五所特殊教育学校视障学生视觉损伤及康复情况

doi:10.3760/cma.j.cn115909-20210119-00024

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Abstract Objective: To analyze the status of the visual impairment and rehabilitation of visually impaired students in five special education schools, and to explore the related factors affecting the visual rehabilitation of visually impaired students. Methods: This was a cross-sectional study. The World Health Organization/problem based learning (WHO/PBL) eye exam record was used to collect the medical history, visual acuity, slit lamp exams, refraction, low vision aid fitting, etc. The classification criteria of visual impairment developed by the WHO in 2003 was adopted. The Wilcoxon signed rank sum test was used to analyze the results. Results: A total of 330 students (660 eyes) were screened in the five special education schools. Of these, 170 students (51.5%) were diagnosed with avoidable blindness or low vision, 115 students (34.8%) had inevitable blindness or low vision, and there was uncertainty about 45 students (13.7%) due to limited screening conditions. Among the 324 visually impaired students screened (six of them refused to undergo a visual test), 93(28.7%) had improvement in presenting distance vision (PDVA) after refraction. The mean LogMAR visual acuity in the better eye increased from 1.44 to 1.19, and the difference was statistically significant based on the Wilcoxon signed rank test (Z=-3.523, P<0.001). The level of visual impairment in 17(5.2%) students could be improved. The distance visual acuity of 122(37.7%) visually impaired students could be improved with far/middle range visual aids. Near visual acuity could be improved in 128(39.5%)visually impaired students with near range visual aids. Among the visually impaired students (category 1-3), the proportion for matching them with distant low vision aids reached 83.7%, 83.3% and 65.3% respectively, and 17.8% of them were no longer considered blind, and 72.2% were no longer considered to have a visual disability. The proportion for matching them with near low vision aids reached 77.6%, 81.3%, 77.6%, respectively, and 22.8% were no longer considered blind and 81.4% were no longer considered to have a visual disability. Conclusions: There is still a lack of systematic eye health screening and visual rehabilitation services for visually impaired students in some special education schools. Some visually impaired students can be treated effectively for blindness and visual disability with refractive correction and the use of low vision aids. Promotion of eye health screening and the use of low vision aids in special education schools can be one of the key parts of rehabilitation work for visually impaired students in the future.

Key words： special education schools visually impaired students visual impairment rehabilitation

Received: 19 January 2021

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Fund: Special Nursing Project of Eye Hospital of Wenzhou Medical University in 2019 (YNHL1202002)

Corresponding Authors: Ruzhi Deng, Eye Hospital, Wenzhou Medical University, Wenzhou 325027, China (Email: drz@eye.ac.cn)

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https://www.cjoovs.com/EN/10.3760/cma.j.cn115909-20210119-00024 OR https://www.cjoovs.com/EN/Y2021/V23/I5/374

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