Vision screening for correctable visual acuity deficits in school-age children and adolescents

Evans, Jennifer R; Morjaria, Priya; Powell, Christine

doi:10.1002/14651858.cd005023.pub2

Cited by 45 publications

(21 citation statements)

References 41 publications

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“…However, while one might predict that access to corrective lenses improves school function and overall child health, there is surprisingly little scientific evidence supporting this assumption. (Powell, Wedner, & Hatt, 2004) This may be due, in part, to unanswered questions regarding which aspects, if any, of school function are most likely improved by correcting a child’s vision. Visual deficits have been variously posited as a cause of poor grades, poor classroom behavior, a disruptive school environment, lower test scores and even school disengagement and dropout.…”

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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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

View full text Add to dashboard Cite

show abstract

“…[14][15][16] It remains unclear whether vision screening during childhood reduces the prevalence of amblyopia in the adult population 17 and the impact of living with untreated amblyopia has yet to be fully quantified. Studies have found no difference in occupational class, educational attainment, employment or general and mental health between those with amblyopia and those without it.…”

Section: Discussionmentioning

confidence: 99%

A comparison of pre-school versus school-age orthoptic screening programmes in the North-East of England

Dent¹,

Fieldsend

2015

British and Irish Orthoptic Journal

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Aim: Following changes to the age at which our primary vision screening programmes are delivered we aimed to assess the impact of this change of practice on final vision outcomes. Methods: This is a retrospective notes review of visual outcomes of children failing from two primary vision screening programmes: group A who were screened at pre-school age (3.5 years old) and group B who were screened at school entry age (4-5 years old).

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“…So, the study of Taylor, Pezzullo, Nesbitt, and Keeffe (2007) showed that much can be done to prevent vision loss that is cost effective. Powell, Wedner, and Richardson (2005) reported that in normal visual development, changes in refractive error occur in the first few years of life. Undoubtedly, vision screening of preschool age and school children is a fundamental priority in detecting visual disorders, and preventing or correcting them at the appropriate time (Al Wadaani, Amin, Ali, & Khan, 2013;Bardisi & Bin Sadiq, 2002).…”

Section: Importance Of Vision Screening For School Studentsmentioning

confidence: 99%

Parents' Perceptions towards the Role of School Health Units at Early Detection of Ocular Disorders among Students in Qassim Province, Saudi Arabia

F.Al-Qesair¹,

Alshammari²

2016

MJSS

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Vision screening for correctable visual acuity deficits in school-age children and adolescents

Abstract: Vision screening for correctable visual acuity deficits in school-age children and adolescents.

Cited by 45 publications

References 41 publications

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

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

A comparison of pre-school versus school-age orthoptic screening programmes in the North-East of England

Parents' Perceptions towards the Role of School Health Units at Early Detection of Ocular Disorders among Students in Qassim Province, Saudi Arabia

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