scholarly journals Complex program for the prevention of the development and progression of refractive errors in school year children

2021 ◽  
Vol 21 (3) ◽  
pp. 135-142
Author(s):  
T.K. Botabekova ◽  
◽  
N.A. Aldasheva ◽  
V.R. Abdullina ◽  
I.S. Stepanova ◽  
...  
Keyword(s):  
General Education ◽  
Contact Lenses ◽  
Low Vision ◽  
Visual Impairments ◽  
Boarding School ◽  
Refractive Errors ◽  
Preventive Screening ◽  
Poor General Health ◽  
School Year ◽  
Complex Program

Aim: to develop a complex preventive and therapeutic program for refractive errors in school year children. Patients and Methods: 1,760 pupils of elementary, secondary, and high school of eight schools of Almaty (1,302 pupils of gymnasiums and 458 pupils of general education schools and sport boarding school) were examined. The 1st step was a preventive screening. The 2nd step was a distant interactive screening by teachers. The 3rd step was an eye examination of schoolers with low vision. The efficacy of the detection of visual impairments in schoolers during preventive and distant computer screening was compared. In addition, significant indicators for visual impairment monitoring in schoolers were identified. A "Program for the Prevention of the Development and Progression of Refractive Errors in Schoolchildren" was developed. To evaluate its efficacy, 140 pupils of general education schools with refractive errors and 1,302 pupils of gymnasiums with refractive errors or their high risk underwent eye examinations. In addition, to compare the effect of wearing glasses/contact lenses with full correction on the quality of life, 31 schoolers aged 12–17 with refractive errors were selected. Results: the rate of visual impairments was 28.4% among the pupils of general education schools and 31.3% among the pupils of gymnasiums. The most common refractive error was myopia (46.9% and 65.4%, respectively). As children moved through their school carrier, the proportion of myopia tended to increase. Accommodative dysfunction ranked second 48.5% and 29.7%, respectively). Time spent on distant screening was twice less compared to time spent on preventive screening. Visual acuity, cycloplegic refraction, reserves of relative accommodation, and axial length (measured by ultrasound) were indicators of visual impairments in children during monitoring. Poor general health was reported in 33% of children who wear glasses and 15% of children who wear contact lenses. Keywords: refractive errors, myopia, accommodation, schoolchildren, distant screening, prevention, vision correction with contact lenses. For citation: Botabekova T.K., Aldasheva N.A., Abdullina V.R. et al. Complex program for the prevention of the development and progression of refractive errors in school year children. Russian Journal of Clinical Ophthalmology. 2021;21(3):135–142 (in Russ.). DOI: 10.32364/2311- 7729-2021-21-3-135-142.

The Comprehension of STEM Graphics via a Multisensory Tablet Electronic Device by Students with Visual Impairments

2019 ◽  
Vol 113 (5) ◽  
pp. 404-418 ◽  
Author(s):  
Michael E. Hahn ◽  
Corrine M. Mueller ◽  
Jenna L. Gorlewicz
Keyword(s):  
General Education ◽  
Visually Impaired ◽  
Electronic Device ◽  
Low Vision ◽  
Line Graph ◽  
Visual Impairments ◽  
Touch Screen ◽  
Number Line ◽  
Paired Samples ◽  
And Mathematics

Introduction: The current work probes the effectiveness of multimodal touch screen tablet electronic devices in conveying science, technology, engineering, and mathematics graphics via vibrations and sounds to individuals who are visually impaired (i.e., blind or low vision) and compares it with similar graphics presented in an embossed format. Method: A volunteer sample of 22 participants who are visually impaired, selected from a summer camp and local schools for blind students, were recruited for the current study. Participants were first briefly (∼30 min) trained on how to explore graphics via a multimodal touch screen tablet. They then explored six graphic types (number line, table, pie chart, bar chart, line graph, and map) displayed via embossed paper and tablet. Participants answered three content questions per graphic type following exploration. Results: Participants were only 6% more accurate when answering questions regarding an embossed graphic as opposed to a tablet graphic. A paired-samples t test indicated that this difference was not significant, t(14) = 1.91, p = .07. Follow-up analyses indicated that presentation medium did not interact with graphic type, F(5, 50) = 0.43, p = .83, nor visual ability, F(1, 13) = 0.00, p = .96. Discussion: The findings demonstrate that multimodal touch screen tablets may be comparable to embossed graphics in conveying iconographic science and mathematics content to individuals with visual impairments, regardless of the severity of impairment. The relative equivalence in response accuracy between mediums was unexpected, given that most students who participated were braille readers and had experience reading embossed graphics, whereas they were introduced to the tablet the day of testing. Implications for practitioners: This work illustrates that multimodal touch screen tablets may be an effective option for general education teachers or teachers of students with visual impairments to use in their educational practices. Currently, preparation of accessible graphics is time consuming and requires significant preparation, but such tablets provide solutions for offering “real-time” displays of these graphics for presentation in class.

