Emotional Status and Development in Children Who Are Visually Impaired
Emotional Status and Development in Children Who Are Visually Impaired
There are mutual effects of emotional problems on the development of visually impaired children. The methodologies used may correspond to developments at different ages. The study identifies a group of visual impaired children with emotional or behavioral deficits that is compared to their development with visually impaired children with no emotional or behavioral detect as related to age. The author hypothesizes there will be a significant delay in social and language development and less significant delay in fine and gross motor function of children who are visual impaired and have emotional or behavioral deficits.
Method
Between ages 0-5, 210 children were admitted 1975 and 1993. The criteria include visual impaired with acuity equivalent to 6/60 or lower, no other chronic illness, living in a two-parent family home, and attending the unit regularly for assessment with follow up. Half of the 74 participants were Arabs and Jews. 61% of children are boys and 39% girls.
Results
Of the 74 participants 16 were diagnosed as having a significant emotional or behavioral deficit. Data supports a significant relationship to emotional and behavioral status in the gross motor achievement. The study supports no significant relation on the gross motor performance between emotional and behavioral status and maternal education or child’s age. The research suggests no relationship between other fine motor attainments, special orientation and emotional or behavioral status. However, the author believes there is some significance between them. Fine motor skills decrease with older age participants.
Perceived Competence of Children with Visual Impairments
Method
A parent or guardian returns a consent form and a demographic questionnaire by mail two weeks before the camp. A one-week summer sports camp of 43 visual impaired participants had 27 male and 16 female. Between ages 8-14 years old, there
There are mutual effects of emotional problems on the development of visually impaired children. The methodologies used may correspond to developments at different ages. The study identifies a group of visual impaired children with emotional or behavioral deficits that is compared to their development with visually impaired children with no emotional or behavioral detect as related to age. The author hypothesizes there will be a significant delay in social and language development and less significant delay in fine and gross motor function of children who are visual impaired and have emotional or behavioral deficits.
Method
Between ages 0-5, 210 children were admitted 1975 and 1993. The criteria include visual impaired with acuity equivalent to 6/60 or lower, no other chronic illness, living in a two-parent family home, and attending the unit regularly for assessment with follow up. Half of the 74 participants were Arabs and Jews. 61% of children are boys and 39% girls.
Results
Of the 74 participants 16 were diagnosed as having a significant emotional or behavioral deficit. Data supports a significant relationship to emotional and behavioral status in the gross motor achievement. The study supports no significant relation on the gross motor performance between emotional and behavioral status and maternal education or child’s age. The research suggests no relationship between other fine motor attainments, special orientation and emotional or behavioral status. However, the author believes there is some significance between them. Fine motor skills decrease with older age participants.
Perceived Competence of Children with Visual Impairments
Method
A parent or guardian returns a consent form and a demographic questionnaire by mail two weeks before the camp. A one-week summer sports camp of 43 visual impaired participants had 27 male and 16 female. Between ages 8-14 years old, there