Visual impairment across the lifespan: Neuropsychological perspectives

Lisa M. Noll, Lana L. Harder

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Introduction: Vision is often an essential capacity for the interaction between individuals and their environment. Yet, for some individuals, an impaired visual system alters that opportunity. Visual loss can be lifelong, present from birth; for others, it can be progressive or abrupt. For some individuals, particularly those who lose vision later in life, the loss of vision is associated with a corresponding loss of independence, and impact on their emotional status. A lifespan perspective regarding visual impairment (VI) holds that the experience of VI since birth or early childhood is qualitatively different from the experience of individuals who acquire VI later in life. For example, in early childhood, VI impacts psychomotor and cognitive development that relies upon visual information processing and places challenges on the educational system, which must provide appropriate supports. In contrast, when acquired later in life, VI may place challenges on the ability to complete tasks of daily living, be independent, and engage in leisure activities, but not affect learning status or how knowledge is shared. While VI may impact the trajectory of lifespan development, it also taps an individual's (and their family's) ability to cope effectively with the challenges VI elicits. Professionals working with individuals with VI must take into consideration the developmental trajectory and cognitive, behavioral and psychological sequelae of VI when assessing neurocognitive functioning, to determine the most appropriate educational, vocational, and/or rehabilitative setting to optimize quality of life.

Original languageEnglish (US)
Title of host publicationPrinciples and Practice of Lifespan Developmental Neuropsychology
PublisherCambridge University Press
Pages277-298
Number of pages22
ISBN (Print)9780511674815, 9780521896221
DOIs
StatePublished - Jan 1 2010

Fingerprint

Vision Disorders
Aptitude
Parturition
Independent Living
Leisure Activities
Automatic Data Processing
Quality of Life
Learning
Psychology

ASJC Scopus subject areas

  • Psychology(all)

Cite this

Noll, L. M., & Harder, L. L. (2010). Visual impairment across the lifespan: Neuropsychological perspectives. In Principles and Practice of Lifespan Developmental Neuropsychology (pp. 277-298). Cambridge University Press. https://doi.org/10.1017/CBO9780511674815.022

Visual impairment across the lifespan : Neuropsychological perspectives. / Noll, Lisa M.; Harder, Lana L.

Principles and Practice of Lifespan Developmental Neuropsychology. Cambridge University Press, 2010. p. 277-298.

Research output: Chapter in Book/Report/Conference proceedingChapter

Noll, LM & Harder, LL 2010, Visual impairment across the lifespan: Neuropsychological perspectives. in Principles and Practice of Lifespan Developmental Neuropsychology. Cambridge University Press, pp. 277-298. https://doi.org/10.1017/CBO9780511674815.022
Noll LM, Harder LL. Visual impairment across the lifespan: Neuropsychological perspectives. In Principles and Practice of Lifespan Developmental Neuropsychology. Cambridge University Press. 2010. p. 277-298 https://doi.org/10.1017/CBO9780511674815.022
Noll, Lisa M. ; Harder, Lana L. / Visual impairment across the lifespan : Neuropsychological perspectives. Principles and Practice of Lifespan Developmental Neuropsychology. Cambridge University Press, 2010. pp. 277-298
@inbook{613f164a857e41caa1e4a0fdde618630,
title = "Visual impairment across the lifespan: Neuropsychological perspectives",
abstract = "Introduction: Vision is often an essential capacity for the interaction between individuals and their environment. Yet, for some individuals, an impaired visual system alters that opportunity. Visual loss can be lifelong, present from birth; for others, it can be progressive or abrupt. For some individuals, particularly those who lose vision later in life, the loss of vision is associated with a corresponding loss of independence, and impact on their emotional status. A lifespan perspective regarding visual impairment (VI) holds that the experience of VI since birth or early childhood is qualitatively different from the experience of individuals who acquire VI later in life. For example, in early childhood, VI impacts psychomotor and cognitive development that relies upon visual information processing and places challenges on the educational system, which must provide appropriate supports. In contrast, when acquired later in life, VI may place challenges on the ability to complete tasks of daily living, be independent, and engage in leisure activities, but not affect learning status or how knowledge is shared. While VI may impact the trajectory of lifespan development, it also taps an individual's (and their family's) ability to cope effectively with the challenges VI elicits. Professionals working with individuals with VI must take into consideration the developmental trajectory and cognitive, behavioral and psychological sequelae of VI when assessing neurocognitive functioning, to determine the most appropriate educational, vocational, and/or rehabilitative setting to optimize quality of life.",
author = "Noll, {Lisa M.} and Harder, {Lana L.}",
year = "2010",
month = "1",
day = "1",
doi = "10.1017/CBO9780511674815.022",
language = "English (US)",
isbn = "9780511674815",
pages = "277--298",
booktitle = "Principles and Practice of Lifespan Developmental Neuropsychology",
publisher = "Cambridge University Press",

