Visual impairment and blindness among children from schools for the blind in Maharashtra state, India: Changing trends over the last decade

Effectiveness of Audio-Tactile Performance Versus Other Oral Health Education Methods in Improving Oral Health in Visually Impaired Children and Adolescents: A Systematic Review

The aim of this study was to compare the effectiveness of audio-tactile performance (ATP) versus other oral health education methods in improving the oral health status of visually challenged children and adolescents. The review was carried out based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A systematic search was performed on the effectiveness of ATP in improving the oral health of visually impaired children. The search was conducted in Scopus, Google Scholar, PubMed, Embase, Lilacs, Web of Science, and Cochrane until December 2022. The risk-of-bias tool for randomized trials (RoB-2) was used to analyze the risk of bias. Meta-analysis was carried out for included studies that made similar comparisons and reported the same outcome measures. The initial search retrieved 368 records, of which nine studies were included for qualitative synthesis. Out of the nine included studies, five studies were included for quantitative synthesis. Two studies evaluating plaque index at 180 days (MD = -0.10; p = 0.0009; CI = -0.17 to -0.02) and five studies evaluating gingival index at 90 days (MD = -0.15; p < 0.00001; CI= -0.21 to -0.09) exhibited a significant mean difference favoring ATP. Three studies that evaluated gingival index at 30 days and 180 days showed significant mean differences (MD = -0.27; p < 0.000; CI = -0.40 to -0.15 and MD = -0.09; p = 0.01; CI= -0.15 to -0.02) favoring ATP. The ATP technique produced significant improvements in oral health when compared with other conventional techniques. However, the studies had high heterogeneity, and hence, the result must be inferred with caution.

Semantic fluency in primary school-age children with vision impairment

PURPOSE

Semantic fluency is potentially a useful tool for vocabulary assessment in children with vision impairment because it contains no visual test stimuli. It is not known whether in the primary school years children with vision impairment perform more poorly on semantic fluency tasks compared to their sighted peers.

METHOD

We compared semantic fluency performance of two groups of 5- to 11-year-old British English speaking children-one group with vision impairment and one without. We also investigated within-group differences in performance, based on severity of vision impairment. We administered one category (animals) to children with vision impairment (n = 45) and sighted children (n = 30). Participants had one minute to respond. Responses were coded for accuracy, error type, clusters, and switches.

RESULT

Correct responses increased with age within each group. Groups did not differ significantly on any outcome measure. Severity of vision impairment did not impact task performance.

CONCLUSION

Results suggested that semantic fluency performance-at least for the category animals-is not different in children with vision impairment compared to sighted children. Findings also suggest that semantic fluency could be a suitable addition to the tools that speech-language pathologists use to assess language abilities in children with vision impairment.

Need of optical aids for schools for blind students in Pune and Nasik districts and compliance of their use

Purpose

To assess the need for spectacles and low-vision aids (LVA) in students attending schools for the blind and study their compliance with use.

Methods

Comprehensive ocular evaluation was performed using a hand-held slit lamp and ophthalmoscope. Vision acuity was measured using a logarithm of the minimum angle of resolution (logMAR) chart for distance, as well as for near. Spectacles and LVAs were dispensed after refraction and LVA trial. Follow-up was performed to assess the vision using the LV Prasad Functional Vision Questionnaire (LVP-FVQ) along with compliance with use after 6 months.

Results

Of the 456 students examined from six schools, 188 (41.2%) were female; 147 (32.2%) were <10 years of age. In all, 362 (79.4%) were blind since birth. The students dispensed only LVAs were 25 (5.5%), only spectacles were 55 (12.1%), and both spectacle and LVAs were 10 (2.2%). The vision improved using LVAs in 26 (5.7%) and using spectacles in 64 (9.6%). There was a significant improvement in LVP-FVQ scores (P < 0.001). Also, 68/90 students were available for follow-up, of whom 43 (63.2%) were compliant to use. Causes of not wearing spectacles or LVA in 25 were left somewhere or lost 13 (52%), broken 3 (12%), uncomfortable to use 6 (24%), not interested to use 2 (8%), and got operated 1 (4%).

Conclusion

Although the dispensing of LVA and spectacles improved the visual acuity and vision function of 90/456 (19.7%) students, nearly a third were not using them after 6 months. Efforts need to be taken to improve the compliance of use.