Altpeter E K, Nguyen N X
Sehbehindertenambulanz, Universitätsaugenklinik Tübingen, Elfriede-Aulhorn-Str. 7, 72076, Tübingen, Deutschland.
Ophthalmologe. 2017 Jul;114(7):625-631. doi: 10.1007/s00347-016-0391-9.
There are very few studies on visually impaired children in Germany; therefore, the aim of this study was to investigate the current spectrum of diseases of visually impaired children and the care of these children in schools and kindergartens with aids and integrative support.
In a retrospective study all children (n =303) who attended the outpatient department for the visually impaired of the University Eye Hospital Tübingen in 2013 and 2014 were evaluated. The target values were ophthalmological diagnosis, best corrected visual acuity, needs for magnification, prescribed aids, measures for early support and integrative care and inclusion during schooltime.
The most frequent diagnosis in this collective which led to visual impairment in children was optic atrophy (22.4%) followed by hereditary retinal dystrophy (18.5%), congenital nystagmus (9.9%), albinism (8.6%), retinopathy of prematurity (ROP, 7.9%), aniridia (4.6%), cerebral visual impairment (CVI, 4.3%) and severe myopia (3%). Of the children 21% suffered from multiple disabilities, 66% were visually impaired (visual acuity ≤0.3 and >0.05), 9% were severely visually impaired (visual acuity ≤0.05) and 6% were legally defined as blind (visual acuity ≤0.02). Of the schoolchildren 52% (n = 241) were able to visit a mainstream school within the framework of integrative care. For 77% of these schoolchildren integrative care was already provided by a special pedagogic institution at the time of presentation for school entry and 73% of all the schoolchildren needed magnifying aids at school: 20% used optical magnifying aids (e.g. reading stones) and 53% needed electronic magnifying aids, such as screen magnifiers or camera reading systems.
Particularly for children, the use of magnifying aids for reading is essential for education in schools and 73% of the children used optical or electronic devices for reading. Of the children 52% attended a mainstream school and were additionally supported by special pedagogic counseling services.
德国针对视力受损儿童的研究非常少；因此，本研究的目的是调查视力受损儿童当前的疾病谱以及这些儿童在学校和幼儿园中借助辅助工具及综合支持的照护情况。
在一项回顾性研究中，对2013年和2014年在图宾根大学眼科医院视力障碍门诊就诊的所有儿童（n = 303）进行了评估。目标指标包括眼科诊断、最佳矫正视力、放大需求、所开具的辅助工具、早期支持和综合照护措施以及在校期间的融合情况。
在这个导致儿童视力受损的群体中，最常见的诊断是视神经萎缩（22.4%），其次是遗传性视网膜营养不良（18.5%）、先天性眼球震颤（9.9%）、白化病（8.6%）、早产儿视网膜病变（ROP，7.9%）、无虹膜（4.6%）、脑性视觉障碍（CVI，4.3%）和重度近视（3%）。21%的儿童患有多种残疾，66%视力受损（视力≤0.3且>0.05），9%严重视力受损（视力≤0.05），6%被法律界定为盲人（视力≤0.02）。52%（n = 241）的学龄儿童能够在综合照护框架内进入主流学校就读。对于其中77%的学龄儿童，在入学时就已经由特殊教育机构提供综合照护，所有学龄儿童中有73%在学校需要放大辅助工具：20%使用光学放大辅助工具（如阅读石），53%需要电子放大辅助工具，如屏幕放大器或摄像头阅读系统。
特别是对于儿童，阅读时使用放大辅助工具对学校教育至关重要，73%的儿童使用光学或电子设备进行阅读。52%的儿童进入了主流学校，并额外获得了特殊教育咨询服务的支持。
