Interventions can be designed to support the interactions of children with visual impairments with their learning environments. However, there is a need to develop systematic and theory‐based interventions for supporting children with visual impairments and additional disabilities in their learning environments. This exploratory qualitative study aims to develop a logic model for parents/guardians teachers, and children with visual impairments who attend preschool or primary school by using the Medical Research Council framework for complex interventions. The data were collected in two stages using qualitative data collection methods and in total 27 participants took part. Analysis of the collected data revealed that complex factors can impact on children's interactions with their learning environments. Subsequently, a logic model was developed based on the findings which indicates the importance of a holistic approach through partnership to address the needs of this population.

中文翻译：

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使用医学研究理事会框架开发逻辑模型，以支持学习环境中有视觉障碍的儿童

干预措施可以设计为支持视力障碍儿童与其学习环境的互动。但是，有必要开发系统的，基于理论的干预措施，以支持在学习环境中有视力障碍和其他障碍的儿童。这项探索性的定性研究旨在通过医学研究委员会的复杂干预措施，为父母/监护人教师以及上学前或小学就读的视力障碍儿童建立一个逻辑模型。使用定性数据收集方法分两个阶段收集数据，共有27名参与者参加。对收集到的数据的分析表明，复杂的因素会影响儿童与他们的学习环境的互动。随后，