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Abstract
Visual impairment can be defined as 6/18 or less in the best eye with best corrected Visual acuity or Visual field less than 20 and is not correctable by ordinary glasses or contact lenses (Dickimsom, 1998).
Even relatively mild impairment of vision can affect the performance of every day tasks such as walking, reading that impair the performance and enjoyment of every day activities (Chia et al., 2004).
Visual impairment in children decrease independence, increase risk of falls, fear, repetitive abnormal movement and often leads to isolation and depression. (Cass et al., 1994).
Visual impairment can have major consequences on education and future opportunities for employment and health related quality of life. (Chia et al., 2004)
It is clear that visual impairment detrimentally affects H.R.Q.O.L, resulting in lower self-rated health decreased physical and emotional functioning and lower socialization (Wang et al., 2000).
Visual and cognitive development are closely related. Younger patients, who have not reached developmental maturity will require special learning environments that promote maximum stimulation of residual vision (Freeman et al., 1991).
The environmental stimulation may help to prevent developmental delays (Cass et al., 1994).