Clinical manifestations and diagnosis of keratoconus. Treatment of iatrogenic keratoconus

2020 ◽  
pp. 37-42
Author(s):  
Fedor Ermolyuk
Keyword(s):  
Research Methods ◽  
Contact Lenses ◽  
Correct Diagnosis ◽  
Clinical Manifestations ◽  
Refractive Errors ◽  
Dry Eyes ◽  
Advanced Stages ◽  
Dystrophic Disease ◽  
Iatrogenic Origin ◽  
Binocular Diplopia

Keratoconus is a dystrophic disease of the cornea, when it is thinned with the formation of a conus-like protrusion (protrusion of the cornea). This disease belongs to the group of keratectasia, it has a multifactorial nature and occurs in approximately 25 % of all corneal pathologies. The disease can be either primary, which is based on dystrophic changes in the cornea, or secondary, which develops against the background of prenatal keratitis. Keratoconus of iatrogenic origin, which develops as a result of refractive eye microsurgery, has become widespread during the last 20 years. Most often primary keratoconus manifests during puberty, progresses to 30–40 years, after which its development slows down. An early clinical manifestation of this corneal pathology is a progressive decrease in visual acuity, development of double vision (binocular diplopia) with the development of a strong headache against this background. Monocular polyopia — images and symbols with multiple contours — develops subsequently. Severe dry eyes, itching, photophobia appear in advanced stages. Diagnosis of keratoconus in some cases can be a significant difficulty, since the use of conventional research methods only allow to suspect refractive errors in the form of myopia or astigmatism. It is necessary to take into account the impossibility of correcting visual impairment using conventional methods — glasses or contact lenses — to make correct diagnosis. As a rule, diagnosis of keratoconus requires use of expanded spectrum of instrumental research methods.

Types of refractive errors and methods for their diagnosis

2020 ◽  
pp. 30-36
Author(s):  
Olga Lemzyakova
Keyword(s):  
Optical System ◽  
Contact Lenses ◽  
Vision Impairment ◽  
Refractive Errors ◽  
Vision Correction ◽  
Light Rays ◽  
Different Types ◽  
Almost All ◽  
Degrees Of Severity ◽  
The Brain

Refraction of the eye means its ability to bend (refract) light in its own optical system. In a normal state, which is called emmetropia, light rays passing through the optical system of the eye focus on the retina, from where the impulse is transmitted to the visual cortex of the brain and is analyzed there. A person sees equally well both in the distance and near in this situation. However, very often, refractive errors develop as a result of various types of influences. Myopia, or short-sightedness, occurs when the light rays are focused in front of the retina as a result of passing through the optical system of the eye. In this case, a person will clearly distinguish close objects and have difficulties in seeing distant objects. On the opposite side is development of farsightedness (hypermetropia), in which the focusing of light rays occurs behind the retina — such a person sees distant objects clearly, but outlines of closer objects are out of focus. Near vision impairment in old age is a natural process called presbyopia, it develops due to the lens thickening. Both myopia and hypermetropia can have different degrees of severity. The variant, when different refractive errors are observed in different eyes, is called anisometropia. In the same case, if different types of refraction are observed in the same eye, it is astigmatism, and most often it is a congenital pathology. Almost all of the above mentioned refractive errors require correction with spectacles or use of contact lenses. Recently, people are increasingly resorting to the methods of surgical vision correction.

