| Reference : The impact of cerebral visual impairment in school related competences in elementary ... |
| Scientific congresses, symposiums and conference proceedings : Unpublished conference | |||
| Social & behavioral sciences, psychology : Treatment & clinical psychology | |||
| Educational Sciences | |||
| http://hdl.handle.net/10993/55198 | |||
| The impact of cerebral visual impairment in school related competences in elementary school children | |
| English | |
Monteiro, Sara  [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >] | |
| Hipp, Géraldine [University of Luxembourg > Luxembourg Centre for Systems Biomedicine (LCSB) > >] | |
| Esch, Pascale [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >] | |
| Ugen, Sonja [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >] | |
| 22-May-2023 | |
| Yes | |
| International | |
| Vision Sciences Society (VSS) | |
| 19-05-2023 to 24-05-2023 | |
| Vision Sciences Society | |
| Florida | |
| USA | |
| [en] Cerebral Visual Impairment ; School performance ; School Monitoring Program | |
| [en] Cerebral vision impairment (CVI) refers to a disturbance in visual processing related to damage to the visual areas in the brain and/or visual pathways. It is often assumed that CVI underlies functional vision difficulties. Previous research estimated that around 3% of mainstream educated elementary school children have CVI, potentially compromising these students’ school related performance. This study aimed to clarify how CVI impacts children’s performance in school competence tests. As part of the Luxembourgish school monitoring, the complete cohort of first graders (N = 5536) participated in three competence tests (mathematics, early literacy and listening comprehension) and student/parent questionnaires (background information). From this cohort, a representative sample (n = 1129) also participated individually in a visual competences’ screening (Evaluation of Visuo-Attentional Abilities battery, optometric measures). For this study, the sample was divided into children with CVI (n = 38) and children without CVI (n = 890) based on the clinical screening outcome. Children with other diagnoses were excluded from the sample (n = 201). Results from multiple regressions showed that CVI children obtained significantly lower scores than children without CVI for mathematics and early literacy but not for listening comprehension, when controlling for background characteristics (gender, socio-economic status, migration background, parental education, and home language). Listening comprehension was however a significant predictor for mathematics and early literacy for both groups when controlling for background measures. More specifically, the explained variance of these models was higher for CVI children suggesting that they highly rely on auditory compensation strategies to complete written achievement tests. The prevalence rate for CVI was 3% within the representative sample confirming internationally reported rates. These results show the impact of CVI on school related performances and the need for the implementation of a systematic early identification of children at risk. | |
| http://hdl.handle.net/10993/55198 |
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