.org/10.6018/analesps.466371.

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Intelligence scales are widely used for cognitive profile analyses in the diagnosis of learning disabilities. The purpose of this study was to explore the cognitive profiles of children with learning disabilities on a new test of intelligence, the Anadolu-Sak Intelligence Scale. The intelligence test was administered to 89 children diagnosed with general learning disabilities. A matched control group (N = 92) was randomly selected from the norm sample. Data analyses included latent profile analyses and comparisons of scores across groups and within-group comparisons. The findings showed that the mean general intelligence and means of the verbal and visual ability of children with learning disabilities were in the average range but closer to the lower boundary. The mean of working memory was slightly below the average range and significantly lower than the mean of the matched control group. Latent profile analyses showed three distinct profiles: the zigzag profile, wavy profile, and waterfall profile. The only weakness shared by the three profiles is visual sequential processing memory. The results imply that weak sequential processing memory may contribute to learning disabilities. Las escalas de inteligencia se utilizan ampliamente para el análisis de perfiles cognitivos en el diagnóstico de problemas de aprendizaje. El propósito de este estudio fue explorar los perfiles cognitivos de los niños con problemas de aprendizaje en una nueva prueba de inteligencia, la Escala de Inteligencia Anadolu-Sak. La prueba de inteligencia se administró a 89 niños diagnosticados con discapacidades generales de aprendizaje. Se seleccionó aleatoriamente un grupo de control emparejado (N = 92) de la muestra estándar. Los análisis de datos incluyeron análisis de perfil latente y comparaciones de puntuaciones entre grupos y comparaciones dentro de los grupos. Los hallazgos mostraron que la inteligencia general media y los medios de la capacidad verbal y visual de los niños con problemas de aprendizaje estaban en el rango promedio pero más cerca del límite inferior. La media de la memoria de trabajo estaba ligeramente por debajo del rango medio y significativamente más baja que la media del grupo de control emparejado. Los análisis de perfil latente mostraron tres perfiles distintos: el perfil en zigzag, el perfil ondulado y el perfil en cascada. La única debilidad compartida por los tres perfiles es la memoria de procesamiento secuencial visual. Los resultados implican que la memoria de procesamiento secuencial débil puede contribuir a las discapacidades de aprendizaje.

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Carsone, Blair, Katherine Green, William Torrence, and Bridgett Henry. "Systematic Review of Visual Motor Integration in Children with Developmental Disabilities." Occupational Therapy International 2021 (July 22, 2021): 1–9. http://dx.doi.org/10.1155/2021/1801196.

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Original research articles regarding visual motor integration skills in children with developmental disabilities and the impact of occupational therapy were identified, appraised, and synthesized. Twenty-four articles were chosen for this review. Themes were noted during the critique of articles. Three themes emerged: “age,” “gender,” and “diagnosis.” Regarding the impact on visual motor integration, there was strong evidence for age, moderate evidence for gender, and strong evidence for diagnosis. Future research investigating visual motor integration in children should control for age and diagnosis.

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Paclawskyj, Theodosia R., and Timothy R. Vollmer. "REINFORCER ASSESSMENT FOR CHILDREN WITH DEVELOPMENTAL DISABILITIES AND VISUAL IMPAIRMENTS." Journal of Applied Behavior Analysis 28, no. 2 (June 1995): 219–24. http://dx.doi.org/10.1901/jaba.1995.28-219.

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Leyser, Yona, Antoinette Heinze, and Gaylen Kapperman. "Stress and Adaptation in Families of Children with Visual Disabilities." Families in Society: The Journal of Contemporary Social Services 77, no. 4 (April 1996): 240–49. http://dx.doi.org/10.1606/1044-3894.905.

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Little research is available on families of children with visual impairments. The authors examined stress and coping in a sample of 130 families (experimental group) of visually impaired children who responded to a parent questionnaire and the Family Environment Scale (FES). A control group of 78 parents responded to FES only. Findings revealed that the experimental group experienced various stressors such as future concerns, financial concerns, concerns about services, and concerns about the social acceptance of the child. These families were less involved in intellectual and cultural activities and used less structure and organization than did the controls. In coping, many families used various formal and informal sources of support as well as personal coping strategies. Implications for practitioners and social service providers are discussed.

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Levitsky, V. E. "Formation of visual perception in preschool children with intellectual disabilities." Actual problems of the correctional education (pedagogical sciences), no. 17 (May 11, 2021): 186–95. http://dx.doi.org/10.32626/2413-2578.2021-17.186-195.

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Hyvärinen, Lea. "Assessment of Visual Processing Disorders in Children with Other Disabilities." Neuro-Ophthalmology 33, no. 3 (January 2009): 158–61. http://dx.doi.org/10.1080/01658100902842658.

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Johnson, Kenalea, Nora Griffin-Shirley, and Alan J. Koenig. "Active Learning for Children with Visual Impairments and Additional Disabilities." Journal of Visual Impairment & Blindness 94, no. 9 (September 2000): 584–94. http://dx.doi.org/10.1177/0145482x0009400905.

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This article describes a survey of the participants at two workshops presented by Lilli Nielsen to determine their use of Nielsen's Little Room. The survey findings are discussed in relation to Nielsen's philosophy and the implementation of active learning using Nielsen's equipment.

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Pilling, Rachel Fiona, and Suzanne Mary Little. "Evaluation of the role of the colour tent in vision stimulation for children with complex disabilities and cerebral visual impairment: A feasibility study." British Journal of Visual Impairment 38, no. 1 (September 16, 2019): 104–14. http://dx.doi.org/10.1177/0264619619871980.

