Children with Vision Impairment

Dale N, Salt A, Sargent J, and Greenaway R, eds. Children with Vision Impairment. Assessment, Development, and Management. (Mac Keith Press Practical Guides). London: Mac Keith Press; 2022 (ca 288 pages). ISBN: 978–1-911612–33–9. £ 60.00 (Paperback)

The editors of this volume are eminent Clinical Child psychologists/Pediatric Neuropsychologists and Consultant Pediatricians (Neurodisability Service) at the Great Ormond Street Hospital for Children/University College London Great Ormond Street Institute of Child Health, London. The text reflects their experience (over decades) of the multidisciplinary Developmental Vision Clinic service. The faculty includes national (British) and international experts.

The book is designed as a practical guide to support practitioners (from all disciplines and backgrounds) in their management of care of children with vision impairment and disability. Vision impairment is a long-term condition caused by disorders of the eye, optic pathways, and brain, thus of very heterogeneous underlying causes of different severity. Vision impairment may influence facets of development (as motor, language, and cognition), social interaction and relationships, schooling, transition to adulthood, gaining autonomy, and independence. Obviously, assessment, support, and habilitation are complex tasks. A holistic approach with inclusion of the families is required. Voices of parents and children are included in the text.

The book is divided into four parts (with 21 chapters) following the International Classification of Functioning, Disability and Health: Children and Youth version. Part 1, Eye Disorders, Vision, and Brain, is focusing on body functions and structure; Part 2, Child Development and Learning From Birth to Older Childhood, is highlighting child function and development and learning across childhood; Part 3, Further Approaches to Habilitation, deals with functional activity and leisure and participatory activities; and Part 4, Social Relationships and Participation, looks at social relating and participation in everyday contexts. Each chapter covers relevant theories, contemporary research evidence, and practice insights. At the end of each chapter, a Summary and Key Points are provided, as well as adequate literature references.

The book provides insight into the complex and challenging tasks when confronted with a child with very low or no vision. For me (having no practical experience in this field), Part 3 was of particular interest (covering habilitation approaches for orientation and mobility, technical aids for spatial perception, low-vision aids, and reading approaches for the Braille readers). The chapter on Social Communication and Autism Spectrum Disorder in children with vision impairment was also of great interest.

I agree with the notion by Prof. G. N. Dutton (the Emeritus Professor of Visual Science Glasgow Gordon University in the foreword, “This book is a must have for all pediatric and educational psychologists, occupational therapists, speech and language specialists, and clinicians with responsibility for optimizing the development and life opportunities of children with low vision.”

Publication History

Article published online:
18 June 2022