Techniques To Support Early Identification Of Children With Vision Problems In Public Primary Schools In Central Kenya

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.

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APA

MWANGI, S (2021). Techniques To Support Early Identification Of Children With Vision Problems In Public Primary Schools In Central Kenya. Afribary. Retrieved from https://afribary.com/works/techniques-to-support-early-identification-of-children-with-vision-problems-in-public-primary-schools-in-central-kenya

MLA 8th

MWANGI, SARAH "Techniques To Support Early Identification Of Children With Vision Problems In Public Primary Schools In Central Kenya" Afribary. Afribary, 01 Jun. 2021, https://afribary.com/works/techniques-to-support-early-identification-of-children-with-vision-problems-in-public-primary-schools-in-central-kenya. Accessed 18 May. 2024.

MLA7

MWANGI, SARAH . "Techniques To Support Early Identification Of Children With Vision Problems In Public Primary Schools In Central Kenya". Afribary, Afribary, 01 Jun. 2021. Web. 18 May. 2024. < https://afribary.com/works/techniques-to-support-early-identification-of-children-with-vision-problems-in-public-primary-schools-in-central-kenya >.

Chicago

MWANGI, SARAH . "Techniques To Support Early Identification Of Children With Vision Problems In Public Primary Schools In Central Kenya" Afribary (2021). Accessed May 18, 2024. https://afribary.com/works/techniques-to-support-early-identification-of-children-with-vision-problems-in-public-primary-schools-in-central-kenya