Cortical Visual Impairments and Learning Disabilities

Medical advances in neonatology have improved the survival rate of premature infants, as well as children who are born under difficult neurological conditions. As a result, the prevalence of cerebral dysfunctions, whether minimal or more severe, is increasing in all industrialized countries and in s...

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Vydané v:Frontiers in human neuroscience Ročník 15; s. 713316
Hlavní autori: Chokron, Sylvie, Kovarski, Klara, Dutton, Gordon N.
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Lausanne Frontiers Research Foundation 13.10.2021
Frontiers
Frontiers Media S.A
Predmet:
assessment
Blindness
Children
Children & youth
Cognitive science
CVI
Diagnosis
differential diagnosis
Epidemiology
Human Neuroscience
Labeling
Learning disabilities
learning disability
occipital
Premature birth
Social discrimination learning
Social interaction
Vision
Visual discrimination learning
Visual impairment
Visual perception
Visual system
ISSN:1662-5161, 1662-5161
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Shrnutí:Medical advances in neonatology have improved the survival rate of premature infants, as well as children who are born under difficult neurological conditions. As a result, the prevalence of cerebral dysfunctions, whether minimal or more severe, is increasing in all industrialized countries and in some developing nations. Whereas in the past, ophthalmological diseases were considered principally responsible for severe visual impairment, today, all recent epidemiological studies show that the primary cause of blindness and severe visual impairment in children in industrialized countries is now neurological, with lesions acquired around the time of birth currently comprising the commonest contributor. The resulting cortical or cerebral visual impairments (CVIs) have long been ignored, or have been confused either with other ophthalmological disorders causing low vision, or with a range of learning disabilities. We present here the deleterious consequences that CVI can have upon learning and social interaction, and how these can be given behavioral labels without the underlying visual causes being considered. We discuss the need to train and inform clinicians in the identification and diagnosis of CVI, and how to distinguish the diagnosis of CVI from amongst other visual disorders, including the specific learning disorders. This is important because the range of approaches needed to enhance the development of children with CVI is specific to each child’s unique visual needs, making incorrect labeling or diagnosis potentially detrimental to affected children because these needs are not met.
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PMCID: PMC8548846
Reviewed by: Rachel F. Pilling, University of Bradford, United Kingdom; Barry Kran, New England College of Optometry, United States
Edited by: Corinna M. Bauer, Massachusetts Eye and Ear Infirmary, Harvard Medical School, United States
This article was submitted to Brain Health and Clinical Neuroscience, a section of the journal Frontiers in Human Neuroscience
ISSN:1662-5161
1662-5161
DOI:10.3389/fnhum.2021.713316