VARIOUS PROBLEMS FOR TEACHING GEOMETRY TO THIRD GRADE STUDENTS

2018 ◽  
Vol 28 (3) ◽  
pp. 997-1003
Author(s):  
Gergana Hristova
Keyword(s):  
General Education ◽  
Third Grade ◽  
The European Union ◽  
School Year ◽  
Third Grade Students ◽  
Teaching Geometry ◽  
New Curriculum ◽  
Mathematical Problems ◽  
Key Competencies ◽  
Geometrical Knowledge

The knowledge on geometry are of great importance for the understanding of reality. Spatial notion and geometrical concepts, graphical skills and habits are an important part of the study of geometrical knowledge in elementary school as propedeutics of the system course on geometry in the next school levels. In the recent years, education in Bulgaria follows the trends imposed by the European Union related to the acquiring of some basic key competencies. They promote to the improvement of knowledge, skills, abilities and attitudes of students and their more successful social development. From the school year 2016/2017, the education in the Bulgarian schools is in accordance with the new Law on pre-school and school education. Under this law, students are teached under new curriculum and teaching kits for the corresponding class. According to the new curriculum, the general education of the students of I-IV grade, covers basic groups of key competencies. Here, much more attention is paid also to the results of international researches on the students’ performance in mathematics. Primary school students participate in international competitions and Olympiads, which lead to the need of working on more mathematical problems with geometric content of the relevant specific types. This allows to study and use author’s various mathematical problems for teaching geometry. Their purpose is to contribute to the expansion of space notions of the students, to develop their thinking and imagination. This article is dedicated to the application of author’s various mathematical problems and exercises for teaching students from the third grade through which the geometrical knowledge and skills of the students develop and build. The solving of the mathematical problems is realized on a rich visual-practical basis, providing conditions for inclusion of the students in various activities. The proposed various mathematical problems are developed by themes including fully geometric problems and exercises for teaching mathematics to third grade students. Teaching by using the various mathematical problems was held with 149 students from third grade, from five schools - three in Sofia and two in smaller towns, in the school year 2016/2017.

scholarly journals Epidemiological Findings of Refractive Errors and Amblyopia among the Schoolchildren in Hatta Region of the United Arab Emirates

2021 ◽  
pp. 1-7
Author(s):  
Salam Chettian Kandi ◽  
Hayat Ahmad Khan
Keyword(s):  
Visual Acuity ◽  
Visual Field ◽  
United Arab Emirates ◽  
Refractive Error ◽  
Screening Program ◽  
Low Vision ◽  
Refractive Errors ◽  
Vision Screening ◽  
Screening Programs ◽  
School Based

<b><i>Introduction:</i></b> Uncorrected refractive errors and amblyopia pose a major problem affecting schoolchildren. We had previously observed that many schoolchildren in the Hatta region presented to the ophthalmology clinic with uncorrected refractive errors and amblyopia, which led us to undertake this research. As per the WHO, the term “visual impairment” can be “low vision” or “blindness.” Based on the presenting vision, “low vision” is defined for children who have vision of &#x3c;6/18 to 3/60 or having visual field loss to &#x3c;20° in the better-seeing eye. Children defined to have “blindness” have presenting vision of &#x3c;3/60 or corresponding visual field of &#x3c;10°. <b><i>Purpose:</i></b> To estimate the magnitude of uncorrected refractive errors and amblyopia among the schoolchildren aged 6–19 years and to assess the efficacy of school-based refractive error screening programs in the Hatta region of the United Arab Emirates. <b><i>Methods:</i></b> An epidemiological, cross-sectional, descriptive study was conducted on the entire student population studying in the government schools of the region. Those who failed the Snellen visual acuity chart test and those who were wearing spectacles were evaluated comprehensively by the researcher in the Department of Ophthalmology of the Hatta Hospital. Data were entered in the Refractive Error Study in School Children (RESC) eye examination form recommended by the WHO, and were later transferred to Excel sheets and analyzed by SPSS. <b><i>Results:</i></b> 1,591 students were screened and evaluated from the end of 2016 to mid-2017. About 21.37% (<i>n</i> = 340) had impaired vision with 20.9% (<i>n</i> = 333) refractive errors, of which 58% were uncorrected. Among the refractive error group, 19% (64 subjects) had amblyopia (4% of total students). The incidence of low vision was 9.5% and blindness was 0.38%. Low vision was found to be 9.5% and blindness 0.38%, taking in to account presenting visual acuity rather than best-corrected visual acuity for defining low vision and blindness. <b><i>Conclusion:</i></b> A significant number of students were detected to have uncorrected refractive errors among the vision impaired group (59%, <i>n</i> = 197) despite a school-based vision screening program in place. Seventy-eight percent of the amblyopia cases (<i>n</i> = 50) were found to be in the 11–19 years age group. Noncompliance with optical corrections was the reason for the high number of cases. A rigorous vision screening program and refractive services, complimented with awareness among parents and teachers, are recommended.

