Adesão ao uso do primeiro par de óculos por estudantes da primeira série do ensino fundamental

Santos, Mário Jorge; Alves, Mílton Ruiz; Netto, Adamo Lui; Santos, Rodrigo Ribeiro; Lui, Giovana Arlene Fioravanti; Lui, Tatiana Adarli Fioravanti; Lui, Aline Cristina Fioravanti

doi:10.1590/s0034-72802011000300005

Cited by 3 publications

(4 citation statements)

References 2 publications

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“…Free spectacles also resulted in higher compliance compared with provision of a prescription only, 38 a prescription and a letter to the parents, 39 or when provided in conjunction with an education programme 46 . In observational studies following school-based eye-care programmes, spectacle compliance ranged from 13.4% (66/493) in Mexico 34 to 87.1% (54/62) in Brazil 37 …”

Section: Resultsmentioning

confidence: 99%

“…However, several studies noted that these guidelines were not being met by some school-based eye-care programmes, 27 , 49 , 55 , 62 with some children having never been screened 52 . Routine vision screening within schools can provide a solution to poor uptake of care external to education systems 33 , 37 . A study that conducted mass vision screenings in 51 Indian schools at the start of each academic year was identified as a cost–effective intervention 63 .…”

Section: Resultsmentioning

confidence: 99%

“…However, girls, children with higher maternal education and children with poorer visual acuity at presentation were generally more likely to be wearing spectacles at follow-up. Many studies 28 , 33 , 36 , 37 , 41 , 43 , 45 , 48 , 56 , 64 , 66 reported that children’s experiences or perspectives of wearing spectacles were linked to stigma and discrimination, or included verbal 36 , 37 , 48 , 56 or physical abuse 43 . In Timor-Leste, 18.1% (43/237) of children surveyed believed that vision-impaired people could not attend school 28 .…”

Section: Resultsmentioning

confidence: 99%

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Interventions to improve school-based eye-care services in low- and middle-income countries: a systematic review

Burnett

Yashadhana

Lee

et al. 2018

Bull. World Health Organ.

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ObjectiveTo review interventions improving eye-care services for schoolchildren in low- and middle-income countries.MethodsWe searched online databases (CINAHL, Embase®, ERIC, MEDLINE®, ProQuest, PubMed® and Web of ScienceTM) for articles published between January 2000 and May 2018. Eligible studies evaluated the delivery of school-based eye-care programmes, reporting results in terms of spectacle compliance rates, quality of screening or attitude changes. We considered studies to be ineligible if no follow-up data were reported. Two authors screened titles, abstracts and full-text articles, and we extracted data from eligible full-text articles using the availability, accessibility, acceptability and quality rights-based conceptual framework.FindingsOf 24 559 publications screened, 48 articles from 13 countries met the inclusion criteria. Factors involved in the successful provision of school-based eye-care interventions included communication between health services and schools, the willingness of schools to schedule sufficient time, and the support of principals, staff and parents. Several studies found that where the numbers of eye-care specialists are insufficient, training teachers in vision screening enables the provision of a good-quality and cost–effective service. As well as the cost of spectacles, barriers to seeking eye-care included poor literacy, misconceptions and lack of eye health knowledge among parents.ConclusionThe provision of school-based eye-care programmes has great potential to reduce ocular morbidity and developmental delays caused by childhood vision impairment and blindness. Policy-based support, while also attempting to reduce misconceptions and stigma among children and their parents, is crucial for continued access.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Interventions to improve school-based eye-care services in low- and middle-income countries: a systematic review

Burnett

Yashadhana

Lee

et al. 2018

Bull. World Health Organ.

View full text Add to dashboard Cite

show abstract

“…This campaign also included other assessments; for example, in a public school in Santana do Ipanema, Alagoas, it was found that 89% of children who had been prescribed glasses in a previous school ophthalmic evaluation continued to use optical correction. Also, the reasons why the remaining 11% were not wearing glasses were identified, which helped inform a subsequent similar project (13) .…”

