Abstract
Background : Although reading difficulties are the most common functional problem reported in a clinical low-vision evaluation, little has been written in the ophthalmic press about the development of literacy skills for children with visual impairments. Methods : This article reviews the best practice for the selection of primary literacy media, the history of large-print usage, and the value of low-vision intervention. Results : This article addresses the importance of choosing the appropriate literacy media for children with visual impairments and, additionally, the need for continuing assessment in order to periodically address the need to expand the student's repertoire of literacy modalities. By doing so, the child will be able to develop the functional literacy skills needed for educational, vocational, and avocational activities. Conclusions : Awareness by eye-care practitioners of the visual information needed by the educational team is essential for the educational team to be successful in helping the child with a visual impairment reach a functional level of literacy.