scholarly journals A comparison of oral hygiene status and dental caries experience among institutionalized visually impaired and hearing impaired children of age between 7 and 17 years in central India

2013 ◽  
Vol 31 (3) ◽  
pp. 141 ◽  
Author(s):  
VenugopalK Reddy ◽  
Kshitij Chaurasia ◽  
Ajay Bhambal ◽  
Ninad Moon ◽  
EshwarK Reddy
Keyword(s):  
Dental Caries ◽  
Oral Hygiene ◽  
Visually Impaired ◽  
Central India ◽  
Hearing Impaired ◽  
Caries Experience ◽  
Impaired Children ◽  
Hearing Impaired Children

scholarly journals Impact of Oral Health Educational Interventions on Oral Hygiene Status of Children with Hearing Loss: A Randomized Controlled Trial

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Maria Moin ◽  
Sohail Saadat ◽  
Sara Rafique ◽  
Afsheen Maqsood ◽  
Abhishek Lal ◽  
...  
Keyword(s):  
Oral Health ◽  
Oral Hygiene ◽  
Educational Interventions ◽  
Hearing Impaired ◽  
Before And After ◽  
Group 3 ◽  
Group 2 ◽  
Impaired Children ◽  
Group 1 ◽  
Hearing Impaired Children

Introduction. Oral health is considered as one of the essential components of the overall health of every individual. Maintaining oral health is a gradual process that requires commitment. Children who require special care such as hearing impairment experience difficulty in maintaining oral health primarily due to communication difficulties. This study is aimed at using different interventions to evaluate the improvement of oral hygiene in hearing impaired children. Materials and Methods. Fifty-nine children were recruited in this study that were allocated randomly into each group with twenty children as follows: group 1: pictorial, group 2: video, and group 3: control. Mean plaque and gingival scores were noted before and after the use of different interventions. Oral hygiene was categorized as “excellent,” “good,” and “fair.” Gingival health was categorized as “healthy,” “mild gingivitis,” and “moderate gingivitis.” Results. Thirty-four children (57.6%) were from 12-13 years of age bracket, and 25 (42.4%) belonged to 14-16 years of age. Regarding gender, there were 37 (62.7%) males and 22 (37.3%) females. About comparison of mean gingival and plaque scores before and after interventions in each group, a significant difference was found in group 1 ( p < 0.001 ) and group 2 ( p < 0.001 ), as compared to group 3 where the difference in scores was not significant ( p > 0.05 ). Conclusion. Maintaining oral health requires the compliance of individuals to perform different methods of preventive dentistry, such as tooth brushing and use of dental floss. The use of different oral hygiene educational interventions such as pictorial and video methods have been proven and useful for hearing impaired children in improving oral health.

The Effect of Visual Pedagogy and Probiotics in Improving Oral Hygiene of Hearing Impaired Children in the Age Group 6-14 Years

2021 ◽  
Vol 13 (4) ◽  
pp. 263-268
Author(s):  
Fathimath Nihala K ◽  
Priya Nagar ◽  
Nameeda K S ◽  
Anagha Saseendran ◽  
Fathimath Nishana K
Keyword(s):  
Oral Health ◽  
Oral Hygiene ◽  
Hearing Impaired ◽  
Mouth Rinse ◽  
Oral Microflora ◽  
Visual Pedagogy ◽  
The Difference ◽  
Oral Hygiene Instructions ◽  
Impaired Children ◽  
Hearing Impaired Children

Introduction: Maintaining oral hygiene remains a priority in differently abled children. In recent times, probiotics usage has shown reduced disease causing oral microflora and promoting good oral hygiene. Aim: To assess the effect of visual pedagogy and probiotic mouth rinse on oral health of hearing impaired children. Methods: A prospective interventional study was done on hearing impaired children. The children were divided into three groups. Oral hygiene instructions were given using visual pedagogy, probiotic rinse and combination of both respectively. OHI and pH scores at each clinical visit (pre and post) were recorded. Statistical analysis of the observed data was done. Results: The difference in OHI and pH scores was statistically significant. Conclusion: Combination of both oral hygiene instructions using visual pedagogy and mouth rinse containing probiotics was found to produce desirable effects on oral health of hearing impaired children.

