Meeting vision needs of children with special educational needs: Case studies of the impact on behaviour and academic achievement.
Accessible summary: Children with learning disabilities often have problems with their eyesight.We tested the eyes of nine children and checked whether they needed glasses or bigger print.We found that when they got what they needed to see better, their behaviour improved.This is important because c...
| Publicado en: | British Journal of Learning Disabilities Vol. 48; no. 1; pp. 45 - 59 |
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| Autores principales: | , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Mar2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=141781771&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 141781771 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13544187 F04 jtl: British Journal of Learning Disabilities issn: 13544187 maglogo: Y pubinfo: dt: Mar2020 vid: 48 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 141781771 141781771 141781771 10.1111/bld.12313 141781771 ppf: 45 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P tig: atl: Meeting vision needs of children with special educational needs: Case studies of the impact on behaviour and academic achievement. aug: au: McKerr, Lyn McConnell, Emma L. Black, Shelley A. McClelland, Julie Little, Julie A. Saunders, Kathryn J. Dillenburger, Karola affil: Centre for Behaviour Analysis, Queens University, Belfast, UK sug: subj: Intellectual Disability In Infancy and Childhood Eye Care Health Services Needs and Demand Education, Special Needs Assessment Child Behavior Evaluation Academic Achievement Evaluation Human Child, Preschool Child Learning Environment Schools, Special United Kingdom Parents Teachers Questionnaires Prescriptions, Non-Drug Eyeglasses Adaptive Seating Affective Disorders Diagnosis Hyperkinesis Diagnosis Social Behavior Evaluation Child, Preschool: 2-5 years Child: 6-12 years ab: Accessible summary: Children with learning disabilities often have problems with their eyesight.We tested the eyes of nine children and checked whether they needed glasses or bigger print.We found that when they got what they needed to see better, their behaviour improved.This is important because children with learning disabilities need to be able to see as well as anyone else. Background: Children with identified special educational needs are at higher risk than other children of having visual needs that are not adequately met. This paper evaluates the impact of addressing the visual needs of these children on behaviour and academic achievements in a number of case studies. Method: Nine children (4–11 years of age, from four classrooms), who attended a special school in a medium‐sized town in the UK, took part in the case studies reported here. The children were part of the Special Education Eyecare (SEE) Project. Six of the children were selected because they had unmet visual needs at baseline and required bespoke interventions to meet these needs; the other three children were selected because their visual needs had been met prior to the study and no further adjustments were needed. Repeated direct observations were conducted to assess the impact of the intervention on the children's behaviour in the classroom. The observer was "blind" with regard to the visual needs of the participants. Parents and teachers completed the Strength and Difficulties Questionnaire (SDQ) for each child, before and after the intervention. School files were analysed to assess effects on academic achievement. Findings: Subsequent to the implementation of bespoke visual adjustments, for example prescription of spectacles or changed seating in classroom, significant and sustained changes were observed with regard to the children's behaviour (i.e., increased engagement with peers and/or teachers and decreased off‐task behaviour). Strength and Difficulties Questionnaire scores showed improvements regarding total difficulties, emotional difficulties, hyperactivity and prosocial (kind and helpful) behaviour. Due to highly variable data in school files, the effects on academic achievement were inconclusive. Discussion: The case studies reported here explored changes in behaviour of children with identified special educational needs after their visual needs were met. Findings show a positive overall effect on the behaviour of these children. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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