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The student with a visual disability and a learning disability

J N Erin1, A J Koenig

  • 1Department of Special Education and Rehabilitation, University of Arizona, Tucson 85721-0069, USA.

Journal of Learning Disabilities
|May 1, 1997
PubMed
Summary
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Many students with visual disabilities also have learning disabilities, but diagnosis is often missed. This article explores identification, intervention, and educational strategies for these students.

Area of Science:

  • Special Education
  • Developmental Psychology
  • Ophthalmology

Background:

  • A significant percentage of students with visual disabilities (14-65%) also exhibit learning disabilities.
  • The overlapping symptoms and early identification of visual impairments can mask co-occurring learning disabilities.
  • This presents unique challenges in educational settings.

Purpose of the Study:

  • To provide a comprehensive overview of educational practices for students with both learning and visual disabilities.
  • To compare definitions and identify features complicating dual diagnosis.
  • To examine appropriate assessment and intervention strategies.

Main Methods:

  • Literature review and synthesis of existing research.
  • Comparative analysis of definitions and diagnostic challenges.

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  • Description of assessment procedures and intervention approaches.

    • Main Results:

    • Common assessment methods may be unsuitable for students with low vision or blindness.
    • Effective interventions include environmental adaptations, vision enhancement, compensatory skills, learning strategies, and learning opportunities.
    • Refined diagnostic methods and further research are needed.

    Conclusions:

    • Accurate identification of learning disabilities in visually impaired students requires specialized approaches.
    • Tailored interventions are crucial for academic success.
    • Future research should focus on improving diagnostic accuracy and understanding instructional needs.