MY CHILD’S DISABILITY AND ME”: IMPACT OF CHILD DISABILITY ON MATERNAL QUALITY OF LIFE AND COPING STRATEGY

2021 ◽  
Vol 23 (07) ◽  
pp. 1406-1418
Author(s):  
Shreya Chaudhary ◽  
Keyword(s):  
Quality Of Life ◽  
Coping Strategies ◽  
Visually Impaired ◽  
Hearing Impaired ◽  
Disabled Children ◽  
Intellectually Disabled ◽  
And Coping ◽  
Impaired Children ◽  
Hearing Impaired Children

The birth of differently-abled child brings huge impact on the life of parents. This condition results in adverse impact on quality of life of parents. The study examined the components of quality of life and coping strategies of mothers of children with visual impairment, hearing impairment, locomotor disability, and intellectual disability. This was a cross-sectional, ex-post facto research study. The statistical population included the mothers of differently abled children. 200 mothers of differently-abled children participated in the study. WHOQOL-BREF and Coping strategies scale was used for data collection. Findings revealed that the quality of life has statistically significant difference among the mothers of visually impaired, hearing-impaired children and mothers of locomotor disabled and intellectually disabled children. The mothers of visually impaired and hearing-impaired children use approach coping more than the mothers of intellectually disabled and locomotor disabled children. The avoidance coping is used more by mothers of locomotor disabled children followed by mothers of intellectually disabled children. Efficient social skill training programs should be provided to enhance their social network and quality of life. The professionals should also assess the needs, potential problems of mothers and integrate effective strategies with the treatment of their children.

Dentition Status, Periodontal Status, Dentofacial Anomalies and Treatment Needs Among Differently Abled Children in Chennai

2015 ◽  
Vol 9 (3) ◽  
pp. 120-125
Author(s):  
Preetha Elizabeth Chaly ◽  
S Srinidhi ◽  
S Vaishnavi ◽  
P Shalini ◽  
V Indra Priyadarshni
Keyword(s):  
Oral Health ◽  
Dental Caries ◽  
Visually Impaired ◽  
Intervention Program ◽  
Caries Experience ◽  
Cluster Sampling ◽  
Treatment Needs ◽  
Periodontal Status ◽  
Impaired Children ◽  
Visually Impaired Children

ABSTRACT BACKGROUND Oral health is an important aspect of health for all children, and is more important for children with special health needs. AIM The study was done to assess the dentition status, periodontal status, dentofacial anomalies and treatment needs of differently abled children attending special schools in Chennai. MATERIALS AND METHOD A cross sectional study was conducted among 6 - 18 year old hearing and speech impaired children and visually impaired children in Chennai. A cluster sampling methodology was followed for the selection of study subjects. The final sample size for the study was 624 hearing and speech impaired children and 506 visually impaired children. The data was collected using WHO Assessment Form (WHO 1997) modified. Statistical analysis was done using Pearson chi-square test and Student t test. RESULTS Overall mean dmft/DMFT among differently abled children was (0.58+1.46)/ (0.50+0.93). Dental caries experience was more among hearing and speech impaired children with mean dmft/DMFT being (0.67+1.44) / (0.52+0.95) and it was statistically significant(P<0.05) with visually impaired children in case of dmft. Overall mean DAI was (22.3+5.4)) and malocclusion was predominant among visually impaired children compared to hearing and speech impaired children and it was statistically significant (P<0.001) The periodontal conditions were poorer among visually impaired children with most of them having calculus and it was statistically significant (P<0.05) compared to hearing and speech impaired children. Traumatic injuries were seen more among visually impaired children compared to hearing and speech impaired children and it was statistically very highly significant (P<0.001). Hearing and speech impaired children needed more treatment than the visually impaired children with majority of them needing restorations. CONCLUSION It can be concluded from the study that even though the oral health status and treatment needs of differently abled children is not alarming, a prevention based intervention program directed especially towards dental caries and periodontal health is recommended for these special groups for a better productive life in future.

scholarly journals Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools

2010 ◽  
Vol 42 (1) ◽  
pp. 165-184 ◽  
Author(s):  
Branka Jablan ◽  
Jasmina Kovacevic ◽  
Milja Vujacic
Keyword(s):  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Primary Schools ◽  
Visually Impaired ◽  
Mathematics Instruction ◽  
Children With Disabilities ◽  
Hearing Impaired ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Hearing Impaired Children

The paper studies the issue of education of visually impaired children, hearing impaired children and children with intellectual disabilities in regular primary schools in the context of mathematics instruction for beginners. The authors state the basic characteristics of mathematics instruction for beginners with respect to the contents studied in the first four grades of primary school, as well as the key problems and educational needs of visually impaired children, hearing impaired children and children with intellectual disabilities. The basic characteristics of inclusive education and the key role of teacher in this process are pointed out. Starting from the developmental peculiarities of children with disabilities, the authors emphasize the importance of applying an individualized approach in teaching mathematics. Possible didactic and methodical solutions are discussed, as well as different approaches in teaching this subject that can facilitate learning of mathematical contents to visually impaired children, hearing impaired children and children with intellectual disabilities. Bearing in mind the peculiarities of inclusive education, i.e. the need for the children with disabilities to participate in common activities with the other children in the class, the authors emphasize the importance of encouraging interaction and communication among children in the process of learning mathematical contents.

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