Cautions in the assessment of a child born blind

Abstract

In this brief article, I aim to share personal experience in this field acquired over the past two years, as a caution for those who may face the challenges of assessing a blind child.

Problems arising from the assessment of a blind child, as well as from their educational treatment, can only be effectively addressed through an appropriate attitude towards blindness. Due to general lack of knowledge about the reality of blindness, it is easy to fall into feelings of pity or admiration, overestimating the blind child’s achievements or, conversely, strictly applying standard tests and scales, placing the child below their actual competence. I recall, in this context, the qualification noted in the school record of a blind student, where it read “passed because blind,” and the classification of another as mentally deficient based on the results obtained using the Brunet-Lezine Scale. Needless to say, the first student should not have passed if they did not meet the required standard, even though they were blind, and the second was not mentally deficient, as was demonstrated after some time in schooling.

Notable factors complicating psychological assessment include:
- The absence of appropriate early intervention;
- Certain characteristics of the child’s developmental profile; and
- The lack of specific, standardised assessment materials.