Vision Bibliography

by DB-LINK on Nov 30, 2012
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This is a partial list of materials on this topic available from the DB-LINK Catalog Database.  If you have additional questions, please contact us via email:

Updated 9/2012


10 Issues to Always Consider When Intervening for Students with Deafblindness --Wiley, David. TX SENSEABILITIES, vol. 4, #1, Winter 2010, pp.15-19. (2010) This article provides a framework for analyzing ten common issues a teacher, intervener, or caregiver must address when effectively supporting a student who is deafblind. These include: physical space, positioning, materials, devices and equipment, orientation & mobility, communication, trust and security, literacy, pacing and content of the activity or coursework, a teacher, intervener, or caregiver must address when effectively supporting a student who is deafblind. The most important role for those intervening with a student who is deafblind is to make accommodations to provide the best possible access to information, spaces, and materials. The author suggests that these accommodations should be planned in advance for the best visual, auditory, and tactile access. Questions are provided to help guide a team in planning the best sensory access for the student in all environments. Available on the web:



Audiologic Features of Norrie Disease --Halpin, Chris et. al . The Annals of otology, rhinology, and laryngology. 2005, 114 (7), 533-538. (2005) Norrie disease is an X-linked recessive disorder in which patients are born blind and develop sensory hearing loss in adolescence. The hearing loss associated with Norrie disease has been shown in a genetically altered knockout mouse to involve dysfunction of the stria vascularis; most other structures are preserved until the later stages of the disease. The objective of this study was to characterize the audiologic phenotype of Norrie disease for comparison with the pathophysiologic mechanism. The design combined two series of clinical audiologic evaluations, with special attention to speech intelligibility. The audiologic results for 12 affected individuals and 10 carriers show that patients with Norrie disease retain high speech intelligibility scores even when the threshold loss is severe. The cochlear mechanism-- failure of the stria vascularis-- accounts for some of the higher values in the wide distribution of speech scores in cases with similar pure tone audiograms.



Conversations: A Personal Reflection About Deafblindness Webcast --Miles, Barbara. Watertown, MA: Perkins School for the Blind. (2010) In this webcast, Barbara Miles, a well-know as an author and lecturer, discusses her approach to engaging in conversations with students who are deafblind. She encourages people to think of how they converse with their friends and try to replicate the elements of those successful interactions in a way that is accessible to a child with limited vision and hearing. For example usually people initiate a conversation because the other person expresses a willingness to talk, through a smile or some other cue. Miles offers alternative strategies for making that connection when the person with whom you want to converse can neither see or hear you. Publisher's web site:



Cross-Modal Plasticity in Cuban Visually-Impaired Child Cochlear Implant Candidates: Topography of Somatosensory Evoked Potential --Charroo-Ruiz, Lidia E., MD, MS; Perez-Abalo, Maria C., MD Ph.D.; Hernandez, Maria C., MD; Alvarez, Beatriz, MD; Beatriz Bermejo, MD; Bermejo, Sandra, MD; Galan, Lidice, Ph.D.; Diaz-Comas, Lourdes, Ph.D. MEDIC REVIEW, vol. 14, #2, April 2012, pp. 23-29. (April 2012) Studies of neuroplasticity have shown that the brain's neural networks change in the absence of sensory input such as hearing or vision. However, little is known about what happens when both sensory modalities are lost (deaf-blindness). Hence, this study of cortical reorganization in visually-impaired child cochlear implant (CI) candidates. The objective was to assess cross-modal plasticity, specifically cortical reorganization for tactile representation in visually-impaired child CI candidates, through study of topography of somatosensory evoked potentials (SEP). Changes in topography are evidence of cross-modal plasticity in visually-impaired child CI candidates, appearing to result from a complex interaction between severity of visual impairment and duration of multisensory deprivation.



Effect of Dual Sensory Loss on Auditory Localization: Implications for Intervention --Simon, Helen J., PhD; Levitt, Harry, PhD. TRENDS IN AMPLIFICATION, December 2007, Vol. 11, No. 4, pp. 259-272. (2007)Our sensory systems are remarkable in several respects. They are extremely sensitive, they each perform more than one function, and they interact in a complementary way, thereby providing a high degree of redundancy that is particularly helpful should one or more sensory systems be impaired. In this article, the problem of dual hearing and vision loss is addressed. A brief description is provided on the use of auditory cues in vision loss, the use of visual cues in hearing loss, and the additional difficulties encountered when both sensory systems are impaired. A major focus of this article is the use of sound localization by normal hearing, hearing impaired, and blind individuals and the special problem of sound localization in people with dual sensory loss.



The Employment and Post-Seconday Educational Status of Transition-Age Youths with Visual Impairments --McDonnall, Michele Capella. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS, vol. 104, #5, May 2012, pp. 298-303. (2012) The purpose of this article is to present the most current data available on the employment and postsecondary educational status of youths with visual impairments based on information from The National Longitudinal Transition Study2 (currrent status of all transition-age youths with disabilities, including youths with visual impairments).. Detailed information about the employment experiences of these youths while in high school; the percentages employed, by educational status; and the percentages attending postsecondary schools are provided. The results are presented for the entire population of youths with visual impairments as their primary dsiability and with this group divided on the basis of the presence of other disabilities. Previous research documented that the majority of youths with visual impairments have one or more additional disabilities (65%, including youths with deaf-blindness; Kirchner & Diament, 1999).



