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Journal articles on the topic 'Visually impaired children'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

CLARKE, M. P., K. W. MITCHELL;, C. S. HOYT, and D. R. FREDRICK. "Cortically visually impaired children." British Journal of Ophthalmology 83, no. 6 (June 1, 1999): 759a. http://dx.doi.org/10.1136/bjo.83.6.759a.

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2

Turner, Barbara D., and William P. Erchul. "Visually Impaired Children I." School Psychology International 8, no. 2-3 (April 1987): 105–15. http://dx.doi.org/10.1177/0143034387082006.

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3

Van Delden, Geert W. "Teaching visually impaired children." Visual Impairment Research 1, no. 1 (January 1999): 53–57. http://dx.doi.org/10.1076/vimr.1.1.53.4448.

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4

Wiemer, S. A., and T. R. Kratochwill. "Fears of Visually Impaired Children." Journal of Visual Impairment & Blindness 85, no. 3 (March 1991): 118–24. http://dx.doi.org/10.1177/0145482x9108500308.

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The study reported here examined the number, content, and intensity of fears of 42 visually impaired children, aged 5–18. All children were administered the Fear Survey for Children with and without Mental Retardation. To obtain a different perception of children's fears, the authors also asked residential child care counselors to complete the survey for the children. Although the children had many fears, there was little difference between the number of mild and severe fears. The children reported more fears of potentially physically dangerous and harmful situations than of psychologically harmful situations. The counselors’ reports generally disagreed with the children's. Methodological implications of assessing fears in handicapped populations are presented, along with future research directions.

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5

Good, William V. "Behaviors of Visually Impaired Children." Seminars in Ophthalmology 6, no. 4 (January 1991): 158–60. http://dx.doi.org/10.3109/08820539109060195.

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6

Maćešić-Petrović, Dragana, Vesna Vućinić, Branka Jablan, and Branka Eškirović. "Attention in visually impaired children." International Congress Series 1282 (September 2005): 635–39. http://dx.doi.org/10.1016/j.ics.2005.04.018.

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7

Bishop, V. E. "Preschool Visually Impaired Children: A Demographic Study." Journal of Visual Impairment & Blindness 85, no. 2 (February 1991): 69–74. http://dx.doi.org/10.1177/0145482x9108500207.

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Intervention services for preschool visually impaired children are known to be critical, but identification and referral must occur before services can be provided. With the passage of P.L. 99-457, services are now mandatory for handicapped children from birth. This study examined a number of demographic factors related to the population of handicapped preschoolers who are visually impaired. Among the data collected were the number of children, their visual diagnoses, the source of referral, the types of services provided, the certification of teachers, and how P.L. 99-457 is perceived to be related to visually impaired infants and young children.

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8

Erchul, William P., and Barbara D. Turner. "Visually Impaired Children II: Intervention Strategies." School Psychology International 8, no. 4 (October 1987): 271–81. http://dx.doi.org/10.1177/014303438700800409.

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Using Maslow's (1973) Hierarchy of Basic Human Needs as an organizational scheme, this article offers an overview of interventions which are commonly used with visually impaired children. These strategies include: counselling parents to aid acceptance of their child, providing stimulation and enrichment to enhance psychological development, increasing visual efficiency, aiding orientation and mobility, decreasing undesirable behaviours, increasing social skills, fostering classroom acceptance, facilitating academic learning, and counselling the child to aid self-acceptance.

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9

Dekker, R. "VISUALLY IMPAIRED CHILDREN AND HAPTIC INTELLIGENCE TEST SCORES: INTELLIGENCE TEST FOR VISUALLY IMPAIRED CHILDREN (ITVIC)." Developmental Medicine & Child Neurology 35, no. 6 (November 12, 2008): 478–89. http://dx.doi.org/10.1111/j.1469-8749.1993.tb11678.x.

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10

Navarro, Andréa Sanchez, Marcia Maiumi Fukujima, Sissy Veloso Fontes, Sandro Luiz de Andrade Matas, and Gilmar Fernandes do Prado. "Balance and motor coordination are not fully developed in 7 years old blind children." Arquivos de Neuro-Psiquiatria 62, no. 3a (September 2004): 654–57. http://dx.doi.org/10.1590/s0004-282x2004000400016.

