Measures and References: References: Vision

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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.

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.

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

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.

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.

Huber, E., Chang, K., Alvarez, I., Hundle, A., Bridge, H., & Fine, I. (2019). Early blindness shapes cortical representations of auditory frequency within auditory cortex. Journal of Neuroscience, 39(26), 5143-5152.

Huber, E., Jiang, F., & Fine, I. (2019). Responses in area hMT+ reflect tuning for both auditory frequency and motion after blindness early in life. Proceedings of the National Academy of Sciences, 116(20), 10081-10086.

Iverson, J. M., & Goldin‐Meadow, S. (2001). The resilience of gesture in talk: Gesture in blind speakers and listeners. Developmental Science, 4(4), 416-422.

Kovarski, C., Portalier, S., Faucher, C., Carlu, C., Bremond-Gignac, D., & Orssaud, C. (2020). Effects of visual disorders on the academic achievement of French secondary school students. Archives de Pédiatrie, 27(8), 436-441.

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.

Neitzel, A. J., Wolf, B., Guo, X., Shakarchi, A. F., Madden, N. A., Repka, M. X., ... & Collins, M. E. (2021). Effect of a randomized interventional school-based vision program on academic performance of students in grades 3 to 7: a cluster randomized clinical trial. JAMA Ophthalmology, 139(10), 1104-1114.

Occelli, V., Lacey, S., Stephens, C., Merabet, L. B., & Sathian, K. (2017). Enhanced verbal abilities in the congenitally blind. Experimental Brain Research, 235, 1709-1718.

Pinquart, M., & Pfeiffer, J. P. (2011). Bullying in German adolescents: Attending special school for students with visual impairment. British Journal of Visual Impairment, 29(3), 163-176.

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.

Rindermann, H., Ackermann, A. L., & Te Nijenhuis, J. (2020). Does blindness boost working memory? A natural experiment and cross-cultural study. Frontiers in Psychology, 11, 1571.

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.

Swanson, H. L., & Luxenberg, D. (2009). Short-term memory and working memory in children with blindness: Support for a domain general or domain specific system? Child Neuropsychology, 15(3), 280-294.

Tuttle, M., & Carter, E. W. (2022). Examining peer support arrangements for students with visual impairment. British Journal of Visual Impairment, 40(2), 222-239.

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

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