In-school eyecare in special education settings has measurable benefits for children's vision and behaviour

PloS One
S A BlackK J Saunders

Abstract

To determine whether implementation of comprehensive in-school eyecare results in measurable benefits for children and young people in terms of visual status, classroom behaviours and how well their visual needs are met. School-based observational study. 200 pupils [mean age 10 years 9 months, 70% male, majority moderate (40%) or severe (35%) learning difficulty] of a special education school in the UK. A sector-agreed in-school eyecare framework including full eye examination and cycloplegic refraction, dispensing of spectacles (as appropriate) and written reporting of outcomes to parents/teachers was applied. Classroom behaviours were observed and recorded prior to, and after, the in-school eyecare. Surveys were employed to obtain visual histories from parents/teachers. School records and statutory documents were reviewed for diagnostic and learning disability classifications. Visual function and ocular health were profiled at baseline and significant visual deficits identified. Where such deficits were previously unrecognised, untreated or not compensated for (e.g. correction of refractive error, enlargement of educational material) they were recorded as 'unmet visual need'. At follow-up, 2-5 months after initial (baseline) ...Continue Reading

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Citations

Jul 14, 2020·Journal of Autism and Developmental Disorders·Julie-Anne LittleKathryn Saunders
Feb 4, 2021·Developmental Medicine and Child Neurology·Cathy WilliamsUNKNOWN CVI Prevalence Study Group
Aug 18, 2021·Ophthalmic & Physiological Optics : the Journal of the British College of Ophthalmic Opticians (Optometrists)·Salma WilsonRakhee Shah

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