Understanding the Effect of Visual Impairment on Children's Language Skills and Strategies for Promotion: A Systematic Review

Background Language development in children with visual impairments (i.e., blindness or low vision) has received significant attention, particularly regarding its pragmatic component. Controversy surrounds the development of the structural aspects of language in this population, which are crucial for fostering neurodevelopmental skills. This review aims to assess the existing literature on both structural and pragmatic language abilities in infants and children with visual impairments, considering implications for treatment. Method A systematic literature search adhering to PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) guidelines and the PICO (Population, Intervention, Comparator, and Outcome) framework yielded 13 relevant studies (1995–2022) from PubMed, PsycINFO, and Cochrane Library. Data synthesis focused on structural language skill development concerning social interactions, perceptual experience, parallels with Autism Spectrum Disorder, and pragmatic language skills in children with visual impairments aged birth to 12 years. Implications for language intervention were discussed. Results All selected articles ( n = 13) originated from high-income countries, predominantly featuring English-speaking participants. Studies often had small sample sizes and included children with heterogeneous causes and types of visual impairment, ranging from moderate visual impairment to blindness. Various tests and questionnaires assessed structural and pragmatic language skills. According to the American Speech-Language-Hearing Association (ASHA) classification, eight, two, and three articles were classified as having evidence levels IIa, IIb, and III, respectively. Conclusion The role of language is pivotal in the educational development of children with visual impairments, facilitating their understanding of the environment and compensating for the lack of visual experiences. Although studies typically suggest no need for direct intervention targeting structural language components, integrating parent training approaches focused on dyadic interaction characteristics and environmental organization can effectively promote language and communication development.