A study of some factors concerned in the schooling of visually handicapped children

Abstract

Sixty children integrated into the fully-sighted school system and 34 children attending partially-sighted schools were assessed. All were using low vision aids. It was found that there was little difference in acuity, parental or school support, but the integrated children tended to be more intelligent and came from a higher socioeconomic group. More children could avoid special schools if given appropriate services at an early age and assessment should be by a multidisciplinary team.