Low vision aids for visually impaired children A perception-action perspective

• Published in: Research in developmental disabilities Vol. 32; no. 3; pp. 871 - 882
• Main Authors: SCHURINK, J, COX, R. F. A, CILLESSEN, A. H. N, VAN RENS, G. H. M. B, BOONSTRA, F. N
• Format: Journal Article
• Language: English
• Published: Amsterdam Elsevier 01.05.2011
• Subjects: Biological and medical sciences; Child; Children; Clinical practice; Disabled Children - rehabilitation; Eyeglasses; Fundamental and applied biological sciences. Psychology; Handicap; Humans; Low vision aids; Optical Devices; Psychology and medicine; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Sensory Aids; Task performance; Vision, Low - rehabilitation; Vision, Low - therapy; Visual impairment; Young children; Human; Preschool age; Action; Perception-action; Vision disorder; Use; Review; Recommendation; Eye disease; Low vision; School age; Theoretical model; Visual impairment; Visual aid; Critical study; Perception; Conceptual framework; Low-vision aids; Children; Child; Tool use
• ISSN: 0891-4222; 1873-3379
• DOI: 10.1016/j.ridd.2011.01.027

It is a widely accepted belief in clinical practice that children with a visual impairment can profit from the use of a low vision aid (LVA). However, we found a considerable gap in our scientific understanding of LVA use, particularly in young children. This is the reason for the analysis presented in this paper. A selected overview of LVA use in adults is given, from which valuable insights are taken. Additionally, an action perspective for analysing LVA use is discussed as well as the results of tool-use studies in children. Mainly based on these three ingredients, we developed a conceptual framework for LVA use. The framework consists of three interacting relations between LVA, child and task. Performance of a particular child on a specific task with a certain LVA is constrained by the following three reciprocal and dynamic relations: the Child-to-Task relation (related to goal-information), the Child-to-LVA relation (related to control-information), and the LVA-to-Task relation (related to topology information).