Viewing strategies are strategies used to support visual information processing. These strategies may differ between children with cerebral visual impairment (CVI), children with ocular visual impairment, and children with normal vision since visual impairment might have an impact on viewing behavior. In current visual rehabilitation practice a variety of strategies is used without consideration of the differences in etiology of the visual impairment or in the spontaneous viewing strategies used. This systematic scoping review focuses on viewing strategies used during near school-based tasks like reading and on possible interventions aimed at viewing strategies. The goal is threefold: (1) creating a clear concept of viewing strategies, (2) mapping differences in viewing strategies between children with ocular visual impairment, children with CVI and children with normal vision, and (3) identifying interventions that can improve visual processing by targeting viewing strategies. Four databases were used to conduct the literature search: PubMed, Embase, PsycINFO and Cochrane. Seven hundred and ninety-nine articles were screened by two independent reviewers using PRISMA reporting guidelines of which 30 were included for qualitative analysis. Only five studies explicitly mentioned strategies used during visual processing, namely gaze strategies, reading strategies and search strategies. We define a viewing strategy as a conscious and systematic way of viewing during task performance. The results of this review are integrated with different attention network systems, which provide direction on how to design future interventions targeting the use of viewing strategies to improve different aspects of visual processing.

Neuroscience, especially visual neuroscience, is a burgeoning field that has greatly shaped the format and efficacy of education. Moreover, findings from visual neuroscience are an ongoing source of great progress in pedagogy. In this mini-review, I review existing evidence and areas of active research to describe the fundamental questions and general applications for visual neuroscience as it applies to education. First, I categorize the research questions and future directions for the role of visual neuroscience in education. Second, I juxtapose opposing views on the roles of neuroscience in education and reveal the \"neuromyths\" propagated under the guise of educational neuroscience. Third, I summarize the policies and practices applied in different countries and for different age ranges. Fourth, I address and discuss the merits of visual neuroscience in art education and of visual perception theories (e.g., those concerned with perceptual organization with respect to space and time) in reading education. I consider how vision-deprived students could benefit from current knowledge of brain plasticity and visual rehabilitation methods involving compensation from other sensory systems. I also consider the potential educational value of instructional methods based on statistical learning in the visual domain. Finally, I outline the accepted translational framework for applying findings from educational neuroscience to pedagogical theory.

Microperimetry (MP) is a technology that allows the study of retinal sensitivity at different foveal and parafoveal areas as well as eye fixation. It is a technique of functional evaluation, providing a direct correlation between anatomical and functional outcomes. There are a great variety of studies which evaluate the repeatability or reliability of measurements obtained with this technology and also describe and explore different clinical applications. MP has been shown to be useful in the characterization of sensory and motor conditions, such as amblyopia or nystagmus. Concerning ocular pathology, several studies have confirmed the usefulness of MP for evaluating and analyzing different retinal pathological conditions, such as age-related macular degeneration or glaucoma, and for analyzing the effect of different medical or surgical treatments for these conditions. MP has also been shown to be useful for visual training or rehabilitation in some specific cases.

The prevalence of dementia and ocular pathology increases with age and many older individuals affected by such diseases are being institutionalised. The objectives of this systematic review are to describe the level of eye care services being offered to older institutionalised individuals, present the prevalence of visual impairment in those with dementia, and describe the interventions offered to visually impaired residents with dementia.
A literature review was performed in four relevant databases, limited to peer-reviewed journals published in English and French, between the years 1984 and 2014. The review targeted individuals 65 years of age or older, residing in long-term care facilities/nursing homes and affected by dementia. Only relevant articles addressing at least one of the three objectives were retained for this review.
The literature search identified 440 abstracts that were all read by each of the authors. After consensus, 92 articles were identified as potentially relevant and read. In the end, 28 were found to address at least one of the three objectives and were kept for the review. The results indicated that eye care services for older institutionalised individuals are sub-optimal, that the prevalence of visual impairment remains high in that population, and that interventions such as optimising the ocular refraction, performing cataract surgery, providing low vision rehabilitation and adapting the environment can be beneficial to residents.
This systematic review demonstrated the benefits of providing regular eye care to long-term care facility/nursing home residents, including those at all levels of dementia. Additionally, it documented the benefits of various treatment modalities such as cataract surgery, staff training, environmental adaptations and visual rehabilitation for improving several aspects of the residents\' quality of life. This review, however, has highlighted the fact that additional studies are required to strengthen the findings reported so far, and importantly, to evaluate the various treatment modalities described herein for residents in the most advanced stages of dementia.