Promoting Healthy Vision in Students: Progress and Challenges in Policy, Programs, and Research

Ethan, Danna; Basch, Charles E.

doi:10.1111/j.1746-1561.2008.00323.x

Cited by 34 publications

(29 citation statements)

References 10 publications

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“…Yet, there is a growing need to offer the services so that all students get an opportunity to achieve at school [32]. Since low-income children have a disproportionately higher incidence of vision problems that may affect their academic performance, schools should encourage health policies that address common barriers to children receiving glasses and wearing them at home and at school [33]. …”

Section: Discussionmentioning

confidence: 99%

Increasing Screening Follow-Up for Vulnerable Children: A Partnership with School Nurses

Rodríguez

Srivastava

Landau

2018

IJERPH

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Approximately 20% of school-age children have a vision problem. Screening is an effective way to detect visual impairments, although only if adequate follow-up is available. Here, we evaluate the impact of hiring full-time nurses in four underserved schools on the likelihood of increasing follow-up for treatment after vision screening. First, we compared descriptive screening follow-up data from the intervention schools with that of five matched schools with part-time nurses in San Jose, California, from 2008 to 2012. The intervention schools had around 2800 low-income, minority children each year, and the five comparison schools had around 3445. Secondly, we conducted a qualitative analysis of open-ended survey responses from 129 teachers in the nine participating schools. In the final year, 96% of the students screened and referred for possible vision problems in schools with full-time nurses were followed up and examined by a health care provider. Yet, only 67% of students screened in comparison schools were examined. Teachers in schools with full-time nurses reported that follow-up of vision problems and getting glasses for students was the most beneficial activity performed by the nurses. School nurses can effectively increase medical care coordination and follow-up of vision screening in low-income communities.

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Section: Discussionmentioning

confidence: 99%

Increasing Screening Follow-Up for Vulnerable Children: A Partnership with School Nurses

Rodríguez

Srivastava

Landau

2018

IJERPH

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“…(Kodjebacheva, Brown, Estrada, Yu, & Coleman, 2011) Low-income and minority children are disproportionately affected by uncorrected poor vision due to both an increased incidence in refractive errors as well as decreased access to corrective lenses. (Basch, 2011; Ethan & Basch, 2008; Kemper, Cohn, & Dombkowski, 2004; Kimel, 2006; Kleinstein, Jones, Hullett, & et al, 2003; Kodjebacheva, et al, 2011; Marsh-Tootle, Wall, Tootle, Person, & Kristofco, 2008)…”

Section: Objectivesmentioning

confidence: 99%

Parent, Teacher, and Student Perspectives on How Corrective Lenses Improve Child Wellbeing and School Function

Dudovitz

Izadpanah

Chung

et al. 2015

Matern Child Health J

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Objectives Up to 20% of school-age children have a vision problem identifiable by screening, over 80% of which can be corrected with glasses. While vision problems are associated with poor school performance, few studies describe whether and how corrective lenses affect academic achievement and health. Further, there are virtually no studies exploring how children with correctable visual deficits, their parents, and teachers perceive the connection between vision care and school function. Methods We conducted a qualitative evaluation of Vision to Learn (VTL), a school-based program providing free corrective lenses to low-income students in Los Angeles. Nine focus groups with students, parents, and teachers from three schools served by VTL explored the relationships between poor vision, receipt of corrective lenses, and school performance and health. Results Twenty parents, 25 teachers, and 21 students from three elementary schools participated. Participants described how uncorrected visual deficits reduced students’ focus, perseverance, and class participation, affecting academic functioning and psychosocial stress; how receiving corrective lenses improved classroom attention, task persistence, and willingness to practice academic skills; and how serving students in school rather than in clinics increased both access to and use of corrective lenses. Conclusions for Practice Corrective lenses may positively impact families, teachers, and students coping with visual deficits by improving school function and psychosocial wellbeing. Practices that increase ownership and use of glasses, such as serving students in school, may significantly improve both child health and academic performance.

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“…Recent studies have demonstrated that children with visual difficulties may be at an educational disadvantage to their visually normal peers with regard to educational attainment [1,2]. In addition, children with visual impairment are a greater risk of developmental setback in terms of sensorimotor understanding (non-verbal cognition), verbal comprehension, expressive language, social development and behavioural status [3].…”

Section: Introductionmentioning

confidence: 99%

A survey of visual function in an Austrian population of school-age children with reading and writing difficulties

2010

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BackgroundTo describe and compare visual function measures of two groups of school age children (6-14 years of age) attending a specialist eyecare practice in Austria; one group referred to the practice from educational assessment centres diagnosed with reading and writing difficulties and the other, a clinical age-matched control group.MethodsRetrospective clinical data from one group of subjects with reading difficulties (n = 825) and a clinical control group of subjects (n = 328) were examined.Statistical analysis was performed to determine whether any differences existed between visual function measures from each group (refractive error, visual acuity, binocular status, accommodative function and reading speed and accuracy).ResultsStatistical analysis using one way ANOVA demonstrated no differences between the two groups in terms of refractive error and the size or direction of heterophoria at distance (p > 0.05). Using predominately one way ANOVA and chi-square analyses, those subjects in the referred group were statistically more likely to have poorer distance visual acuity, an exophoric deviation at near, a lower amplitude of accommodation, reduced accommodative facility, reduced vergence facility, a reduced near point of convergence, a lower AC/A ratio and a slower reading speed than those in the clinical control group (p < 0.05).ConclusionsThis study highlights the high proportions of visual function anomalies in a group of children with reading difficulties in an Austrian population. It confirms the importance of a full assessment of binocular visual status in order to detect and remedy these deficits in order to prevent the visual problems continuing to impact upon educational development.

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Promoting Healthy Vision in Students: Progress and Challenges in Policy, Programs, and Research

Cited by 34 publications

References 10 publications

Increasing Screening Follow-Up for Vulnerable Children: A Partnership with School Nurses

Increasing Screening Follow-Up for Vulnerable Children: A Partnership with School Nurses

Parent, Teacher, and Student Perspectives on How Corrective Lenses Improve Child Wellbeing and School Function

A survey of visual function in an Austrian population of school-age children with reading and writing difficulties

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