The burden of childhood visual impairment and disparities in access to pediatric vision care remain pressing issues in the United States. School-based vision programs (SBVPs) serve as one approach to advancing health equity. Operating at the intersection of schools and healthcare, SBVPs can increase access to pediatric vision services, improve academic performance, and facilitate referrals to community vision care providers. To maximize their impact, SBVPs must tailor their services to the individual needs and resources of local school communities. School nurses, who have strong ties to school health care services and the school community, are trusted partners in building SBVPs. This article aims to facilitate SBVP development, implementation, and sustainability processes by offering guidance for school nurses and other stakeholders who aim to build a SBVP, support local programs, or learn more about how SBVPs operate.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1177/10598405231163753 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
The development of Vi-Connect: An educational game for the social inclusion at school of students with vision impairment.
PLoS One
December 2024
Creative Technology Department, Faculty of Science and Technology, Bournemouth University, Bournemouth, United Kingdom.
Students with vision impairment experience multiple social emotional challenges at school which stem from communication difficulties in the social relationships they develop with teachers and classmates. This study took a multi-method, multi-informant participatory approach to develop "Vi-Connect: A Social School Journey", a digital intervention in the form of an educational game aimed at promoting school social inclusion of students with vision impairment by scaffolding advocacy and social communication skills. The study consisted of three phases: Co-production before developing Vi-Connect (Phase 1), development of the prototype (Phase 2) and assessment of Vi-Connect (Phase 3).
View Article and Find Full Text PDFRefractive amblyogenic risk factors in private and public school children.
Strabismus
November 2024
Department of Ophthalmology, American University of Beirut, Beirut, Lebanon.
: To assess refractive amblyopia risk factors in Lebanese children aged 3 to 6 years through school-based automated vision screenings, comparing outcomes between public and private schools. : A school-based vision screening was conducted across multiple regions in Lebanon, including 990 children aged 3 to 6 years from both public and private schools. Trained personnel utilized the Plusoptix S12 photoscreener for vision screening.
View Article and Find Full Text PDFAssociations between School-Based Vision Program Outcomes and School Characteristics in 410 Schools.
Ophthalmology
November 2024
Wilmer Eye Institute, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA; Dana Center for Preventive Ophthalmology, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA; Berman Institute of Bioethics, Johns Hopkins University, Baltimore, Maryland, USA. Electronic address:
Objective: School-based vision programs (SBVPs) deliver vision care services directly to students at school, helping address disparities in access to pediatric vision care. We aim to evaluate the associations between SBVP outcomes and school-level characteristics.
Design: Retrospective cross-sectional data analysis PARTICIPANTS: Public schools with at least 50 SBVP-enrolled students 5 to 22 years old with complete demographic data.
Refractive Profiles in Children Receiving School-Based Eye Exams Following Vision Screening from a Large School-Based Vision Program in 2016 to 2022.
Ophthalmic Epidemiol
November 2024
Wilmer Eye Institute, Johns Hopkins School of Medicine, Baltimore, Maryland, USA.
Purpose: To describe refractive error findings and associated factors in students who received school-based eye exams following vision screenings.
Methods: Cross-sectional study of pre-kindergarten through 12 grade students who failed vision screening and underwent a school-based eye exam in the Northeast region of the United States during 2016-2022. Non-cycloplegic autorefraction and visual acuity measurements were used to categorize refractive error by type and severity.
Peer-Mediated Social Skills Interventions in Primary School Settings for Autistic Children in the Light of the ICF Bio-psycho-social Model. A Systematic Review.
J Autism Dev Disord
October 2024
Department of Psychology, University of Turin, via Verdi 10, 10124, Turin, Italy.
This systematic review expands the current knowledge about Peer-Mediated Interventions (PMIs) for children with Autism Spectrum Disorder, focusing exclusively on primary school age (6-12 years). The study has three aims: (1) describing the main features of the PMI programs; (2) discussing the PMIs efficacy on autistic children's social skills; (3) analyzing whether the PMIs were coherent with the bio-psycho-social model promoted by the International Classification of Functioning, Disability and Health (ICF) classification system, by referring to the person-environment interaction and to the concepts of body functions and structures, environmental factors, and activity and participation. The systematic review followed the PRISMA-P method.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!