Nationally, 3 million persons under age 45 self-report a visual impairment, defined as blindness in one or both eyes or any other reported trouble seeing even when wearing glasses or contact lenses (Adams, Hendershot, & Marano, 1999; Estimates from the National Health Interview Survey, 1996).

According to the National Eye Institute (Congressional Justification for FY 2006), healthy vision is an important part of a child's success in school. A great deal of classroom instruction is conveyed visually through books, computer screens and chalkboards. Children who enter school with eye diseases or visual impairments are at a distinct disadvantage when encountering visually-based instruction. Childhood visual impairment can also result in developmental delays, the need for special education programs, social services and a lifetime of irreversible visual impairment. It is estimated that 20 percent of preschool children ages 3-4 have a treatable eye condition (Ophthalmology 111(4): 637-50, 2004).

Nationally, among persons ages 21 to 64 who have a visual impairment (defined as difficulty or inability to see words and letters in ordinary newspaper print even when wearing glasses or contact lenses), only 41.5% are employed; among individuals unable to see words and letters, this figure decreases to 29.9%. This proportion is significantly lower than the estimated 84% of persons in this age group without any kind of disability who were employed. (McNeil, 2001 Americans with disabilities: 1997. Current Population Reports
(Report No. P70-73).

Results of the National Longitudinal Transition Study indicate that younger people also experience employment difficulties: “only 29% of youths with visual impairments (between the ages of 16 and 21 years) were competitively employed 3-5 years following secondary school. This figure can be compared to 57% of youths with disabilities overall and 69% of youth in general who are employed.” (Blackorby & Wagner, 1996, Longitudinal post school outcomes of youth with disabilities: Findings from the National Longitudinal Transition Study. Exceptional Children, 62, 399-413.

“Vision disorders are the fourth most prevalent class of disability in the United States and the most prevalent handicapping conditions in childhood. Early detection increases the likelihood of effective treatment and allows for actions to decrease the negative impact of the disorders. However, fewer than 15 percent of all preschool children receive an eye examination. Fewer than 22 percent of preschool children receive some type of vision screening. The methods for vision screening vary tremendously and the effectiveness of the methods in appropriately identifying children has not been documented. Amblyopia (2-5%), strabismus (3-4%), and significant refractive error (15-20%) are the prevalent and significant vision disorders of preschool children. The Report of the Visual Impairment and Its Rehabilitation Panel (NEI) states that in children, visual impairment is associated with developmental delays and the need for special educational, vocational, and social services, often beyond childhood into adulthood.” (National Eye Institute Vision in Preschoolers Study, ongoing.)