A Survey of Blind Orientation and Mobility Specialists about the Accommodations and Teaching Strategies They Use when Providing Orientation and Mobility Services

2021 ◽  
pp. 0145482X2110180
Author(s):  
Nora Griffin-Shirley ◽  
Laura Bozeman ◽  
The Nguyen ◽  
Vitalis Othuon ◽  
Anita Page ◽  
...  
Keyword(s):  
Visually Impaired ◽  
Online Survey ◽  
Low Vision ◽  
Visual Impairments ◽  
Teaching Techniques ◽  
Preparation Programs ◽  
Self Advocacy ◽  
Blind And Visually Impaired ◽  
Orientation And Mobility ◽  
Immersion Training

Introduction: The purpose of the study was to survey orientation and mobility (O&M) instructors who are blind concerning the identification of accommodations, teaching techniques, and resources to teach students with visual impairments (i.e., blindness or low vision). Methods: The study utilized an online survey via Qualtrics (2019) with 27 closed- and open-ended items to identify accommodations, teaching techniques, and resources needed. The survey was e-mailed to membership and certification organizations requesting O&M instructors who are blind to participate for 12 weeks. The participants were 15 O&M specialists, mostly male and Caucasian. Survey data were then analyzed using descriptive statistics. Results: Forty percentage of the participants reported that there were minimal standards that they had to demonstrate prior to their admittance into an O&M program. About one-fourth of the participants mentioned their program was modified because of their visual impairment. Eleven participants (73%) reported that their nonvisual instructional strategies and techniques were predominantly gained through their university programs or other visually impaired instructors (27%, n = 4). Discussion: Aspects of this study that are similar to the current literature are smaller faculty-to-student ratios for blindfold or simulation cane courses, accommodations used by participants, and suggestions for monitoring the safety of students. The results revealed the participants’ strong belief in the importance of immersion training, the use of the Structured Discovery Cane Travel (SDCT), nonvisual skills during O&M instruction, sleep shades, and students’ problem-solving abilities. Implication for practitioners: Although the participants had received SDCT immersion training, most personnel preparation programs approved by the Association for the Education and Rehabilitation of Blind and Visually Impaired do not use this method. For this reason, it is important for faculty to identify best teaching practices from among all programs and to integrate these practices into their curricula. Sharing best practices could strengthen all programs. Moreover, students with visual impairments should be taught early about self-advocacy and the ability to have helpful knowledge about one’s skills at a university and in the workplace.

scholarly journals Exploring the role of an emotional support and counselling service for people with visual impairments

2013 ◽  
Vol 31 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Suzanne Hodge ◽  
Wally Barr ◽  
Louise Bowen ◽  
Martina Leeven ◽  
Paul Knox
Keyword(s):  
Emotional Support ◽  
Service Providers ◽  
Low Vision ◽  
Visual Impairments ◽  
Well Being ◽  
Service Users ◽  
Social Changes ◽  
Psychological Well Being ◽  
Mixed Methods Evaluation

There is growing evidence of the need for services to address the emotional support needs of people with visual impairments. This article presents findings from a mixed methods evaluation of an emotional support and counselling (ESaC) service delivered within an integrated low vision service, focusing primarily on the qualitative findings. Data collected using a standardised measure of psychological well-being (Clinical Outcomes in Routine Evaluation–Outcome Measure; CORE-OM) show an improvement in the psychological well-being of clients of the service between baseline and follow-up assessment. Qualitative findings from interviews with service users and service providers help to illustrate and explain the experiences underlying the quantitative findings. The ESaC services are shown to be helpful to service users in two particular ways: helping them to normalise their experiences by talking to an impartial listener and helping them to accept and adapt to the physical, emotional and social changes in their lives resulting from their visual impairment.

