Techniques to Support Early Identification of Children with Vision Problems in Public Primary Schools in Central Kenya
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Date
2014-02-26
Authors
Mwangi, Sarah Wanjiku
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Abstract
The aim of this study was to establish whether children with vision problems
were identified early and given support to avoid visual impairment in Kiambu,
Murang’a and Kirinyaga Counties in Central Kenya. Although visual
impairments remain a major threat especially to school children, they can be
avoided through early identification. Unfortunately, children with vision
problems have largely remained undetected and unsupported. Even worse, the
children stand a higher risk of developing visual impairment and failure to
attain their academic potential. The major aims of this study were to identify
children with vision problems and to explore teacher constraints that hindered
early identification of children with vision problems. The study employed a
descriptive research design. Convenience sampling was used to select public
primary schools from Kiambu, Murang’a and Kirinyaga Counties. Purposive
sampling was used to select the respondents including school children from
classes two and three, class teachers and head teachers. In data collection,
interviews, vision problem identification checklists and visual acuity checker
were used which generated qualitative data. Data were analyzed using
descriptive statistics and narratives. The findings of the study were: Teachers
lacked special education qualifications necessary for effective identification of
children with vision problems, a significant number of children were identified
with vision problems including those who were holding book close when
reading, had a tendency to move near or away from light and those who
experienced difficulties reading from chalkboard. About 9% percent of the
children had significant visual loss and among them, 1.3% had severe visual
loss and could not see using the affected eye/s. Teachers experienced
constraints in identifying and supporting children with vision problems like
lack of necessary knowledge and skills, lack of qualified personnel to do
visual checkups and lack of school visual screening programs.
Recommendations included routine vision screening programs for all school
children, special education seminars and workshops to equip teachers with
relevant knowledge and skills about vision problems identification and
necessary support, inclusion of the component of special needs education in
pre- service teacher training colleges and creation of vision problem awareness
amongst parents and the children.
Description
Department of Special Education, 173p. 2013, HV 1596.2 .M82