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Visually impaired children show difficulties in recognizing their own bodies, objects around then and the spatial parameters that are essential for independent movement. This study analyzes the neuro-psychomotor development of a group of congenitally visually impaired children as compared to children with normal sight. We have evaluated two groups of seven-year-olds by means of neurological evolution examination (NEE). The group studied comprised 20 blind children and the control group comprised 20 children with normal sight, and they were paired up according to age and gender. In some tests, the blind children were guided by touch. The visually impaired children performed worse in tests evaluating balance and appendage coordination compared to normal sighted children (p< 0.001), and this suggests that visual deficiency impairs children's neuro-psychomotor development.

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11

Ferrell, K. A., E. Trief, S. J. Dietz, M. A. Bonner, D. Cruz, E. Ford, and J. M. Stratton. "Visually Impaired Infants Research Consortium (Viirc): First-Year Results." Journal of Visual Impairment & Blindness 84, no. 8 (October 1990): 404–10. http://dx.doi.org/10.1177/0145482x9008400803.

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This article reports on a pilot study, conducted by the Visually Impaired Infants Research Consortium, of 21 developmental milestones achieved by 82 visually impaired children in New York City. Some delays in visual-motor activities were found, as well as differences in the sequence of acquiring skills. The subgroup of visually impaired children with multiple handicaps acquired milestones at a slower rate than did the subgroup of visually impaired children with no additional handicapping conditions.

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12

Molloy, Alysha, and Fiona J. Rowe. "Manneristic Behaviors of Visually Impaired Children." Strabismus 19, no. 3 (August 26, 2011): 77–84. http://dx.doi.org/10.3109/09273972.2011.600417.

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13

Williams, Christopher D. "Running Kinetics Of Visually Impaired Children." Medicine & Science in Sports & Exercise 37, Supplement (May 2005): S159. http://dx.doi.org/10.1249/00005768-200505001-00848.

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14

Stores, Gregory, and Paul Ramchandani. "Sleep disorders in visually impaired children." Developmental Medicine & Child Neurology 41, no. 5 (May 1999): 348–52. http://dx.doi.org/10.1017/s0012162299000766.

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15

Williams, Christopher D. "Running Kinetics Of Visually Impaired Children." Medicine & Science in Sports & Exercise 37, Supplement (May 2005): S159. http://dx.doi.org/10.1097/00005768-200505001-00848.

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16

Hallemans, Ann. "Motor development in visually impaired children." Developmental Medicine & Child Neurology 58, no. 2 (August 17, 2015): 114. http://dx.doi.org/10.1111/dmcn.12860.

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17

Schneekloth, L. H. "Play Environments for Visually Impaired Children." Journal of Visual Impairment & Blindness 83, no. 4 (April 1989): 196–201. http://dx.doi.org/10.1177/0145482x8908300406.

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The author compared the motor activities and environmental interactions of sighted and visually impaired children during unstructured play in their natural play environments to: 1) assess motor proficiency level; 2) establish frequency and kind of gross motor, manipulative, self-stimulation, and social/play behaviors; and 3) assess their use of the environment. Overall analyses suggest that some developmental delays observed in visually impaired children can be attributed to a lack of opportunity for gross motor interactions with the environment. An environmental intervention strategy and design principles are proposed which involve appropriate design of complex and accessible play environments, and personnel training to use the environment as an active educational tool.

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18

Puche-Navarro, Rebeca, and Rafael Millán. "Inferential functioning in visually impaired children." Research in Developmental Disabilities 28, no. 3 (May 2007): 249–65. http://dx.doi.org/10.1016/j.ridd.2006.01.003.

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19

HYVÄRINEN, LEA. "CONTRAST SENSITIVITY IN VISUALLY IMPAIRED CHILDREN." Acta Ophthalmologica 61, S157 (May 28, 2009): 58–62. http://dx.doi.org/10.1111/j.1755-3768.1983.tb03932.x.

