Monday, 7th of July
9:00-10:00 – Registration, coffee
Tuesday, 8th of July
9:00-9:45 – Keynote speaker
Wednesday, 9th of July
9:00-9:45 – Keynote speaker
9:45-11:15 – Oral presentations
Keynote ZAGREB
Prof. John Ravenscroft
Abstract Title:
Learning from the Past: Paradigm Shifts in Understanding Cerebral Visual Impairment (CVI): Exploring the Intersection of Philosophy and Neuroscience
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This presentation explores the intersection of philosophy and neuroscience by examining Cerebral Visual Impairment (CVI) through the lens of Thomas Kuhn’s theory of scientific revolutions. CVI, a brain-based visual impairment, challenges traditional paradigms that emphasize ocular-focused diagnostics and interventions. Kuhn’s concepts of anomalies and paradigm shifts provide a framework to analyze the current limitations in CVI research and practice, such as inconsistent diagnostic criteria, variability in therapeutic outcomes, and the disconnect between research and clinical application. By addressing these gaps, the talk highlights the potential for a paradigm shift rooted in interdisciplinary collaboration, and personalized care strategies. Such a shift emphasizes a holistic understanding of CVI that integrates neuroscience, education, patient advocacy and clinical practice. This presentation aims to inspire innovative research, foster collaboration among stakeholders, and advocate for a future where CVI care is reimagined to better serve affected individuals and their families.
Dr. Namita Jacob
Abstract Title:
To see or not to see: Rethinking conventional approaches & negotiating ethical dilemmas in planning interventions for children with vision impairment
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The last decades have seen tremendous changes in our social and cultural environments, technology has changed our behaviour and functioning, yet our approach to intervention priorities have not really changed in decades. This presentation considers the role of vision in learning and functioning in different contexts and through this exploration provokes questions on whether we really individualize intervention solutions adequately. Drawing from the literature on how the brain learns and applies learning when called on to act, this presentation discusses core knowledge areas that should guide intervention planning. Taking a development systems approach, the presentation addresses the challenges in the development of intervention guidelines. Ethical questions that arise are discussed using the Asian context where a typically Asian philosophical approach to decision making which would prioritize harmony and collective well-being over personal interests poses particular challenges to the practitioner. A significant percentage of people with vision impairment live in Asia, where paucity of services and complexity of environments and living situations add to the challenges of developing and sharing truly effective interventions. The presentation challenges the professional community to expand the thinking around existing approaches to intervention, to better serve a complex condition in a culturally complex world.
Prof. Oliver Ehrt
Abstract Title:
Clinical aspects of vision in children
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We have many ways of assessing vision in children. Tests have to be adapted to the age and cooperation of the child – and the question you want to answer.
In the first years of life fixation, pursuit movements, detection of small objects, fusion movements or OKN can give a rough estimate of visual performance in the clinical set up where test have to be easy and rather quick to perform. These test do not pick up discreet visual deficits. They are especially helpful when a difference between the eye can be detected.
Preferential looking methods (PL) allow quantitative measurements. They do correlate with optotype visual acuity. However , especially in amblyopia – the most common visual deficit in children – grating acuity i.e. the detection of the contour of an object is much better than the recognition of a single optotype which again is much easier than the recognition of crowded optotypes. This is because amblyopic vision is not blurred vision but distorted vision. This effect on grating, single and crowded optotypes will be demonstrated. So PL is not suitable to detect moderate or mild amblyopia. Therefore detection of amblyopia in the first 3 years depends on the identifying factors which might cause amblyopia. The extended Brückner Test is very useful in detecting the major amblyogenic factors: parametria, esp. hypermetropia, small angle strabismus and media opacities.
After the age of three optotype visual acuity can be tested in several modalities: distance – near – near add +3dpt, single – crowded optotype. In order to keep testing time not too long, we prefer testing single optotype at distance and crowded optotypes at near. Binocular VA is mandatory in nystagmus, reading problems and unclear complaints.
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