}

TY - CHAP

T1 - Visual impairment across the lifespan

T2 - Neuropsychological perspectives

AU - Noll, Lisa M.

AU - Harder, Lana L.

PY - 2010/1/1

Y1 - 2010/1/1

N2 - Introduction: Vision is often an essential capacity for the interaction between individuals and their environment. Yet, for some individuals, an impaired visual system alters that opportunity. Visual loss can be lifelong, present from birth; for others, it can be progressive or abrupt. For some individuals, particularly those who lose vision later in life, the loss of vision is associated with a corresponding loss of independence, and impact on their emotional status. A lifespan perspective regarding visual impairment (VI) holds that the experience of VI since birth or early childhood is qualitatively different from the experience of individuals who acquire VI later in life. For example, in early childhood, VI impacts psychomotor and cognitive development that relies upon visual information processing and places challenges on the educational system, which must provide appropriate supports. In contrast, when acquired later in life, VI may place challenges on the ability to complete tasks of daily living, be independent, and engage in leisure activities, but not affect learning status or how knowledge is shared. While VI may impact the trajectory of lifespan development, it also taps an individual's (and their family's) ability to cope effectively with the challenges VI elicits. Professionals working with individuals with VI must take into consideration the developmental trajectory and cognitive, behavioral and psychological sequelae of VI when assessing neurocognitive functioning, to determine the most appropriate educational, vocational, and/or rehabilitative setting to optimize quality of life.

AB - Introduction: Vision is often an essential capacity for the interaction between individuals and their environment. Yet, for some individuals, an impaired visual system alters that opportunity. Visual loss can be lifelong, present from birth; for others, it can be progressive or abrupt. For some individuals, particularly those who lose vision later in life, the loss of vision is associated with a corresponding loss of independence, and impact on their emotional status. A lifespan perspective regarding visual impairment (VI) holds that the experience of VI since birth or early childhood is qualitatively different from the experience of individuals who acquire VI later in life. For example, in early childhood, VI impacts psychomotor and cognitive development that relies upon visual information processing and places challenges on the educational system, which must provide appropriate supports. In contrast, when acquired later in life, VI may place challenges on the ability to complete tasks of daily living, be independent, and engage in leisure activities, but not affect learning status or how knowledge is shared. While VI may impact the trajectory of lifespan development, it also taps an individual's (and their family's) ability to cope effectively with the challenges VI elicits. Professionals working with individuals with VI must take into consideration the developmental trajectory and cognitive, behavioral and psychological sequelae of VI when assessing neurocognitive functioning, to determine the most appropriate educational, vocational, and/or rehabilitative setting to optimize quality of life.

UR - http://www.scopus.com/inward/record.url?scp=84926132600&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84926132600&partnerID=8YFLogxK

U2 - 10.1017/CBO9780511674815.022

DO - 10.1017/CBO9780511674815.022

M3 - Chapter

AN - SCOPUS:84926132600

SN - 9780511674815

SN - 9780521896221

SP - 277

EP - 298

BT - Principles and Practice of Lifespan Developmental Neuropsychology

PB - Cambridge University Press

ER -