The Expanded Core Curriculum Areas Experienced by Campers during Camp Abilities: A Qualitative Study

2021 ◽  
Vol 115 (1) ◽  
pp. 28-41
Author(s):  
Lauren J. Lieberman ◽  
Katie Ericson ◽  
Maria Lepore-Stevens ◽  
Karen Wolffe
Keyword(s):  
Focus Group ◽  
Independent Living ◽  
Core Curriculum ◽  
Low Vision ◽  
Visual Impairments ◽  
Structured Learning ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Expanded Core Curriculum ◽  
Children With Visual Impairments

Introduction: The expanded core curriculum (ECC) refers to the generally accepted nine areas of instruction that children who are visually impaired (i.e., those who are blind or have low vision) must learn through explicit instruction in order to live independently as adults. Children with visual impairments must experience immersion in the ECC in their daily lives throughout the year rather than only being taught these skills during the school year by teachers of students with visual impairments. Therefore, this research was undertaken to determine whether athletes attending Camp Abilities, a sports camp for children with visual impairments, experienced new ECC skills or practiced previously learned ECC skills and if so, how. Method: Researchers chose to interview 10 athletes from a purposeful sample of 30 children who had previously attended camp. The 10 coaches who worked with these athletes one-on-one participated in focus group discussions at the end of the weeklong camp. In addition, all athletes and coaches attending camp listed their thoughts on posters describing how all athletes attending experienced areas of the ECC. Finally, researchers documented observations of athletes’ opportunities to practice ECC content throughout the weeklong program. Researchers transcribed interviews and focus group discussions and reviewed for themes relating to ECC areas that were part of the students’ lived experience during camp. Results: Three major conclusions emerged from reviews of the interviews, discussion group transcripts, posters, and observations: (1) athletes and coaches were initially unclear about what the ECC areas were and how the athletes experienced the ECC in their everyday academic and home activities; (2) following clarification of the ECC areas, the athletes came to recognize how they learned and applied ECC skills during the camp experience; and (3) a more structured instructional approach to applying the ECC at camp may further enhance their experiences. Discussion: The youth participants were not able to list and describe all of the ECC areas when interviewed at the end of camp. However, adult participants (coaches) listed most ECC areas and described how athletes experienced the ECC during camp in their focus group discussions. Once researchers clarified ECC areas for athletes, they identified self-determination, recreation and leisure, social interaction, and independent living as the areas of the ECC most often experienced during camp. Implications for practitioners: Practitioners need to pay attention to structured learning of the ECC areas and consider articulating for students which areas overlap in their everyday lives, so that they are fully aware of the multiple skills they are acquiring. Camp Abilities is a functional way for youths with visual impairments to experience all areas of the ECC.

Hard and soft contact lenses: a comparison

1974 ◽  
Vol 12 (25) ◽  
pp. 97-99
Keyword(s):  
Contact Lenses ◽  
Refractive Errors ◽  
Soft Contact ◽  
Soft Contact Lenses

Contact lenses may be used to correct refractive errors, to treat diseased eyes, and to improve the appearance of disfigured eyes. Hard and soft lenses are now available. They have different properties and their relative merits depend upon the purpose for which the lens is required.

Incorporating the Expanded Core Curriculum into science

2021 ◽  
pp. 026461962110293
Author(s):  
Ying-Ting Chiu ◽  
Tiffany Wild
Keyword(s):  
General Education ◽  
Core Curriculum ◽  
Visual Impairments ◽  
Next Generation Science Standards ◽  
Teaching Skills ◽  
Education Curriculum ◽  
Science Standards ◽  
General Education Curriculum ◽  
Science Curricula ◽  
Expanded Core Curriculum

The Expanded Core Curriculum (ECC) is a set of concepts and skills that are taught to students with visual impairments to support their learning that often occurs incidentally with vision. Students with visual impairments must learn both the ECC and content from the general education curriculum, including science. Thus, it is crucial to incorporate these two sets of curricula so that students with visual impairments can learn both sets of curricula more efficiently. This article presents an analysis of science curricula and lesson plans that support the Next Generation Science Standards while promoting teaching skills to students with visual impairments in the ECC. The results show that the ECC can be incorporated into science easily which will allow the ECC and science to be taught in one lesson.

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