TUM Library

The Routledge Handbook of Visual Impairment examines current debates as well as cross-examining traditionally held beliefs around visual impairment. It provides a bridge between medical practice and social and cultural research drawing on authentic investigations. It is the intention of this Handbook to provide an opportunity to engage with academic researchers who wish to ensure a coherent and rigorous approach to research construction and reflection on visual impairment that is in collaboration with, but sometimes is beyond, the medical realm. This Handbook is divided into ten thematic areas in order to represent the wide range of debates and concepts within visual impairment. The ten themes include: cerebral visual impairment; education; sport and physical exercise; assistive technology; understanding the cultural aesthetics; socio-emotional and sexual aspects of visual impairment; orientation, mobility, habitation, and rehabilitation; recent advances in "eye" research and sensory substitution devices; ageing and adulthood. The 27 chapters that explore the social and cultural aspects of visual impairment can be taken and used in a variety of different ways in order to promote research and generate debate among practitioners and scholars who wish to use this resource to inform their practice in supporting and developing positive outcomes for all.

Cover; Half Title; Series Page; Title Page; Copyright Page; Table of Contents; List of figures; List of tables; List of contributors; Acknowledgements; List of abbreviations; Chapter 1: Introduction and synthesis of themes: the editor's perspective; Introduction; Conclusion; Note; References; Part I: Introducing and understanding the profile, sociological and psychological impact of visual impairment; Chapter 2: Global data on vision lossImplications for services; Introduction to global prevalence and causes of vision loss; Vision impairment in children; Implications and challenges

ConclusionReferences; Chapter 3: Psychological representation of visual impairment; Introduction; Compensatory hypothesis; Auditory processing; Somatosensory processing; Olfaction; General-loss hypothesis; Impact of perception on higher cognition; Critical periods for visual development: evidence fromsight restoration; The metamodal hypothesis of computational (non-sensory)brain organisation; Cross-modal plasticity: cortical reorganisation or unmasking?; Molyneux's question; Conclusion; References; Chapter 4: On being blind; Introduction; Conclusion

Part II: Cerebral visual impairment/cerebral visual processingChapter 5: Cerebral (cortical) visual impairment in children; Introduction; The creation of vision by the brain; Where is the "picture" of what we see? Is it out in front of us,or is it in our minds?; What is going on inside the brain of the child with CVI?; Ten ways in which children can be visually affected by CVI; A "thinking in threes" approach to the subject of CVI; Aspects of cerebral auditory impairment that can compoundthe difficulties of CVI

Empowering affected children, their parents and carers by skilled teaching about the specific effects of CVI and how to deal with themThumbnail sketches of a range of CVI case studies; Additional visual difficulties described by those affected andby parents; Can cerebral visual impairment be masked?; Can CVI present with features of an alternative diagnosis?; Conclusion; References; Chapter 6: A personal perspective on CVI; Introduction; A CVI journey; Conclusion; References; Chapter 7: Assessment of visual processing functions and disorders; Introduction; Case 1; Case 2; Case 3

Clinical assessment of atypical visual functioning for educationand rehabilitationConclusion; References; Part III: Education; Chapter 8: Trends in low vision education; Introduction; A brief history of early low vision education servicesin the United States; Legislative mandates; Curriculum guidelines; Composition of the population of children with low vision; Criteria for entitlement to education services; Advances in educational research related to low vision education; Technological advances and low vision education practice; Availability of qualified teachers; Conclusion; References

OCLC-licensed vendor bibliographic record.