Optical Needs of Students with Low Vision in Integrated Schools of Nepal

Gnyawali, Subodh; Shrestha, Jyoti Baba; Bhattarai, Dipesh; Upadhyay, Madan Prasad

doi:10.1097/opx.0b013e3182772f3c

Cited by 16 publications

(28 citation statements)

References 9 publications

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“…More than one‐third (36.5 per cent) of students in our study group had refractive errors. This observation is not comparable with those of Gnyawali and colleagues (18.7 per cent) and Silver and colleagues (21 per cent) , . The refractive services may have led to this discrepancy.…”

Section: Discussioncontrasting

confidence: 87%

“…With the appropriate use of near vision devices, this figure went up to 60 per cent. In a study carried out in Nepal, Gnyawali and colleagues observed that near visual acuity was better than 2 M in 12.5 per cent of children with low vision devices and another 11.6 per cent of children with distance correction only. These observations support the fact that appropriate refractive correction helps to improve reading performance in visual impairment.…”

Section: Discussionmentioning

confidence: 98%

“…The compulsory eye examination before the school enrolment, if implemented, may help in the appropriate placing of children in integrated schools. A study conducted in Nepal in an integrated school observed that 0.6 per cent of students were wrongly enrolled in the schools despite having normal visual acuity . This figure was 6.1 per cent in Kenya and Uganda in 1995 …”

Section: Discussionmentioning

confidence: 99%

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Visual profile of students in integrated schools in Malawi

Kaphle¹,

Marasini

Kalua

et al. 2015

Clinical and Experimental Optometry

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Background: Blindness and visual impairment are very common in African countries and are often loosely linked to inadequate resources. We designed this study to assess clinical visual and ocular characteristics of children in three integrated schools in Malawi, so that students needing low vision services or those with correctable refractive error will be identified. Methods: We included 95 students, who underwent a detailed optometric examination. The assessment included distance visual acuity measurement in logMAR notation, near visual acuity, oculo-motor assessment, pupillary assessment and anterior as well as posterior segment evaluation. Non-cycloplegic refraction was done in all the participants. Results: Mean age of students was 13.84 ±4.61 years. Almost 90 per cent of students had presenting visual acuity worse than logMAR 0.54. Visual acuity improved significantly after refractive correction by more than two logMAR lines in 31.8 per cent (p < 0.0001). Refractive error was very common (36.5 per cent) and the most common causes of visual impairment were lenticular (21.2 per cent), corneal (20.0 per cent) and albinism (15.3 per cent). One-tenth (10.5 per cent) of the students were wrongly enrolled in the schools, even though they did not have visual impairment. The compliance to spectacles wear was very poor (37 per cent). An adequate refractive correction improved visual acuity in more than a third (36.5 per cent) of the students. Students benefited from spectacle magnifiers (18.8 per cent), handheld magnifiers (4.7 per cent) and telescopes (5.9 per cent). Mobility canes were advised for 36.5 per cent of the students. Conclusion: Nine out of ten students in three integrated schools in Malawi had visual impairment and 41 per cent had low vision. Inappropriate placement in the integrated schools and poor spectacle compliance are very common. Well accepted optical and non-optical devices could improve visual performance in visually disabled children, for which public awareness and parental education is important.

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Section: Discussioncontrasting

confidence: 87%

Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

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Visual profile of students in integrated schools in Malawi

Kaphle¹,

Marasini

Kalua

et al. 2015

Clinical and Experimental Optometry

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“…11 There were only three papers, all from eastern Africa, that addressed educational placement after cataract surgery. [6][7][8] There have been a number of surveys in schools for the blind that have noted the possibility of inappropriate educational placement, 13,14 but only one in which educational placement was the focus of the study. 7 The findings from these studies suggested that, although children had significantly improved vision postoperatively, they were not often placed in the most appropriate educational environment.…”

Section: Literature Reviewmentioning

confidence: 99%

Strategies to improve follow-up of children after surgery for cataract: findings from Child Eye Health Tertiary Facilities in sub-Saharan Africa and South Asia

Kishiki

Dijk²,

Courtright

2016

Eye

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Purpose We sought to conduct a systematic literature review on follow-up of children with ocular surgical management (primarily childhood cataract) in developing countries. Second, we sought to determine the current practices regarding follow-up for clinical, optical, low vision, rehabilitation, and educational placement among children receiving surgical services at Child Eye Health Tertiary Facilities (CEHTF) in subSaharan Africa (SSA) and South Asia. Methods A systematic literature review was conducted. Separately, we conducted a crosssectional study among CEHTF in SSA and South Asia (India, Nepal, and Bangladesh) to assess current capacities and practices related to follow-up and educational placement. Results The articles that met the systematic review eligibility criteria could be grouped into two areas: factors and strategies to improve post-operative follow-up and educational placement of children after surgery. Among the 106 CEHTF in SSA and South Asia, responses were provided by 75 CEHTF. Only 59% of CEHTF reported having a Childhood Blindness and Low Vision Coordinator; having a coordinator was associated with having appropriate follow-up mechanisms in place. Educational referral practices were associated with having a lowvision technician, having low-vision devices, and having donor support for these services. Conclusions The systematic literature review revealed evidence of poor follow-up after surgical interventions for cataract and other conditions, but also showed that follow-up could be improved significantly if specific strategies were adopted. Approaches to follow-up are generally inadequate at most facilities and there is little external support for follow-up. Findings suggest that funding and supporting a coordinator would assist in ensuring that good practices for follow-up (cell phone reminders, patient tracking, and reimbursement of transport) were followed.

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“…However there has not been much research on the education of blind children. A study on 779 blind and low vision students in Nepal (Gnyawali et al, 2012) concluded that intervention in the form of optical devices was necessary, and print reading using Braille should be encouraged. In another study it was observed that there is need for improved services for blind children in Nigeria (Okoye et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Use of Skype to Educate Underprivileged Blind Children in India: Motivations, Barriers and Teaching Strategies

Rajan

2013

DCID

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Optical Needs of Students with Low Vision in Integrated Schools of Nepal

Cited by 16 publications

References 9 publications

Visual profile of students in integrated schools in Malawi

Visual profile of students in integrated schools in Malawi

Strategies to improve follow-up of children after surgery for cataract: findings from Child Eye Health Tertiary Facilities in sub-Saharan Africa and South Asia

Use of Skype to Educate Underprivileged Blind Children in India: Motivations, Barriers and Teaching Strategies

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