Assessment of availability, awareness and perception of stakeholders regarding preschool vision screening in Kumasi, Ghana: An exploratory study

Akuffo, Kwadwo Owusu; Abdul–Kabir, Mohammed; Agyei-Manu, Eldad; Tsiquaye, Josiah Henry; Darko, Christine Karikari; Addo, Emmanuel Kofi

doi:10.1371/journal.pone.0230117

Cited by 8 publications

(20 citation statements)

References 32 publications

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“…Information about the systems that observe brain activities [93,94], or advanced methodologies that create new technologies to support health [95], requires a high level of knowledge about information technologies and human cognition. According to what we understand, the use of eye-tracking technology is not widespread for diagnosing vision problems.…”

Section: Visual Information Processing and Visual Cognitionmentioning

confidence: 99%

“…Professional vision experts are not the only ones who perform the vision screening or help with managing vision problems. Other stakeholders that are involved or influence vision treatments include trained laypersons, school teachers, other educationalists, or parents [95]. In general, vision screening includes stakeholders from different domains who may have different routines and roles.…”

Section: Stakeholders Influencing Children's Vision Screening (Rq1)mentioning

confidence: 99%

“…Teachers should collaborate with vision specialists, vision teachers, or occupational therapists to avoid misidentifying children with vision problems [110]. Regarding parental involvement, there should be announcements and discussions during the parent-teacher meeting in schools about the benefits and screening program structure prior to the screening [95]. After the screening, parents should be advised regarding the problems identified and the possibilities for intervention.…”

Section: Opinions On Vision Screening Programs At Schoolsmentioning

confidence: 99%

“…In most countries, routine vision screening starts at the age of 4 to 5 [49,151] or from 3 to 5 [95]. However, there are no uniform methodologies for vision screening [101,109,121].…”

mentioning

confidence: 99%

“…Furthermore, handling the direct interpretations depends on prior knowledge[86] or usage of the context[87,88]. Other studies that may contribute to improved results would need a better understanding and interpretation of individual capabilities[89,90], hand-eye coordination[91], or children's adaptability[92] to different situations.Information about the systems that observe brain activities[93,94], or advanced methodologies that create new technologies to support health[95], requires a high level of knowledge about information technologies and human cognition. According to what we understand, the use of eye-tracking technology is not widespread for diagnosing vision problems.…”

mentioning

confidence: 99%

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Current Challenges Supporting School-Aged Children with Vision Problems: A Rapid Review

et al. 2021

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Many children have undetected vision problems or insufficient visual information processing that may be a factor in lower academic outcomes. The aim of this paper is to contribute to a better understanding of the importance of vision screening for school-aged children, and to investigate the possibilities of how eye-tracking (ET) technologies can support this. While there are indications that these technologies can support vision screening, a broad understanding of how to apply them and by whom, and if it is possible to utilize them at schools, is lacking. We review interdisciplinary research on performing vision investigations, and discuss current challenges for technology support. The focus is on exploring the possibilities of ET technologies to better support screening and handling of vision disorders, especially by non-vision experts. The data orginate from a literature survey of peer-reviewed journals and conference articles complemented by secondary sources, following a rapid review methodology. We highlight current trends in supportive technologies for vision screening, and identify the involved stakeholders and the research studies that discuss how to develop more supportive ET technologies for vision screening and training by non-experts.

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Section: Visual Information Processing and Visual Cognitionmentioning

confidence: 99%

Section: Stakeholders Influencing Children's Vision Screening (Rq1)mentioning

confidence: 99%

Section: Opinions On Vision Screening Programs At Schoolsmentioning

confidence: 99%

“…In most countries, routine vision screening starts at the age of 4 to 5 [49,151] or from 3 to 5 [95]. However, there are no uniform methodologies for vision screening [101,109,121].…”

mentioning

confidence: 99%

mentioning

confidence: 99%

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Current Challenges Supporting School-Aged Children with Vision Problems: A Rapid Review

et al. 2021

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Eye-tracking Technologies Supporting Vision Screening In Children

Ali

Heldal

Helgesen

et al. 2020

2020 11th IEEE International Conference on Cognitive Infocommunications (CogInfoCom)

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The aim of this paper is to contribute to a better understanding of children's vision care from the identification to treatment, with, in particular, a better understanding of the use of eye tracking (ET) technologies. While there are indications that these technologies can support vision care, a comprehensive understanding of the possibilities is lacking. Here, we review cross-disciplinary research on performing vision care, and identify current challenges for using and further developing ET technologies. To this end, we describe (1) the involved stakeholders, (2) screening possibilities at schools, and (3) how technology-supported vision screening is used today. Data come from a literature survey of peer-reviewed journal and conference articles, complemented by secondary sources from related projects and products. The focus is on literature after 2000, and in particular, on screening oculomotor dysfunctions (OMD), for school children. The results show that the contributions to state of the art from various research areas are fragmented, in particular regarding the communication between the necessary stakeholders influencing vision care, the handling of general and functional vision care, and between screening and treatment. Further development of ET technologies will likely depend on overcoming these fragmentations. A first step in this direction consists of providing a thorough description of stakeholders, their roles, and requirements enabling communication on children with vision problems.

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Rural-urban differentials in early childhood education and child development: Evidence from Multiple Indicator Cluster Survey (MICS) in Ghana

Agyekum,

Yeboah,

Dzradosi

et al. 2023

PLOS Glob Public Health

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Children’s early development is a key component that affects their wellbeing and health as they age. In recent times, scholars’ interest in Early Childhood Education (ECE) and Early Child Development (ECD) has grown exponentially. However, rural-urban differentials in early childhood development in sub-Saharan Africa (SSA) and particularly in Ghana are unknown. This study examined the rural-urban differentials in Early Childhood Education (ECE) and Early Child Development (ECD) in Ghana. We used cross-sectional data from 2017/2018 Multiple Indicator Cluster Survey (MICS) by the Ghana Statistical Service. We restricted the data to children aged 3 and 4 years. A sample size of 3683 children was used in this study. Poisson regression analysis was used to examine the relationship between Early Childhood Education (ECE) and Early Child Development (ECD) in rural and urban Ghana. Both ECE and ECD scores were higher in the urban areas than in the rural areas. The regression shows the rural-urban disparity in ECD by ECE. The Preschool Program (ECE) has a good impact on children’s early development in Ghana. However, the Relative Risk Ratio (RRR) in rural areas was higher than in urban areas. Beyond this, other factors such as age of child, ecological zone, maternal education and wealth index were associated with ECD. Our findings show a significant disparity in Early Childhood Education and Childhood Development in rural and urban areas This study therefore recommends that more resources be channeled in rural areas to help improve ECE and ECD while policies should be tailored to Early Childhood Education.

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Assessment of availability, awareness and perception of stakeholders regarding preschool vision screening in Kumasi, Ghana: An exploratory study

Cited by 8 publications

References 32 publications

Current Challenges Supporting School-Aged Children with Vision Problems: A Rapid Review

Current Challenges Supporting School-Aged Children with Vision Problems: A Rapid Review

Eye-tracking Technologies Supporting Vision Screening In Children

Rural-urban differentials in early childhood education and child development: Evidence from Multiple Indicator Cluster Survey (MICS) in Ghana

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