Teaching approach for children with visual dysfunctions ̶ practical instructions for acquiring academic skills

Abstract

The education of children with difficulties in visual functioning caused by lesions or dysfunctions in the central nervous system represents a significant challenge. This condition is called cerebral visual impairment and it is usually accompanied by normal ophthalmological results. Functional problems that occur in children can manifest as mild difficulties in directing visual attention, up to the complete inability to use vision effectively in certain situations. This variable behaviour of a child is (wrongly) interpreted as clumsiness, a lack of understanding and attention or it is attributed to problems in social functioning and communication, where in most cases it is not recognised as a consequence of difficulties in visual functioning. Problems with eyesight result in problems in academic activities, and the needs of children with cerebral visual impairment are unique. The aim of the paper is to point out, by reviewing the relevant literature, the specific behaviours typical of children with cerebral visual impairment and to offer general recommendations for an adequate teaching approach in working with these students, which could result in the improvement of their school achievement and facilitate the acquisition of academic skills. The paper contains suggestions for teaching strategies and adaptations of teaching materials, as well as recommendations for adaptations in space. The aforementioned adaptations can be useful both for students with cerebral visual impairment and for students with other developmental disabilities, as well as for students from the typical population.

Keywords

• cerebral visual impairment
• reading
• mathematics
• teaching approach
• adaptations