Vision impairment is a long-term condition caused by disorders of the eye, optic nerve, and brain. Using evidence-based knowledge, theory, and research, this book provides practical guidance for practitioners who are involved in the care and management of children with long-term vision impairment and disability. The book is divided into four sections following the ICF-CY model: (1) eye disorders, vision and brain, (2) child development and learning from birth to older childhood, (3) habilitation, orientation, reading and assistive technologies and (4) social relationships and participation in…mehr
Vision impairment is a long-term condition caused by disorders of the eye, optic nerve, and brain. Using evidence-based knowledge, theory, and research, this book provides practical guidance for practitioners who are involved in the care and management of children with long-term vision impairment and disability. The book is divided into four sections following the ICF-CY model: (1) eye disorders, vision and brain, (2) child development and learning from birth to older childhood, (3) habilitation, orientation, reading and assistive technologies and (4) social relationships and participation in everyday contexts. * International team of experts present up to date vision and neuroscience research and assessment and management approaches. * Multidisciplinary approaches for improving function, learning and activity in children with vision impairment. * New approach to childhood vision impairment with a focus on assessment, function and participation. * Covering all vision disorders and levels of vision impairment, including eye disorders, cerebral vision impairment and complex disability. A useful resource for developmental/and neurodisability paediatricians and clinicians including clinical, neuro- and educational psychologists, occupational therapists, speech and language therapists, physiotherapists; paediatric ophthalmologists and eye clinic staff; mobility/habilitation specialists, educationalists of vision impairment and others; community family support and social care workers.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Naomi Dale is a Consultant Clinical psychologist and Paediatric Neuropsychologist (Neurodisability) at Great Ormond Street Hospital for Children, London UK and Professor in Paediatric Neurodisability (with specialist interest in Vision Neurodisability) at UCL Great Ormond Street Institute of Child Health London, specialising in vision neurodisability and neurodevelopmental disorders. Naomi is a leading senior professional and clinical lead in the field of developmental visual impairment and Chief Investigator of the Developmental Vision research programme - a national grant-funded research programme, which is internationally renowned. Alison Salt is Honorary Consultant Paediatrician (Neurodisability) and Honorary Associate Professor, Great Ormond Street Hospital for Children London UK, and UCL Great Ormond Street Institute of Child Health and a senior co-investigator in the Developmental Vision research programme. Alison is a consultant Paediatrician in the Paediatric Rehabilitation Service, Child and Adolescent Health Service, Perth Children's Hospital, Western Australia and Clinical Associate Professor, University of Western Australia. Alison has many years of clinical and research expertise in the field of childhood visual impairment and complex neurodevelopmental disorders. Jenefer Sargent has worked as a Consultant Paediatrician in the Neurodisability service at Great Ormond Street Hospital for Children UK since 2001, working within the multidisciplinary Developmental Vision Clinic and the Developmental Communication service. She has expertise in the developmental consequences of severe visual impairment, and the visual, communication and learning needs of children with severe motor speech impairment and teaches on both these topics regularly at local and national level. Rebecca Greenaway is a Consultant Clinical Psychologist and Paediatric Neuropsychologist within the Neurodisability Service at Great Ormond Street Hospital for Children London UK. Rebecca has expertise in developmental, cognitive and neuropsychological assessment of children with neurodevelopmental needs, including children with genetic, metabolic and neurological conditions. Rebecca's research interests include autism, visual impairment, epilepsy and metabolic conditions.