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20

Jan, J. E., M. Groenveld, and A. M. Sykanda. "Light-Gazing By Visually Impaired Children." Developmental Medicine & Child Neurology 32, no. 9 (November 12, 2008): 755–59. http://dx.doi.org/10.1111/j.1469-8749.1990.tb08478.x.

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21

JAN, J. E. "Head Movements of Visually Impaired Children." Developmental Medicine & Child Neurology 33, no. 7 (November 12, 2008): 645–47. http://dx.doi.org/10.1111/j.1469-8749.1991.tb14936.x.

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22

Stores, Gregory, and Paul Ramchandani. "Sleep disorders in visually impaired children." Developmental Medicine & Child Neurology 41, no. 5 (February 13, 2007): 348–52. http://dx.doi.org/10.1111/j.1469-8749.1999.tb00615.x.

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23

Jan, James E., Roger D. Freeman, Andrew Q. McCormick, Eileen P. Scott, William D. Robertson, and Donald E. Newman. "EYE-PRESSING BY VISUALLY IMPAIRED CHILDREN." Developmental Medicine & Child Neurology 25, no. 6 (November 12, 2008): 755–62. http://dx.doi.org/10.1111/j.1469-8749.1983.tb13844.x.

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24

Fazzi, E., S. G. Signorini, S. M. Bova, P. Ondei, and P. E. Bianchi. "Early intervention in visually impaired children." International Congress Series 1282 (September 2005): 117–21. http://dx.doi.org/10.1016/j.ics.2005.05.200.

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25

Baker, Robert S. "Eye-pressing by visually impaired children." Survey of Ophthalmology 29, no. 5 (March 1985): 379–80. http://dx.doi.org/10.1016/0039-6257(85)90118-3.

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26

Riise, Ruth. "Nordic Registers of Visually Impaired Children." Scandinavian Journal of Social Medicine 21, no. 2 (June 1993): 66–68. http://dx.doi.org/10.1177/140349489302100202.

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27

chakraborty, Palash, and Dr Debasish Dhar. "Attitude of Parents (Father & Mother) Towards Visually Impaired Students of Secondary Level in “Education”." International Journal of Innovative Science and Research Technology 5, no. 7 (August 7, 2020): 1038–50. http://dx.doi.org/10.38124/ijisrt20jul781.

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Children with visually impaired may face difficulties that result in their experiencing emotional disturbance. There are very reasons for mood disorder among children with visual loss, such as feeling loneliness, avoidance to appear to learn in formal schools and greater dependency on help. According to RCI Act,1992 responsibility for visual disabilities including low vision and blindness PWD Act,1995 proposed the provision of improve educational services, medical care, vocational learning ,employment and social security for all persons with disabilities including blind and low vision. There are two educational systems for children with visually impaired 1. education in special schools 2. education in inclusive schools. The attitude of parents towards visually impaired students are very important in case of of their visually impaired children . The purpose of the study was to find out the attitude of parents(father & mother) to visually impaired students of class 9 standard. 20 visually impaired students of class 9 were taken for the study. Survey method was adopted to study the attitude of parents (father & mother) towards visually impaired students of secondary level and attitude scale were taken as tools & techniques.For the study the samples are taken from two blind schools of Kolkata. It was found that attitudes(father& mother) are favourable towards the visually impaired students of secondary level. They are very much sympathetic for the education of the their visually impaired sons or daughter.

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28

Kiss, Erika, and Emese Pajor. "Population Features of Visually Impaired Children and Their Parents Living in Hungary." European Journal of Mental Health 16, no. 1 (2021): 38–52. http://dx.doi.org/10.5708/ejmh.16.2021.1.3.