Good Sleep Strategies Webcast --Bernstein, Veronika, Ph.D. Watertown, MA: Perkins School for the Blind. (2010) In this webcast, Veronika Bernstein, Ph.D. describes the challenges faced by children with visual impairments and their families in developing good sleep habits. Dr. Bernstein provides a variety of strategies that may be used to address this challenge. The webcast chapters are: 1. Introduction, 2. Why We Sleep, 3. Melatonin Production and Sleep Patterns, 4. Development of a Circadian Rhythm without light perception, 5. Visual Impairment and Anxiety Issues, 6. Sleep Time Routines, and 7. Teaching a Child to Sleep. Publisher's web site:



Identification of Congenital Deafblindness --Andersen, Karen; Rodbroe, Inger. The Danish Resource Centre on Congenital Deafblindness. (2006) This publication consists of the following booklets: (2A) Examination of Vision - Suggestions for Medical and Functional Assessments; (2B) Examination of Hearing - Suggestions for Medical and Functional Assessments; (2C) Examination of the Tactile Sense - Suggestions for Medical and Functional Assessments; and (3) Examination and Observation - Assessment of the Functioning of the Senses in Interaction and Communication.



Implications of Deafblindness on Visual Assessment Procedures: Considerations for Audiologists, Ophthalmologists, and Interpreters --Hyvarinen, Lea. TRENDS IN AMPLIFICATION, vol. 11, #4, December 2007, pp. 227-232: (2007)This article describes strategies that ophthalmologists and audiologists can use when assessing the vision or hearing of individuals who are deaf-blind. It also describe how these professionals can work with interpreters during the assessment process.



Life Care Planning for Individuals with Dual Sensory Loss: Defining the Need and Identifying Services --Morgan Morrow, Susanne, MA CI CT. American Association of Nurse Life Care Planners. JOURNAL OF NURSE LIFE CARE PLANNING, vol. XI, #2, Summer 2011, pp. 388-407. (2011) This article appears in a publication for nurse life care planners. It covers the term "deaf-blind" and a definition, examples of the most common causes of deaf-blindness, educational services and intervention and resources available to learn more about deafblindness. Available on the web:



Ophthalmologic Disorders in Children With Syndromic and Nonsyndromic Hearing Loss --Johnston, Douglas R.; Curry, Joseph M.; Newborough, Brian; Morlet, Thierry; Bartoshesky, Louis; Lehnam, Sharon; Ennis, Sara; O'Reilly, Robert C. ARCHIVES OF OTOLARYNGOLOGY HEAD NECK SURGERY, 136(3), March 2010, 277-280. (2010) The goal of this study was to identify the rate of eye disorders in 77 children with syndromic and nonsyndromic congenital sensorineural hearing loss (SNHL), but with no other history of ophthalmologic disease. Children with well-defined risk factors for ophthalmologic and auditory impairment (e.g., prematurity, congenital infections) were excluded. The method was a retrospective review of the medical records of children with congenital SNHL seen in a department of otolaryngology at a pediatric hospital over a 5-year period who received ophthalmologic and genetic evaluations. A clinically significant ophthalmologic disorder was identified in 25 of 77 (32%). When children with multisystem genetic disorders known to be related visual loss were excluded, the rate fell to 23% (12 of 53 without, as compared to 13 of 24 with, a multisystem disorder). Although this rate of vision loss is lower than the rate for children with systemic disorders, it is still 2 to 3 times that of the general pediatric population. This indicates a need for ophthalmologic evaluation in children with apparently isolated SNHL. The children with multisystem conditions had a variety of conditions including CHARGE syndrome (2), Down syndrome (2), Waardenburg syndrome (2). None had Usher syndrome. The degree of SNHL was not predictive of eye or vision abnormalities. The most common types of problems were motility disorders (inward or outward eye deviation), refractive disorders (near-sightedness, far-sightedness, anisometropia, astigmatism), structural disorders (iris heterochromia, coloboma, cataracts), and neuro-ophthalmologic disorders (optic atrophy, nystagmus, optic disc anomaly).



Ophthalmologic Findings in Children with Sensorineural Hearing Loss --Sharma, Arun; Ruscetta, Melissa N.; Chi, David H. ARCHIVES OF OTOLARYNGOLOGY HEAD NECK SURGERY, vol. 135, #2, February 2009, pp. 119-123. (2009) The purpose of this study was to determine the prevalence of refractive and nonrefractive ophthalmologic abnormalities in children with sensorineural hearing loss (SNHL) and to evaluate the overall utility of routine ophthalmological examination in children with SNHL. The design was a retrospective analysis of ophthalmologic findings in the medical records children 18 years and younger with SNHL seen at Children's Hospital of Pittsburgh between November 2000 and June 2007. Records were reviewed for 226 children (mean age at diagnosis was 37 months). Of these, 49 (21.7%) had an ophthalmologic abnormality. Refractive errors (e.g., myopia, hyperopia, astigmatism) were present in 23 (10.2%). Nonrefractive conditions (e.g., strabismus, retinitis pigmentosa) were present in 29 (12.8%). The prevalence of ophthalmologic abnormalities was not significantly different between children whose conditions were diagnosed on the basis of newborn hearing screening and other children.  

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