Inhaltsangabe
Author Appointments Foreword Preface 1 Introduction Naomi Dale, Alison Salt, Jenefer Sargent, and Rebecca Greenaway PART 1 Eye disorders, vision and brain 2 Childhood vision functions, classification and causes of childhood visual impairment Ameenat Lola, Solebo, Jugnoo, and Sangeeta Rahi 3 Congenital eye disorders: genetics and clinical phenotypes Mariya Moosajee and Ngozi Oluonye 4 Assessment and habilitation of vision in infants and young children Alison Salt and Jenefer Sargent 5 Cerebral visual impairment Naomi Dale, Els Ortibus, Jenefer Sargent, and Richard Bowman 6 Vision assessment of children with complex neurodisability Jenefer Sargent, Alison Salt, and Elisa Fazzi 7 Brain development and plasticity Francesca Tinelli and Andrea Guzzetta PART 2 Child development and learning from birth to older childhood 8 Early years, early intervention and family support Naomi Dale, Elena Sakkalou, and Jackie Osborne 9 Motor development and hand function Julia Smyth and Alison Salt 10 Language and communication development Steve Rose, Kim Bates, and Rebecca Greenaway 11 Social communication and autism spectrum disorder Naomi Dale and Alison Salt 12 Cognition Rebecca Greenaway and Simon Ungar 13 Experience of parenting a child with vision impairment Christopher Clark and Kate Clark PART 3 Further approaches to habilitation 14 Orientation, Mobility and Independence Skills: Habilitation Approaches Jessica Hayton and Susan Mort 15 Technological aids for spatial perception and mobility Monica Gori and Giulia Cappagli 16 Low vision aids and assistive technologies for reading, learning and education Michael Crossland, Annegret Dahlmann-Noor, and Ngozi Oluonye 17 Reading Approaches for Braille Readers M Cay Holbrook and Kim T Zebehazy PART 4 Social relationships and participation 18 Psychological wellbeing, mental health and behaviour Clare Jackson 19 Self-concept and social relationships for quality of life and participation Mathijis Vervloed and Sabina Kef 20 Towards autonomy and independence in adolescence Graeme Douglas, Mike McLinden, and Rachel Hewett 21 Personal experiences from a young person Holly Tuke Index
Author Appointments Foreword Preface 1 Introduction Naomi Dale, Alison Salt, Jenefer Sargent, and Rebecca Greenaway PART 1 Eye disorders, vision and brain 2 Childhood vision functions, classification and causes of childhood visual impairment Ameenat Lola, Solebo, Jugnoo, and Sangeeta Rahi 3 Congenital eye disorders: genetics and clinical phenotypes Mariya Moosajee and Ngozi Oluonye 4 Assessment and habilitation of vision in infants and young children Alison Salt and Jenefer Sargent 5 Cerebral visual impairment Naomi Dale, Els Ortibus, Jenefer Sargent, and Richard Bowman 6 Vision assessment of children with complex neurodisability Jenefer Sargent, Alison Salt, and Elisa Fazzi 7 Brain development and plasticity Francesca Tinelli and Andrea Guzzetta PART 2 Child development and learning from birth to older childhood 8 Early years, early intervention and family support Naomi Dale, Elena Sakkalou, and Jackie Osborne 9 Motor development and hand function Julia Smyth and Alison Salt 10 Language and communication development Steve Rose, Kim Bates, and Rebecca Greenaway 11 Social communication and autism spectrum disorder Naomi Dale and Alison Salt 12 Cognition Rebecca Greenaway and Simon Ungar 13 Experience of parenting a child with vision impairment Christopher Clark and Kate Clark PART 3 Further approaches to habilitation 14 Orientation, Mobility and Independence Skills: Habilitation Approaches Jessica Hayton and Susan Mort 15 Technological aids for spatial perception and mobility Monica Gori and Giulia Cappagli 16 Low vision aids and assistive technologies for reading, learning and education Michael Crossland, Annegret Dahlmann-Noor, and Ngozi Oluonye 17 Reading Approaches for Braille Readers M Cay Holbrook and Kim T Zebehazy PART 4 Social relationships and participation 18 Psychological wellbeing, mental health and behaviour Clare Jackson 19 Self-concept and social relationships for quality of life and participation Mathijis Vervloed and Sabina Kef 20 Towards autonomy and independence in adolescence Graeme Douglas, Mike McLinden, and Rachel Hewett 21 Personal experiences from a young person Holly Tuke Index
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