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This exploratory research (2014–2019) was conducted among visually impaired children aged 0–14 years and their parents. The paper focuses on the crucial features of the healthcare and pedagogical services provided for visually impaired children and analyses the situation of parents raising them. In order to explore the population characteristics of visually impaired children in Hungary, we relied on two major data sources: the census data of the Hungarian Central Statistical Office between 1990–2016, and the examination documents of the Corps of Pedagogical Services of Visually Impaired Children between 2009–2013. The research included data of 1,432 visually impaired children. In order to survey the situation of these children’s parents, we conducted semi-structured, individual interviews. We investigated the retrospective narratives of 39 mothers and 29 fathers through narrative categorical content analysis and performed the situation analysis of the parents, using the model of game theory between humans and environment, whilst we also took into consideration the Hungarian and international methodological context for researching parents raising visually impaired children. Results suggest that the population of visually impaired children is under transformation: visually impaired groups based on the classical interpretation of visual performance are being replaced by new groups governed by needs. What the parents of such children seem to lack the most in the Hungarian care system are the opportunities for physical and mental relief. It would be vital to improve the situation of the parents concerned by more flexible special education and social services that could support both single parents and couples to overcome their difficulties.

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29

Gardner, Laurence, Alan R. Morse, Deborah Tulloch, and Ellen Trief. "Visual Impairment among Children from Birth to Age Five." Journal of Visual Impairment & Blindness 80, no. 1 (January 1986): 535–37. http://dx.doi.org/10.1177/0145482x8608000105.

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The prevalence was assessed of multiply impaired neonates and multiply impaired children of preschool age with concomitant visual impairments in the New York City metropolitan area. Twenty-two hospitals were surveyed. Approximately .33 percent of the children born at these hospitals were diagnosed and classified as multiply impaired. Of these, 44 percent had visual impairments. Forty-nine preschool programs for the multihandicapped were also surveyed. Many of the children in these programs had not been registered as visually impaired, but instead had been classified according to their other disabilities. Of the preschool population, 9.3 percent were multiply impaired, with one of the impairments being a visual disability, and an additional .8 percent were identified as being visually impaired alone.

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30

Leguire, L. E., R. R. Fellows, and G. Bier. "Bayley Mental Scale of Infant Development and Visually Impaired Children." Journal of Visual Impairment & Blindness 84, no. 8 (October 1990): 400–404. http://dx.doi.org/10.1177/0145482x9008400802.

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Twenty infants and toddlers were determined to be visually impaired based on an ophthalmological examination and electrophysiological testing (Visual Evoked Response). To assess changes in visual-motor function with age, the 20 visually impaired infants and toddlers were followed, longitudinally, with the Bayley Mental Scale of Infant Development (BMSID). Based on the longitudinal BMSID data the study revealed the infants and toddlers obtained a range of scores. The results of the BMSID are discussed within the context of its role as a comprehensive assessment tool that charts changes in the visual-motor function of visually impaired children.

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31

Gudonis, Vytautas. "School maturity of pre-school age visually impaired children." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (July 24, 2015): 33. http://dx.doi.org/10.17770/sie2014vol3.695.

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The sample or research is 310 pre-school age visually impaired children. The average age of the surveyed is 6.3 years, the sharpness of vision is V 0.3–1. The research employed the methods for assessment of children’s maturity for school worked out by G. Gintilienė, D. Butkienė, S. Girdzijauskienė et al. (2005). During the investigation, essential problems of pre-school age visually impaired children have been estimated: a number of hyperactive children increases; also, a number of children who can hardly focus and retain attention increases; poor visual-motor coordination; narrow vocabulary; they explain notions of active vocabulary with difficulty. Results of school maturity of pre-school age visually impaired children proved significance of pre-school education institutions in visually impaired children’s preparation for school. It has been found that when surveying children of pre-school groups twice, in September and May, as well as preparing and using psychologists’ recommendations for pedagogues and parents, the level of pupils’ school maturity increases.

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32

Harley, R. K., M. Garcia, and M. F. Williams. "The Educational Placement of Visually Impaired Children." Journal of Visual Impairment & Blindness 83, no. 10 (December 1989): 512–17. http://dx.doi.org/10.1177/0145482x8908301009.

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The purpose of this study was to examine the educational placement of visually impaired children and related factors that might be helpful in the development of placement procedures for day school programs. The widespread acceptance of multiply handicapped children in day school programs appears to be affecting educational placement and related factors.

