Early Detection of Warning Signs of Visual Impairment among Children in Primary Schools, Central Kenya
W. Mwangi Sarah
Department of Special Needs Education, School of Education, Pwani University, P.O.Box 195-80108, Kilifi, Kenya.
*Author to whom correspondence should be addressed.
Abstract
Aim: Visual impairments are known to influence school children’s academic performance as well as their quality of life. On a positive note, visual impairments can be well managed if they are identified early through visual screening. In Kenya, many primary school children presenting with early signs of visual impairment are usually unnoticed and unsupported. The aim of this study was to screen school-children for early signs of visual impairments and to find out the constraints the teachers encounter in identifying children who are at risk.
Study Design: Descriptive survey research design.
Place and Duration of the Study: The study was carried out in Central Kenya between January 2013 and April 2013 in 12 primary schools.
Methodology: The study involved 240 school children from lower primary (class two and class three, 120 boys and 120 girls) and 24 teachers. Data collection instruments included visual problem identification checklists, Snellen chart and interview schedules.
Results: The study indicated that some children presented with early signs of visual impairments: Unwillingness to engage in reading tasks (37%), following line with finger when reading (36%), difficulty reading from chalkboard (33%), holding book close when reading (30%), frequent blinking of eyes (26%), tendency to move near or away from light (25%), omission of letters and words when reading (24%), moving head instead of eyes when reading (23%), screwing up face or frowning when trying to see (20%), eye strains or headaches (18%), blurred or double vision (16%) and stumbling on objects when walking (6%). Another sign of early visual loss in this study was visual acuity of 6/12 or worse in one or both eyes which represented 8.75% of the children. Teachers experienced various challenges in identifying children at risk: lack of visual screening programs in the schools, lack of specialist training, lack of the skilled personnel and facilities.
Conclusion: School children showing early signs of visual impairments can be identified early for appropriate interventions. This can be enhanced through training specialist teachers and introducing visual screening services in schools.Visual problems
Keywords: Visual problems, visual loss, visual acuity, school children, primary school, visual screening, county.