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Children with profound and multiple disabilities commonly have their visual impairment overlooked when seeking to meet their complex health needs. The act of surrounding a child with little or no apparent visual function by a monochromatic translucent tent can serve to ‘switch on’ a child’s visual system. The aim of the project was to investigate the role of using colour tents to bring about attentional responses in children with complex disabilities including cerebral visual impairment. The evaluation comprises three phases, repeated on four occasions over the space of 4 weeks. The child’s visual attention prior to entering the tent and during the 5 minutes after leaving the tent was recorded. Moreover, the child’s responses and behaviours while in the tent were recorded. Nine children participated in the evaluation, mean age 6 years (range: 5–9 years). All children showed a change in visual behaviour on at least one occasion while in the colour tent. Most children required more than one session before a change in visual behaviour was noted. Only two children showed increase in visual awareness after any session, and there was no sustained effect demonstrated. This feasibility study has demonstrated that a short series of sessions in a colour tent is insufficient to demonstrate the effectiveness of a colour tent in stimulating visual awareness in children with complex needs. The methodology was acceptable to parents and teachers and lessons have been learned which will inform future studies.

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Breau, Lynn M., G. Allen Finley, Patrick J. McGrath, and Carol S. Camfield. "Validation of the Non-communicating Children's Pain Checklist–Postoperative Version." Anesthesiology 96, no. 3 (March 1, 2002): 528–35. http://dx.doi.org/10.1097/00000542-200203000-00004.

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Background This study evaluated the psychometric properties of the Non-communicating Children's Pain Checklist-Postoperative Version (NCCPC-PV) when used with children with severe intellectual disabilities. Methods The caregivers of 24 children with severe intellectual disabilities (aged 3-19 yr) took part. Each child was observed by one of their caregivers and one of the researchers for 10 min before and after surgery. They independently completed the NCCPC-PV and made a visual analog scale rating of the child's pain intensity for those times. A nurse also completed a visual analog scale for the same observations. Results The NCCPC-PV was internally reliable (Cronbach alpha = 0.91) and showed good interrater reliability. A repeated-measures analysis of variance indicated NCCPC-PV total and subscale scores were significantly higher after surgery and did not differ by observer. Postoperative NCCPC-PV scores correlated with visual analog scale ratings provided by caregivers and researchers, but not with those of nurses. A score of 11 on the NCCPC-PV, by caregivers, provided 0.88 sensitivity and 0.81 specificity for classifying children with moderate to severe pain. Conclusions The NCCPC-PV displayed good psychometric properties when used for the postoperative pain of children with severe intellectual disabilities and has the potential to be useful in a clinical setting. The results suggest familiarity with an individual child with intellectual disabilities is not necessary for pain assessment.

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Kaminer, Ruth K., and Eugene McMahon. "Blindness and Visual Impairment." Pediatrics In Review 16, no. 2 (February 1, 1995): 77–78. http://dx.doi.org/10.1542/pir.16.2.77.

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The identification and treatment of children who have significant visual impairments are critical to their health and future well-being. "Legal blindness" occurs if a patient has central visual acuity of 20/200 or less in the better eye with corrective glasses or a visual field that is no greater than 20 degrees in the better eye. To determine eligibility for special education services, states must adopt a definition of visual impairment consistent with the Individuals with Disabilities Education Act (IDEA). For educational purposes, this includes students who have a visual disability that, even with correction, affects their educational performance adversely. The term includes both partially seeing and blind children.

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Tröster, Heinrich. "Sources of Stress in Mothers of Young Children with Visual Impairments." Journal of Visual Impairment & Blindness 95, no. 10 (October 2001): 623–37. http://dx.doi.org/10.1177/0145482x0109501005.

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This study found that mothers of children with visual impairments aged 8–87 months experienced more stress than did mothers of children with no disability, particularly in areas involving the children's behavior and when the children had multiple disabilities. The major resource for the families was the availability of social support.

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Khandekar, Rajiv, Urmi Gogri, and Salah Al Harby. "Visual function of children with visual and other disabilities in Oman: A case series." Oman Journal of Ophthalmology 8, no. 2 (2015): 97. http://dx.doi.org/10.4103/0974-620x.159253.

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Khandekar, Rajiv, Urmi Gogri, and Salah Al Harby. "Visual function of children with visual and other disabilities in Oman: A case series." Indian Journal of Ophthalmology 64, no. 12 (2016): 888. http://dx.doi.org/10.4103/0301-4738.198845.

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Govanda, Milletesya, Yulizawati Yulizawati, and Hardisman Hardisman. "Efektivitas Audio Flash Card dan Teman Ajar Isyarat terhadap Pengetahuan Protokol Kesehatan Covid-19 pada Anak Disabilitas di Sekolah Luar Biasa Alhidayah Padang." Jurnal Warta Pengabdian Andalas 29, no. 4 (December 19, 2022): 450–58. http://dx.doi.org/10.25077/jwa.29.4.450-458.2022.

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In a pandemic situation, challenges are even more significant where there is limited space for movement and need strict assistance for children with disabilities to prevent Covid-19. A common problem faced by children with disabilities is that they cannot understand abstract and verbal things, even though verbal skills are very much needed in implementing the Covid-19 health protocol. Children with disabilities need assistive devices in the form of visual media so that they can more easily apply health protocols through their senses. In Padang, West Sumatra, the highest Covid-19 cases were in Kuranji Subdistric. For this reason, the implementing team provided education regarding the Covid-19 health protocol to children with disabilities at the Alhidayah Special School using the Audio Flash Card game method and Friends Teaching Signs. It was done so that children with disabilities were hight interested in participating. The results show that the education provided was more effective with the Audio Flash Card game method and Friends Teaching Signs because, for children with disabilities, this method is more fun and easier to understand. Thus, this method should be applied and combined in the educational process so that children with disabilities can easily understand the material presented.

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