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33

Sik Lányi, C., R. Mátrai, G. Molnár, and Z. Lányi. "User interface design for visually impaired children." e & i Elektrotechnik und Informationstechnik 122, no. 12 (December 2005): 488–94. http://dx.doi.org/10.1007/bf03054386.

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34

Whaley, Antoinette. "Visually Impaired Parents, Sighted Children: A Bibliography." Journal of Visual Impairment & Blindness 79, no. 5 (May 1985): 196–97. http://dx.doi.org/10.1177/0145482x8507900502.

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35

Couper, Heidi. "Teaching modern languages to visually impaired children." Language Learning Journal 13, no. 1 (March 1996): 6–9. http://dx.doi.org/10.1080/09571739685200031.

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36

Schurink, J., R. F. A. Cox, A. H. N. Cillessen, G. H. M. B. van Rens, and F. N. Boonstra. "Low vision aids for visually impaired children." Research in Developmental Disabilities 32, no. 3 (May 2011): 871–82. http://dx.doi.org/10.1016/j.ridd.2011.01.027.

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37

KALLONIATIS, MICHAEL, and ALAN W. JOHNSTON. "Color Vision Characteristics of Visually Impaired Children." Optometry and Vision Science 67, no. 3 (March 1990): 166–68. http://dx.doi.org/10.1097/00006324-199003000-00004.

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38

Chalifoux, L. M., and B. Fagan. "Labeling Children who are Visually Impaired “Disadvantaged”." Journal of Visual Impairment & Blindness 91, no. 6 (November 1997): 531–38. http://dx.doi.org/10.1177/0145482x9709100604.

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This article presents a review of several factors that lead to the label of “disadvantaged,” with a focus on the blind or visually impaired youngster. It is noted that children who are blind or visually impaired are at greater risk than sighted children to be considered as disadvantaged. Some practical solutions to these disadvantaging circumstances are offered along with suggestions for future research.

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39

Maćešić-Petrović, Dragana, and Svetlana Slavnić. "Perception of rhythm in visually impaired children." International Congress Series 1282 (September 2005): 640–44. http://dx.doi.org/10.1016/j.ics.2005.04.019.

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40

Riemslag, Frans C. C. "Visually impaired children: “coming to better terms”." Documenta Ophthalmologica 119, no. 1 (January 10, 2009): 1–7. http://dx.doi.org/10.1007/s10633-008-9161-6.

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41

Şafak, Pınar, and Derya Uyar. "Joint Attention Skills in Children with Visually Impaired Children." Cumhuriyet International Journal of Education 7, no. 4 (December 31, 2018): 25–26. http://dx.doi.org/10.30703/cije.432161.

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42

Saleem, Jawairia, Qurat Ul Ain, Saleha Akram Nizami, Sadia Saleem, and Farrukh Sarfaraz. "Explore the Motifs of Attachment and Social Intelligence in Visually Impaired Adolescents." Pakistan Journal of Medical and Health Sciences 15, no. 8 (August 30, 2021): 2257–59. http://dx.doi.org/10.53350/pjmhs211582257.

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Objective: This present study was aimed to explore the attachment patterns on the social Intelligence scale in visually and non-visually impaired adolescents. Methodology: This is a cross-sectional study which was conducted in different private and government schools of special education and mainstream from Lahore. Results and Conclusion: During the two years of study, total contributors were122 in which Visually Impaired participants were 56 and Non-Visually Impaired were 66 with the maturity era of 14 to 19 years. Two scales were used; Social Intelligence Scale (SIS), and the Attachment Questionnaire for Children (AQC). In this study, results indicated that there was no significant difference found between the level of Social Intelligence on different attachment patterns between visual and non visually Impaired adolescents. There was no difference between the three types of attachment patterns on the social intelligence level of Visually Impaired and non Visually Impaired adolescents. On the other hand, Non-Visual Impaired adolescents had shown more secure attachment while Visual Impaired adolescents showed more ambivalent attachment patterns. Key Words: Visual Impairment, Non-Visual Impairment, Social Intelligence, Attachment Patterns

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43

Erwin, E. J. "Guidelines for Integrating Young Children with Visual Impairments in General Educational Settings." Journal of Visual Impairment & Blindness 85, no. 6 (June 1991): 253–60. http://dx.doi.org/10.1177/0145482x9108500606.

