Gogate Parikshit, Bhusan Shashi, Ray Shantanu, Shinde Amit
Community Eye Care Foundation, Dr Gogate's Eye Clinic; Department of Ophthalmology, Padmashree D. Y. Patil Medical College, Pune, Maharashtra, India.
Community Eye Care Foundation, Dr Gogate's Eye Clinic; Bharati Vidyapeeth School of Optometry, Bharati Vidyapeeth Deemed University, Pune, Maharashtra, India.
Indian J Ophthalmol. 2016 Dec;64(12):898-903. doi: 10.4103/0301-4738.198847.
The aim of this study was to evaluate visual acuity and vision function before and after providing spectacles and low vision devices (LVDs) in deaf-mute students.
Schools for deaf-mute in West Maharashtra.
Hearing-impaired children in all special schools in Pune district underwent detailed visual acuity testing (with teachers' help), refraction, external ocular examination, and fundoscopy. Students with refractive errors and low vision were provided with spectacles and LVD. The LV Prasad-Functional Vision Questionnaire consisting of twenty items was administered to each subject before and after providing spectacles, LVDs.
Wilcoxon matched-pairs signed-ranks test.
252/929 (27.1%) students had a refractive error. 794 (85.5%) were profound deaf. Two-hundred and fifty students were dispensed spectacles and LVDs. Mean LogMAR visual acuity before introduction of spectacles and LVDs were 0.33 ± 0.36 which improved to 0.058 (P < 0.0001) after intervention. It was found that difference in functional vision pre- and post-intervention was statistically significant (P < 0.0001) for questions 1-19. The most commonly reported difficulties were for performing distance task like reading the bus destination (58.7%), making out the bus number (51.1%), copying from blackboard (47.7%), and seeing whether somebody is waving hand from across the road (45.5%). In response to question number 20, 57.4% of students felt that their vision was much worse than their friend's vision, which was reduced to 17.6% after dispensing spectacles and LVDs.
Spectacle and LVD reduced visual impairment and improved vision function in deaf-mute students, augmenting their ability to negotiate in and out of school.
本研究旨在评估为聋哑学生提供眼镜和低视力设备（LVD）前后的视力及视觉功能。
马哈拉施特拉邦西部的聋哑学校。
浦那地区所有特殊学校的听力障碍儿童接受了详细的视力测试（在教师帮助下）、验光、眼部外部检查和眼底检查。有屈光不正和低视力的学生被提供了眼镜和LVD。在提供眼镜、LVD前后，对每个受试者进行了由20个项目组成的LV普拉萨德 - 功能性视力问卷测试。
威尔科克森配对符号秩检验。
252/929（27.1%）的学生有屈光不正。794名（85.5%）为重度耳聋。250名学生获得了眼镜和LVD。在引入眼镜和LVD之前，平均LogMAR视力为0.33±0.36，干预后提高到0.058（P<0.0001）。发现对于问题1 - 19，干预前后功能性视力的差异具有统计学意义（P<0.0001）。最常报告的困难是进行远距离任务，如阅读公交目的地（58.7%）、辨认公交号码（51.1%）、从黑板上抄写（47.7%）以及查看是否有人在马路对面挥手（45.5%）。对于问题20，57.4%的学生认为他们的视力比朋友的差很多，在配发眼镜和LVD后这一比例降至17.6%。
眼镜和LVD减少了聋哑学生的视力损害，改善了视觉功能，增强了他们在校内外活动的能力。
