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Understanding the Effect of Visual Impairment on Children's Language Skills and Strategies for Promotion: A Systematic Review

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Title: Understanding the Effect of Visual Impairment on Children's Language Skills and Strategies for Promotion: A Systematic Review
Language: English
Authors: Serena Micheletti (ORCID 0000-0003-2313-5824), Laura Dusi, Tania Zordan, Lotfi B. Merabet, Elisa Fazzi
Source: Journal of Visual Impairment & Blindness. 2025 119(5):344-363.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Reports - Research
Descriptors: Visual Impairments, Blindness, Language Skills, Infants, Children, Language Acquisition, Skill Development, Interpersonal Relationship, Perception, Autism Spectrum Disorders, Pragmatics, Preadolescents, Intervention, Child Development, Interaction
DOI: 10.1177/0145482X251377471
ISSN: 0145-482X
1559-1476
Abstract: Background: Language development in children with visual impairments (i.e., blindness or low vision) has received significant attention, particularly regarding its pragmatic component. Controversy surrounds the development of the structural aspects of language in this population, which are crucial for fostering neurodevelopmental skills. This review aims to assess the existing literature on both structural and pragmatic language abilities in infants and children with visual impairments, considering implications for treatment. Method: A systematic literature search adhering to PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) guidelines and the PICO (Population, Intervention, Comparator, and Outcome) framework yielded 13 relevant studies (1995-2022) from PubMed, PsycINFO, and Cochrane Library. Data synthesis focused on structural language skill development concerning social interactions, perceptual experience, parallels with Autism Spectrum Disorder, and pragmatic language skills in children with visual impairments aged birth to 12 years. Implications for language intervention were discussed. Results: All selected articles (n = 13) originated from high-income countries, predominantly featuring English-speaking participants. Studies often had small sample sizes and included children with heterogeneous causes and types of visual impairment, ranging from moderate visual impairment to blindness. Various tests and questionnaires assessed structural and pragmatic language skills. According to the American Speech-Language-Hearing Association (ASHA) classification, eight, two, and three articles were classified as having evidence levels IIa, IIb, and III, respectively. Conclusion: The role of language is pivotal in the educational development of children with visual impairments, facilitating their understanding of the environment and compensating for the lack of visual experiences. Although studies typically suggest no need for direct intervention targeting structural language components, integrating parent training approaches focused on dyadic interaction characteristics and environmental organization can effectively promote language and communication development.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491215
Database: ERIC
FullText Text:
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  Data: Understanding the Effect of Visual Impairment on Children's Language Skills and Strategies for Promotion: A Systematic Review
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Serena+Micheletti%22">Serena Micheletti</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2313-5824">0000-0003-2313-5824</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laura+Dusi%22">Laura Dusi</searchLink><br /><searchLink fieldCode="AR" term="%22Tania+Zordan%22">Tania Zordan</searchLink><br /><searchLink fieldCode="AR" term="%22Lotfi+B%2E+Merabet%22">Lotfi B. Merabet</searchLink><br /><searchLink fieldCode="AR" term="%22Elisa+Fazzi%22">Elisa Fazzi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Visual+Impairment+%26+Blindness%22"><i>Journal of Visual Impairment & Blindness</i></searchLink>. 2025 119(5):344-363.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 20
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Visual+Impairments%22">Visual Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Blindness%22">Blindness</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Infants%22">Infants</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Perception%22">Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Pragmatics%22">Pragmatics</searchLink><br /><searchLink fieldCode="DE" term="%22Preadolescents%22">Preadolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/0145482X251377471
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0145-482X<br />1559-1476
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Language development in children with visual impairments (i.e., blindness or low vision) has received significant attention, particularly regarding its pragmatic component. Controversy surrounds the development of the structural aspects of language in this population, which are crucial for fostering neurodevelopmental skills. This review aims to assess the existing literature on both structural and pragmatic language abilities in infants and children with visual impairments, considering implications for treatment. Method: A systematic literature search adhering to PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) guidelines and the PICO (Population, Intervention, Comparator, and Outcome) framework yielded 13 relevant studies (1995-2022) from PubMed, PsycINFO, and Cochrane Library. Data synthesis focused on structural language skill development concerning social interactions, perceptual experience, parallels with Autism Spectrum Disorder, and pragmatic language skills in children with visual impairments aged birth to 12 years. Implications for language intervention were discussed. Results: All selected articles (n = 13) originated from high-income countries, predominantly featuring English-speaking participants. Studies often had small sample sizes and included children with heterogeneous causes and types of visual impairment, ranging from moderate visual impairment to blindness. Various tests and questionnaires assessed structural and pragmatic language skills. According to the American Speech-Language-Hearing Association (ASHA) classification, eight, two, and three articles were classified as having evidence levels IIa, IIb, and III, respectively. Conclusion: The role of language is pivotal in the educational development of children with visual impairments, facilitating their understanding of the environment and compensating for the lack of visual experiences. Although studies typically suggest no need for direct intervention targeting structural language components, integrating parent training approaches focused on dyadic interaction characteristics and environmental organization can effectively promote language and communication development.
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  Data: 2026
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  Data: EJ1491215
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        Value: 10.1177/0145482X251377471
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      – Text: English
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        PageCount: 20
        StartPage: 344
    Subjects:
      – SubjectFull: Visual Impairments
        Type: general
      – SubjectFull: Blindness
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Infants
        Type: general
      – SubjectFull: Children
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      – SubjectFull: Language Acquisition
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      – SubjectFull: Skill Development
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      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Child Development
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      – SubjectFull: Interaction
        Type: general
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      – TitleFull: Understanding the Effect of Visual Impairment on Children's Language Skills and Strategies for Promotion: A Systematic Review
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              Y: 2025
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