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To achieve success in educating visually impaired children in general educational settings, best-practice initiatives should be established before implementation occurs. This article examines the literature on early childhood special education and education of children with visual impairments to suggest practical guidelines for integrating youngsters who are blind or visually impaired with their age-appropriate peers.

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44

Chaly, Preetha Elizabeth, S. Srinidhi, S. Vaishnavi, P. Shalini, and V. Indra Priyadarshni. "Dentition Status, Periodontal Status, Dentofacial Anomalies and Treatment Needs Among Differently Abled Children in Chennai." Journal of Oral Health and Community Dentistry 9, no. 3 (2015): 120–25. http://dx.doi.org/10.5005/johcd-9-3-120.

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ABSTRACT BACKGROUND Oral health is an important aspect of health for all children, and is more important for children with special health needs. AIM The study was done to assess the dentition status, periodontal status, dentofacial anomalies and treatment needs of differently abled children attending special schools in Chennai. MATERIALS AND METHOD A cross sectional study was conducted among 6 - 18 year old hearing and speech impaired children and visually impaired children in Chennai. A cluster sampling methodology was followed for the selection of study subjects. The final sample size for the study was 624 hearing and speech impaired children and 506 visually impaired children. The data was collected using WHO Assessment Form (WHO 1997) modified. Statistical analysis was done using Pearson chi-square test and Student t test. RESULTS Overall mean dmft/DMFT among differently abled children was (0.58+1.46)/ (0.50+0.93). Dental caries experience was more among hearing and speech impaired children with mean dmft/DMFT being (0.67+1.44) / (0.52+0.95) and it was statistically significant(P<0.05) with visually impaired children in case of dmft. Overall mean DAI was (22.3+5.4)) and malocclusion was predominant among visually impaired children compared to hearing and speech impaired children and it was statistically significant (P<0.001) The periodontal conditions were poorer among visually impaired children with most of them having calculus and it was statistically significant (P<0.05) compared to hearing and speech impaired children. Traumatic injuries were seen more among visually impaired children compared to hearing and speech impaired children and it was statistically very highly significant (P<0.001). Hearing and speech impaired children needed more treatment than the visually impaired children with majority of them needing restorations. CONCLUSION It can be concluded from the study that even though the oral health status and treatment needs of differently abled children is not alarming, a prevention based intervention program directed especially towards dental caries and periodontal health is recommended for these special groups for a better productive life in future.

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Edwards, Rachel, Simon Ungar, and Mark Blades. "Route Descriptions by Visually Impaired and Sighted Children from Memory and from Maps." Journal of Visual Impairment & Blindness 92, no. 7 (July 1998): 512–21. http://dx.doi.org/10.1177/0145482x9809200711.

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The study reported here investigated the quality and content of visually impaired and sighted children's descriptions of two routes around their schools from memory and by using a map (print or tactile). It found that the descriptions from maps were generally poorer than those from memory, the descriptions of the visually impaired children contained more information than and were qualitatively different from those of the sighted children, and the descriptions of the younger visually impaired children were less well specified than those of the older visually impaired children and the sighted children.

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46

Daroni, Gangsar Ali, Gunarhadi Gunarhadi, and Edy Legowo. "Assistive Technology in Mathematics Learning for Visually Impaired Students." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 3, no. 1 (June 30, 2018): 1. http://dx.doi.org/10.24042/tadris.v3i1.2406.

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Mathematics is an important subject to be learned by all children. Visually impaired children experience obstacles in following the process of mathematics learning caused by abnormalities. Visually impaired students experience obstacles in the process of thinking at the disequilibrium stage and low understanding of concepts when studying mathematics. It caused them to experience difficulties when doing math problems. Assistive technology is a technology created specifically to improve or maintain the functional ability of children with special needs in order to accomplish tasks that hard for them to do. Assistive technology for visually impaired children is made by maximizing the abilities that the children still possess and helping them to get a clearer mathematical concept. This article is a literary study which aims to provide information about the difficulty for the visually impaired students in mathematics learning and assistive technologies that have been developed to support the learning. This article can be used as the basis for developing new assistive technology in mathematics learning. Assistive technology is needed to help children with visual impairment in following the learning of mathematics and to optimize the ability of the children in learning mathematics.

