Septo-Optic Dysplasia (SOD): Educational Issues in Literature for Teachers and Parents

Abstract

Ninety-nine articles published in professional journals related to septo-optic dysplasia (SOD) or the education of young blind children were reviewed by a special education teacher and parent of a blind one year old boy diagnosed with SOD. The articles were classified by publication type (e.g., research studies, descriptive articles, guides, position papers, reviews of literature). Fifty-three of the 99 articles were research studies; these 53 research studies were classified by research design (i.e., quantitative, qualitative, or mixed methods); the participants and data sources of each study were identified; and the findings of each study were summarized. All 99 articles were then analyzed using a modified version of the Stevick-Callaizi-Keen method to draw out the essential themes of this body of literature. The 11 themes that emerged from this analysis included: (a) septo-optic dysplasia and optic nerve hypoplasia; (b) parenting and early intervention; (c) cognitive development; (d) language development; (e) orientation and mobility; (f) social behavior; (g) assistive technology; (h) educational placement; (i) emergent literacy; (j) Braille literacy; and (k) assessment. These themes were then considered from the author's roles of parent and teacher.