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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

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Related Experiment Video

Updated: Jun 10, 2026

An Automated Method for Assessing Visual Acuity in Infants and Toddlers Using an Eye-Tracking System
05:10

An Automated Method for Assessing Visual Acuity in Infants and Toddlers Using an Eye-Tracking System

Published on: March 17, 2023

Evidence that children with special needs all require visual assessment.

Meghomala Das1, Katherine Spowart, Stephanie Crossley

  • 1Southern General Hospital, 218/7 Eaglesham Road, East Kilbride, Glasgow, UK. meghomala.das@nhs.net

Archives of Disease in Childhood
|July 22, 2010
PubMed
Summary

Visual assessments are feasible for most children with special needs. High rates of visual impairment and uncorrected refractive errors were found, particularly in those with learning disabilities.

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Last Updated: Jun 10, 2026

An Automated Method for Assessing Visual Acuity in Infants and Toddlers Using an Eye-Tracking System
05:10

An Automated Method for Assessing Visual Acuity in Infants and Toddlers Using an Eye-Tracking System

Published on: March 17, 2023

A Method to Quantify Visual Information Processing in Children Using Eye Tracking
09:47

A Method to Quantify Visual Information Processing in Children Using Eye Tracking

Published on: July 9, 2016

Eye Tracking Young Children with Autism
09:03

Eye Tracking Young Children with Autism

Published on: March 27, 2012

Area of Science:

  • Ophthalmology
  • Pediatric Optometry
  • Special Education

Background:

  • Children with special needs often have undiagnosed visual impairments.
  • Early detection and correction of vision problems are crucial for development.

Purpose of the Study:

  • To assess the feasibility of conducting ophthalmological assessments in special needs schools.
  • To determine the prevalence of visual impairment and refractive errors in this population.

Main Methods:

  • A protocol-based ophthalmological assessment was conducted on-site by a skilled investigator.
  • Visual acuity and refractive errors were measured in 240 children attending special needs schools in Glasgow.
  • Data analysis focused on cooperation rates, visual acuity outcomes, and refractive error prevalence.

Main Results:

  • 95% of children cooperated with visual assessments.
  • 12.1% of children were visually impaired according to WHO criteria.
  • 46.1% had refractive errors requiring correction, with 24.1% prescribed new spectacles. Refractive error prevalence was higher in special needs children, especially those with learning disabilities.

Conclusions:

  • Adapted methods and skilled personnel enable visual assessments for most children with special needs.
  • Reduced visual acuity is common, with unaddressed correctable refractive error being a significant contributing factor.
  • Targeted vision screening programs are essential for this vulnerable population.