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47

Caltenco, Héctor, Charlotte Magnusson, Bitte Rydeman, Sara Finocchietti, Giulia Cappagli, Elena Cocchi, Lope Ben Porquis, Gabriel Baud-Bovy, and Monica Gori. "Co-Designing Wearable Technology Together with Visually Impaired Children." International Journal of Mobile Human Computer Interaction 8, no. 4 (October 2016): 68–84. http://dx.doi.org/10.4018/ijmhci.2016100104.

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This paper presents the process and results of a set of studies within the ABBI EU project, with the general aim to co-design wearable technology (an audio bracelet) together with visually impaired children, starting at a young age. The authors discuss user preferences related to sounds and tactile materials and present the results of a focus group with very young visually-impaired children under the age of 5, together with their parents. They find that multisensory feedback (visual, tactile/haptic, auditory) is useful and that preferences vary - also the drastic and potentially unpleasant sounds and materials may have a role. Further studies investigate the possibilities of using the ABBI wearable technology for social contexts and games. In a series of game workshops children with and without visual impairments created games with wearable technology employing very simple interactivity. The authors report the created games, and note that even with this simple interactivity it is possible to create fun, inclusive and rich socially co-located games.

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BOZIC, N. M., E. W. HILL, and M. J. TOBIN. "Pre-school visually impaired children: visual stimulation and micro-computers." Child: Care, Health and Development 19, no. 1 (January 1993): 25–35. http://dx.doi.org/10.1111/j.1365-2214.1993.tb00710.x.

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Rogge, Ann-Kathrin, Daniel Hamacher, Giulia Cappagli, Laura Kuhne, Kirsten Hötting, Astrid Zech, Monica Gori, and Brigitte Röder. "Balance, gait, and navigation performance are related to physical exercise in blind and visually impaired children and adolescents." Experimental Brain Research 239, no. 4 (February 7, 2021): 1111–23. http://dx.doi.org/10.1007/s00221-021-06038-3.

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Abstract:

AbstractSelf-motion perception used for locomotion and navigation requires the integration of visual, vestibular, and proprioceptive input. In the absence of vision, postural stability and locomotor tasks become more difficult. Previous research has suggested that in visually deprived children, postural stability and levels of physical activity are overall lower than in sighted controls. Here we hypothesized that visually impaired and blind children and adolescents differ from sighted controls in postural stability and gait parameters, and that physically active individuals outperform sedentary peers in postural stability and gait parameters as well as in navigation performance. Fourteen blind and visually impaired children and adolescents (8–18 years of age) and 14 matched sighted individuals took part. Assessments included postural sway, single-leg stance time, parameters of gait variability and stability, self-reported physical activity, and navigation performance. Postural sway was larger and single-leg stance time was lower in blind and visually impaired participants than in blindfolded sighted individuals. Physical activity was higher in the sighted group. No differences between the group of blind and visually impaired and blindfolded sighted participants were observed for gait parameters and navigation performance. Higher levels of physical activity were related to lower postural sway, longer single-leg stance time, higher gait stability, and superior navigation performance in blind and visually impaired participants. The present data suggest that physical activity may enhance postural stability and gait parameters, and thereby promote navigation performance in blind and visually impaired children and adolescents.

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Hofstetter, H. W. "Efficacy of Low Vision Services for Visually Impaired Children." Journal of Visual Impairment & Blindness 85, no. 1 (January 1991): 20–22. http://dx.doi.org/10.1177/0145482x9108500107.

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Abstract:

Though it is known that visually impaired children can be helped by low vision aids, little research has been done on the use of such aids by children. In this study of 137 children, subjects were screened for visual capacity. Where appropriate, recommendations were made that they be examined further, in most cases by low vision specialists and in others by general optometrists. Follow-up was made on many of the children who received aids as a result of these examinations to determine whether the aids were being used effectively.

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