Measures and References: References: Vision

Return to References: Vision factor page.

Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

Vision: Screening (American Academy of Ophthalmology, 2014)**: Screening for difficulties with visual acuity in children typically involves an eye chart with shapes and symbols rather than letters, and the child identifies symbols with both eyes and each eye individually at varying distances.

Extensive Vision Evaluations: (American Optometric Association, 2019)**: These exams thoroughly test all aspects of Vision. This may include tests of visual field, binocular vision, convergence, and accommodation. ** Must be performed by a trained professional.

References

American Optometric Association. (2019). Limitations of Vision Screening Programs.

Ankeeta, A., Kumaran, S. S., Saxena, R., Dwivedi, S. N., Jagannathan, N. R., & Narang, V. (2022). Auditory perception of ambiguous and non-ambiguous sound in early and late blind children: A functional connectivity study. Brain and Language, 231, 105148.

Ball, L., Lieberman, L., Haibach-Beach, P., Perreault, M., & Tirone, K. (2022). Bullying in physical education of children and youth with visual impairments: A systematic review. British Journal of Visual Impairment, 40(3), 513-529.

Basch, C. E. (2011). Vision and the achievement gap among urban minority youth. Journal of School Health, 81(10), 599-605.

Bear, G. G., Mantz, L. S., Glutting, J. J., Yang, C., & Boyer, D. E. (2015). Differences in bullying victimization between students with and without disabilities. School Psychology Review, 44(1), 98-116.

Bedny, M., Richardson, H., & Saxe, R. (2015). “Visual” cortex responds to spoken language in blind children. Journal of Neuroscience, 35(33), 11674-11681.

Bourke, S., & Burgman, I. (2010). Coping with bullying in Australian schools: how children with disabilities experience support from friends, parents and teachers. Disability & Society, 25(3), 359-371.

Crocker, A. D., & Orr, R. R. (1996). Social behaviors of children with visual impairments enrolled in preschool programs. Exceptional Children, 62(5), 451-462.

Davis, P., & Hopwood, V. (2002). Including children with a visual impairment in the mainstream primary school classroom. Journal of Research in Special Educational Needs, 2(3).

Dudovitz, R. N., Izadpanah, N., Chung, P. J., & Slusser, W. (2016). Parent, teacher, and student perspectives on how corrective lenses improve child wellbeing and school function. Maternal and Child Health Journal, 20, 974-983.

Dudovitz, R. N., Izadpanah, N., Chung, P. J., & Slusser, W. (2016). Parent, teacher, and student perspectives on how corrective lenses improve child wellbeing and school function. Maternal and Child Health Journal, 20, 974-983.

Feagans, L. V., & Merriwether, A. (1990). Visual discrimination of letter-like forms and its relationship to achievement over time in children with learning disabilities. Journal of Learning Disabilities, 23(7), 417-425.

Glewwe, P., Park, A., & Zhao, M. (2016). A better vision for development: Eyeglasses and academic performance in rural primary schools in China. Journal of Development Economics, 122, 170-182.

Glewwe, P., West, K. L., & Lee, J. (2018). The impact of providing vision screening and free eyeglasses on academic outcomes: evidence from a randomized trial in title I elementary schools in Florida. Journal of Policy Analysis and Management, 37(2), 265-300.

Goldstand, S., Koslowe, K. C., & Parush, S. (2005). Vision, visual-information processing, and academic performance among seventh-grade schoolchildren: A more significant relationship than we thought? American Journal of Occupational Therapy, 59(4), 377-389.

Gudgel, D. (2014). Eye Screening for children. American Academy of Ophthalmology.

Hopkins, W. G., Gaeta, H., Thomas, A. C., & Hill, P. N. (1987). Physical fitness of blind and sighted children. European journal of applied physiology and occupational physiology, 56(1), 69-73.

Iverson, J. M., & Goldin-Meadow, S. (1997). What's communication got to do with it? Gesture in children blind from birth. Developmental Psychology, 33(3), 453.

Lack, D. (2010). Another joint statement regarding learning disabilities, dyslexia, and vision - A rebuttal. Optometry-Journal of the American Optometric Association, 81(10), 533-543.

Leung, M. M., Lam, C. S., Lam, S. S., Pao, N. W., & Li-Tsang, C. W. (2014). Visual profile of children with handwriting difficulties in Hong Kong Chinese. Research in Developmental Disabilities, 35(1), 144-152.

Milian, M. (1999). Schools and family involvement: Attitudes among Latinos who have children with visual impairments. Journal of Visual Impairment & Blindness, 93(5), 277-290.

Poletti, M., Rucci, M., & Carrasco, M. (2017). Selective attention within the foveola. Nature Neuroscience, 20(10), 1413-1417.

Richardson, H., Saxe, R., & Bedny, M. (2023). Neural correlates of theory of mind reasoning in congenitally blind children. Developmental Cognitive Neuroscience, 63, 101285.

Robertson, A. O., Tadić, V., & Rahi, J. S. (2021). This is me: A qualitative investigation of young people's experience of growing up with visual impairment. Plos one, 16(7).

Rogge, A. K., Hamacher, D., Cappagli, G., Kuhne, L., Hötting, K., Zech, A., ... & Röder, B. (2021). Balance, gait, and navigation performance are related to physical exercise in blind and visually impaired children and adolescents. Experimental Brain Research, 239, 1111-1123.

Tanhua-Piiroinen, E., Pasto, V., Raisamo, R., & Sallnäs, E. L. (2008). Supporting collaboration between visually impaired and sighted children in a multimodal learning environment. Haptic and Audio Interaction Design: Third International Workshop, HAID 2008 Jyväskylä, Finland, September 15-16, 2008 Proceedings 3(11-20).

Verweyen, P. (2004). Measuring vision in children. Community Eye Health, 17(50), 27-29.

Withagen, A., Kappers, A. M., Vervloed, M. P., Knoors, H., & Verhoeven, L. (2013). Short term memory and working memory in blind versus sighted children. Research in developmental disabilities, 34(7), 2161-2172.

Young, J., Ne'eman, A., & Gelser, S. (2011). Bullying and Students with Disabilities (p. 346).