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This article discusses the prescription and effective use of low vision aids in a population of children in Scotland. The use of low vision aids was low among these children, especially in school, despite the integrated clinical and educational practice. A number of improvements in the management of low vision aids for this population are discussed.

The purpose of this study is to pilot a new notification system for children with visual impairment (VI) and describe the initial summary findings. A system of notification of children in Scotland with VI was established. Information concerning this system was distributed to professionals working with visually impaired children to forward to parents. Parents, teachers and health professionals were all encouraged to notify children with VI. 975 families with children with (VI) were notified and received information and support from Visual Impairment Scotland (VIS). For this review, the data from 850 parents were included in the analysis. The provision of a range of support services for parents and children with VI has led to a wide range of children being notified to VIS. The causes of VI can be recorded as well as other useful demographic information. The methods used could be applied across the range of low incidence childhood disabilities.

Donald Maciver - ORCID 0000-0002-6173-429X orcid:0000-0002-6173-429X ; Replaced AM with VoR 2020-10-16. Replaced VoR with updated version 2020-11-17. ; Background We report development of the SPQ (School Participation Questionnaire) a teacher-completed measure of participation related constructs for schools. The SPQ was developed to support participation-related assessment, interventions, and research in the inclusive school context. ; Methods Several iterative steps were undertaken. An international panel of experts reviewed content validity. A 66-item pilot questionnaire was administered in schools. Mokken and Rasch model analysis were applied. Internal consistency was assessed using Cronbach's alpha. Analyses were conducted on associations with teacher and child demographic variables. Feedback was sourced from users. Participants were teachers of 101 children (5−12 years old) with a range of disabilities, including intellectual disability, autism spectrum disorder and learning difficulties. ; Results Four participation-related dimensions of the SPQ were confirmed. Rasch person and item reliability were good, and 2–4 strata were confirmed per scale. Internal consistency was good (all scales, Cronbach α > 0.8). Mean administration time was 11.7 min. Mean SPQ scores were independent of teacher characteristics. A significant effect of school support level, eligibility for free school meals and gender was found. Through synthesising analytic results and feedback, a new 46-item tool was obtained. ; Conclusion The results of this study provide evidence of acceptability, practicality and validity. The SPQ is the first tool developed to assess participation related constructs in schools, and it contains novel information not given by other assessments. The SPQ may be used by practitioners and researchers to understand and improve the participation of children with a range of disabilities in schools. ; This research was funded by NHS Lothian, City of Edinburgh Council & Scottish Government. ...

Acknowledgements We would like to thank all the families, professionals and individuals who participated in this research. DNF is an MRC Career Development Fellow and a Junior Research Fellow at St John's College, University of Oxford. The work of the Newbury lab is funded by the Medical Research Council (G1000569/1 and MR/J003719/1). The collection of the SLIC samples was supported by the Wellcome Trust (060774 and 076566). The genotyping of samples was funded by the Max Planck Society. Recruitment of controls was supported by the Wellcome Trust (074318 and 088891), the European Research Council under the European Union's Seventh Framework Programme (FP7/2007-2013; 281824) and the National Institute for Health Research (NIHR), Oxford Biomedical Research Centre. FC was supported by the PhD Programme in Molecular and Cellular Biology of the University of Bologna. PFB is supported by a National Institute of Health Research (UK) Senior Investigator award and the Biomedical Research Centre in Mental Health at the South London and Maudsley NHS Trust Hospital, London, UK. The work of the Wellcome Trust Centre in Oxford is supported by the Wellcome Trust (090532/Z/09/Z). ; Peer reviewed ; Publisher PDF