Article1982

Neuropsychological, Learning and Developmental Characteristics of the Low Vision Child

32 citations0/0 files storedJournal of Visual Impairment & Blindness

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Developmental and Educational Neuropsychology Ophthalmology and Visual Impairment Studies Down syndrome and intellectual disability research

Abstract

This study was conducted to provide a comprehensive profile of the low vision child in the areas of cognitive, psychomotor, academic and neuropsychological development. The case-study method was employed to study 50 children on 143 variables using the Halstead-Reitan Neuropsychological Battery, the Stephens Piagetian Battery of Reasoning Assessments and standardized achievement tests. Results of the study indicated that the sample of low-vision children was characterized by significant delays in cognitive and psychomotor development and academic achievement. Thirty-two subjects or 65 percent of the total sample were classifiable as either brain-damaged or learning disabled by the application of the Selz and Reitan Rules Analysis (1980) and the Halstead Impairment Index to the neuropsychological data.

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References

1982The Handbook of School Psychology 1973Wechsler's measurement and appraisal of adult intelligence 1964The Bender Gestalt Test for Young Children 1975Assessment of Children's Intelligence 1959The factorial structure of the WISC at ages 7-6, 10-6, and 13-6.1974Education of the Visually Handicapped 1979Neuropsychological Test Performance of Normal, Learning-Disabled, and Brain-Damaged Older Children 1968The body-image of blind children

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2000The Motor Development of Sighted Children and Children with Moderate Low Vision Aged 8–13 2009Motor Skill Performance of Children and Adolescents with Visual Impairments: A Review 1992Intelligence Profiles of Low Vision and Blind Children 1986Neuropsychological Assessment in Clinical Child Psychology 1997The Student with a Visual Disability and a Learning Disability 1987The Attainment of Conservation by Visually Impaired Children in Taiwan

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