Improving learning for children with intellectual disabilities with a focus on visual functioning
Original version
https://doi.org/10.18261/9788215057903-23-14Abstract
Children with intellectual disabilities more frequently exhibit problems in vision than children without these disabilities. Assessment and treatment pose challenges to the eye health system. In this chapter the authors argue that assessment and intervention of visual problems in children with intellectual disabilities also should take place in a school setting. A theoretical framework and case illustration will be presented, followed by a discussion which sets out the implications for learning and development.