Ntim-Amponsah C T, Amoaku W M K
Ophthalmology Unit, University of Ghana Medical School, P.O. Box GP 4236, Accra, Ghana.
Int Ophthalmol. 2008 Oct;28(5):317-23. doi: 10.1007/s10792-007-9134-x. Epub 2007 Sep 26.
The purpose of this study was to determine the causes of childhood visual impairment and blindness in students of a school for blind children, to determine how many students had some residual vision, and to evaluate any unmet low-vision care. A survey of students in the blind school was conducted in two parts in May-June and then October 2003. The sample consisted of 201 students who became blind before the age of 16. Information was obtained from student interviews, doctors' referral notes and ophthalmic examination of all students who consented. Students with residual vision had low-vision assessments. These investigations were supplemented with active participation of the investigators in Parent-Teacher Association meetings and focus group discussions with parents. One hundred and ninety-nine students consented and were recruited, whereas two declined. Ninety-six became visually impaired within their first year of life and 33 by the age of 5 years. Pathology of the cornea and then the lens were the commonest causes of blindness. One hundred and eight students were totally blind, whereas 87 (43.7%) had some residual vision and formed the target for the second part of the study. Fifty-one out of 77 of this target group who turned up for low-vision examination had useful residual vision by the World Health Organisation (WHO) low-vision examination chart. Spectacle magnifiers aided two students to read normal print at N5 and N8, respectively. Different visual aids would help enhance the residual vision in some of the others. Emotional trauma was apparent in parents and teachers. Children who became blind later in life remained in shock for a longer time and adapted less well to their visual impairment. Visual impairment in the population is not uncommon. Some causes are preventable. There is a significant unmet need for low-vision care, particularly amongst children in Ghana, and perhaps many countries in the West Africa subregion. It is hoped that the findings from this study will help spur sustained interventions.
本研究的目的是确定一所盲人学校学生儿童视力损害和失明的原因,确定有多少学生有一定残余视力,并评估未得到满足的低视力护理情况。2003年5月至6月以及10月对这所盲人学校的学生进行了两部分的调查。样本包括201名16岁之前失明的学生。通过学生访谈、医生转诊记录以及对所有同意检查的学生进行眼科检查来获取信息。有残余视力的学生接受了低视力评估。这些调查还通过研究人员积极参与家长教师协会会议以及与家长的焦点小组讨论得到补充。199名学生同意并被纳入研究,2名学生拒绝。96名学生在一岁内视力受损,33名在5岁时视力受损。角膜病变继而是晶状体病变是失明的最常见原因。108名学生完全失明,而87名(43.7%)有一定残余视力,构成了研究第二部分的对象。在前来接受低视力检查的这一目标群体的77名学生中,51名根据世界卫生组织(WHO)低视力检查表有有用的残余视力。眼镜放大镜分别帮助两名学生在N5和N8能阅读正常印刷字体。不同的视觉辅助器具将有助于提高其他一些学生的残余视力。家长和教师中明显存在情感创伤。较晚失明的儿童较长时间处于震惊状态,对视力损害的适应较差。视力损害在人群中并不罕见。一些原因是可以预防的。对低视力护理有大量未得到满足的需求,尤其是在加纳的儿童中,可能在西非次区域的许多国家也是如此。希望本研究的结果将有助于推动持续的干预措施。