Visual Function and Ocular Status  in Children with Disabilities in  Special Schools of Northern India

Kaur, Gurvinder; Thomas, Simmy; Jindal, M N; Bhatti, S M

doi:10.7860/jcdr/2016/23615.8742

Cited by 17 publications

(20 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In our study, vision screening was inconsistent across the 23 schools surveyed. A high percentage of students (60.9%) did not undergo examination of vision at school despite the known high prevalence of visual disorders in children with SEN 10,11,16. Our results for the western region of KSA appear to reflect higher rates than those reported for Wales, Northern India, and Nepal 10,11,16.…”

Section: Discussioncontrasting

confidence: 64%

Vision screening services in special needs schools in Western Saudi Arabia

Algethami

Raffa

Alhibshi

et al. 2019

SMJ

View full text Add to dashboard Cite

Objectives: To evaluate the current status of vision screening services in special educational needs (SEN) schools in the western region of Saudi Arabia. Methods: This was a cross-sectional study that involved distribution of a questionnaire to all 30 SENs schools in the western region of Saudi Arabia between April and May 2018. Results: Twenty-three schools responded to the questionnaire (77% response rate). The number of pupils represented in the surveyed schools was 1831. On average, 10.8% of pupils were reported to wear eyeglasses. Approximately 60.9% of schools reported that vision screening was not offered at their schools. The percentage of students who used optical, non-optical, or high-technology low-vision aids was <2.7%. Most participants (78.3%) reported that no one in their schools had received some form of training to work with and support students with visual impairments. Conclusion: In the western province of Saudi Arabia, the vision care status of individuals with intellectual disabilities (ID) in SEN schools is poor. To better serve this underprivileged group, the necessity of implementing vision screening programs on a larger scale should be considered.

show abstract

Section: Discussioncontrasting

confidence: 64%

Vision screening services in special needs schools in Western Saudi Arabia

Algethami

Raffa

Alhibshi

et al. 2019

SMJ

View full text Add to dashboard Cite

show abstract

“…Visual problems are more commonly seen among children with intellectual disabilities. [1][2][3][4][5] Vision plays an important role in acquiring skills like language, hand eye coordination, without sufficient visual acuity children are limited in their learning experiences and difficult to achieve the developmental milestones. Among the children with intellectual developmental disorders (IDD), (previously referred to as mental retardation or intellectual disability) [6] vision plays a major role in their psychosocial development.…”

Section: B a C K G R O U N Dmentioning

confidence: 99%

Refractive Errors in Children with Intellectual Developmental Disorders Attending Special School in Puducherry

Kumar¹,

Kalaiselvi²,

Vennila³

2020

jemds

View full text Add to dashboard Cite

BACKGROUNDVision plays a major role in acquiring various skills as the child grows, like understanding facial expression and communication. In children with intellectual disabilities, vision problems would further impair their social and learning activities. We wanted to assess the refractive errors in children with intellectual developmental disorders attending a special school. METHODSThis was a cross sectional study which included the children aged between 4 and 15 years with intellectual developmental disorders (earlier referred as mental retardation) who were attending a special school. After taking permission from the school director and consent from parents or guardian who accompanied the child, detailed ocular examination was done. Visual acuity assessment and cycloplegic retinoscopy of all children was also done and spectacles were prescribed. Children requiring further evaluation were referred to base hospital. RESULTSA total of 50 children with mental retardation were enrolled. There were 28 (56%) male and 22 (44%) female children in the study. 40 (80%) children had ocular problems, 28 (56%) children were unable to cooperate for visual assessment. Refractive error was the commonest ocular disorder noted in 22 (55%) children followed by strabismus in 7 (17.5%) children and nystagmus in 5 (12.5%) children. Among the refractive errors, myopia was noted in 64.1% of children, followed by astigmatism and hypermetropia in 23.1% and 12.8% children respectively. CONCLUSIONSThe ocular abnormalities noted among these special children increases with the severity of the disability along with worsening of their communication and cooperation. Early identification and correction of the treatable visual problems would benefit these children in their training, communication and thus helps in their rehabilitation.

show abstract

“…In another study by Denis et al, refractive error (70%) was the commonest finding followed by Strabismus (60%) [9] . In the study done by Gurvinder Kaur et al, Strabismus, Nystagmus and Refractive Error were present in 20%, 20% and 8.6% respectively [8] .…”

Section: Discussionmentioning

confidence: 99%

“…In a study by Ezegwui et al, Hypermetropia and Astigmatism were the major refractive errors observed in autistic children. Gurvinder Kaur et al, in their study observed that Hypermetropia was the commonest refractive error [8] . Similar findings were observed in a study by Denis et al which showed Hypermetropia (70%) followed by Astigmatism (30%) [9] .…”

Section: Discussionmentioning

confidence: 99%