Section: Discussionmentioning

confidence: 99%

Visual acuity evaluation in children of the elementary school of Curitiba

Neto¹,

Moreira

2014

Revista Brasileira De Oftalmologia

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Objetivo: Observar o nível de acuidade visual (AV) de estudantes do ensino fundamental público de Curitiba, bem como avaliar a relação entre redução visual, aprendizado e as condições estruturais de estudo. Métodos: Medida da AV dos alunos de primeira a terceira série de uma escola pública de Curitiba pelo método de Snellen, medição do comprimento e intensidade luminosa das salas, além do tamanho das letras no quadro negro e dos livros didáticos. Obtenção do boletim escolar dos alunos com baixa visão.Resultados: Das 242 crianças examinadas, 225 (92,97%) apresentaram acuidade visual boa, ou seja, AV 20/20 ou 20/25 em ambos os olhos, e 17 (7,03%) apresentaram AV igual ou pior que 20/30. Desses 17, somente um sentava na última linha de carteiras, o qual era o único que apresentava notas abaixo da média; todos os outros 16 tiveram notas na média escolar. A iluminação das salas de aulas estavam todas dentro do preconizado pelo NBR-5413. O tamanho da letra usada pela professora no quadro negro corresponde a 20/200 da tabela de Snellen, e no livro ao que corresponde J3 da tabela de Jaeger. Conclusão: A escola fornece condições e estrutura adequadas para o aproveitamento pleno dos alunos. Pode-se relacionar aprendizado com boas condições de trabalho escolar. Sendo assim, além de uma triagem da AV, as escolas devem estar atentas as condições estruturais necessárias para um bom trabalho escolar. Descritores: Acuidade visual; Crianças; Instituições acadêmicas;Aprendizagem;Avaliação educacional Purpose: Verify the rate of non-detectable low visual acuity (VA) in a public school of Curitiba and evaluate the relation between vision reduced, learning and study condition. Methods: Snellen visual acuity testing was done to all students from first to third grades at a Municipal School of Curitiba. Classroom's length and light intensity were obtained as well as the size of blackboard and books' letters. Academic scores were obtained from all students with VA equal or less than 20/30OU.Results: Of all 242 students, 225 presented VA equal or better than 20/25, and 17 (7.03%) equal or worse than 20/30. One of those 17 students study on the last row of chairs and had a low school performance. The light intensity was within the rules of NBR-5413. Besides that, the letter of blackboard corresponds to 20/200 in Snellen VA test, and the book's letters corresponds to J3 in Jaeger near VA test.Conclusion:The school presented good conditions and structure for schoolwork. However, learning and good condition of studying could be related. In addition to a screening of VA, schools must be mindful of the conditions necessary for good schoolwork.

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Access to school-based eye health programs in Central Region, Malawi: a qualitative case study

Yashadhana

Lee

Serova

et al. 2023

Health Promotion International

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Summary Vision impairment among children is associated with lower levels of educational attainment. School-based eye health programs have the potential to provide high-quality and cost-effective services that assist in the prevention of blindness and uncorrected vision impairment, particularly in low-resources settings. The aim of this study was to identify key factors that inhibit or facilitate the provision of school-based eye health programs, including referral to eye care services, for Malawian children in the Central Region. In-depth interviews (n = 10) and focus groups (n = 5) with children, parents, school staff, eye care practitioners, government and NGO workers (total participants n = 44) in rural and urban contexts within central region, Malawi, were conducted. Taking a rights-based approach, we used the AAAQ (availability, accessibility, acceptability, quality) framework to identify barriers and enablers to school eye health programs. Complex factors shape access to school-based eye health programs. While intersectoral collaboration between ministries was present, infrastructure and resourcing restricted the delivery of school eye health programs. School staff were supportive of being trained as vision screeners. Parents voiced geographic access to follow up eye care, and spectacle cost as a barrier; and children revealed experiences of stigma related to spectacle as barriers to uptake. School-based eye care may be facilitated through teachers, community informants and health workers through; the provision of school vision screening; increased awareness of the impact of vision impairment on education and future employment; and through educational approaches that seek to decrease stigma and misconceptions associated with wearing spectacles.

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Adesão ao uso do primeiro par de óculos por estudantes da primeira série do ensino fundamental

Cited by 3 publications

References 2 publications

Interventions to improve school-based eye-care services in low- and middle-income countries: a systematic review

Interventions to improve school-based eye-care services in low- and middle-income countries: a systematic review

Visual acuity evaluation in children of the elementary school of Curitiba

Access to school-based eye health programs in Central Region, Malawi: a qualitative case study

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