Non Optical Devices Research Articles

Impact of dispensing optical, nonoptical, and electronic devices on the visual function of students attending the schools for the blind

Background: Many students attending schools for the blind have some vision that can be made use of to improve their vision function. Aims: Our study aimed to assess the impact of optical, nonoptical, and electronic devices on vision function of visually impaired students. Setting and Design: This prospective interventional study was conucted in schools for the blind in western Maharashtra, India. Methods: Students attending schools for the blind were evaluated with history-taking, visual acuity tests, ocular examinations, fundoscopy, and low vision workup in 2022–2023. The LV Prasad Functional Vision Questionnaire assessed impact on vision function, before and after 3-month adaptation period. Results: Five hundred and thirty-five students aged 5–25 years with visual acuity <6/60 in the better eye from eight schools were evaluated. Among them, 172 (31.77%) received low vision aids, with 144 (84.70%) using nonoptical devices such as NoIR filters, Caps, Typo scopes, and White canes. Optical devices such as telescopes and magnifiers in 35 and electronic devices like portable video magnifier in 11 students. Forty-six received all three types. There was a significant enhancement (P < 0.001) in tasks related to distance, near vision, mobility, and outdoor lighting conditions for students using nonoptical devices alone or combined with optical aids and video magnifiers. Among the 119 (70%) students using nonoptical devices, 80 (67.22%) exclusively used them, while 42 (32.77%) combined them with other aids, showing even more substantial improvement. Conclusion: Optical, nonoptical and electronic, when used together improved vision function of visually impaired students.

Clinical characteristics and causes of vision impairment in a paediatric population in a university-based low vision clinic

Paediatric vision impairment is a significant public health issue because of the associated health and economic consequences. This study aimed to determine the clinical characteristics and causes of vision impairment in paediatric patients who presented to a university-based low vision eye clinic in KwaZulu-Natal. The study used a retrospective design and included all paediatric patients with vision impairment who were younger than 18 years and presented to the university-based low vision eye clinic between January 2015 and December 2019. The sample consisted of 156 children with vision impairment with a similar proportion of males ( n = 82) and females ( n = 74). The mean age of the children was 13.5 ± 2.8 years, with a range of 5–17 years. Based on the best-corrected visual acuity (VA), most of the children ( n = 111) had moderate vision impairment (VA worse than 6/18 to 6/60). The most common causes of paediatric vision impairment included albinism ( n = 54), refractive error ( n = 11), cataract ( n = 10), and glaucoma ( n = 10). The retina ( n = 74) and normal globe ( n = 26) were the most affected anatomical sites. Spectacles were prescribed to almost half of the sample ( n = 76). A total of 126 optical and non-optical devices were recommended with telescopes ( n = 43) and sun-protective measures ( n = 20) being the most common. Paediatric vision impairment can have a negative impact on the quality of life. Local data related to the characteristics of children with vision impairment can be used to enhance the services provided in this university-based low vision clinic. This is important as efforts aimed at early identification, management, and rehabilitation will help minimise functional limitations and improve the quality of life of affected children.

Optical conductivity-based ultrasensitive mid-infrared biosensing on a hybrid metasurface

Optical devices are highly attractive for biosensing as they can not only enable quantitative measurements of analytes but also provide information on molecular structures. Unfortunately, typical refractive index-based optical sensors do not have sufficient sensitivity to probe the binding of low-molecular-weight analytes. Non-optical devices such as field-effect transistors can be more sensitive but do not offer some of the significant features of optical devices, particularly molecular fingerprinting. We present optical conductivity-based mid-infrared (mid-IR) biosensors that allow for sensitive and quantitative measurements of low-molecular-weight analytes as well as the enhancement of spectral fingerprints. The sensors employ a hybrid metasurface consisting of monolayer graphene and metallic nano-antennas and combine individual advantages of plasmonic, electronic and spectroscopic approaches. First, the hybrid metasurface sensors can optically detect target molecule-induced carrier doping to graphene, allowing highly sensitive detection of low-molecular-weight analytes despite their small sizes. Second, the resonance shifts caused by changes in graphene optical conductivity is a well-defined function of graphene carrier density, thereby allowing for quantification of the binding of molecules. Third, the sensor performance is highly stable and consistent thanks to its insensitivity to graphene carrier mobility degradation. Finally, the sensors can also act as substrates for surface-enhanced infrared spectroscopy. We demonstrated the measurement of monolayers of sub-nanometer-sized molecules or particles and affinity binding-based quantitative detection of glucose down to 200 pM (36 pg/mL). We also demonstrated enhanced fingerprinting of minute quantities of glucose and polymer molecules.

Book Review: Raising a Child with Albinism: A Guide to the School Years

a Child with Albinism: A Guide to the School Years, National Organization for Albinism and Hypopigmentation (NOAH). East Hampstead, NH: NOAH, 2015,349 pp. Paperback, $29.99 a Child with Albinism: A Guide to the School Years is a companion volume to a Child with Albinism: A Guide to the Early Years, which was published by the National Organization for Albinism and Hypopigmentation (NOAH) in 2004. Like its predecessor, A Guide to the School Years contains a wealth of valuable information, tips, and insights that will be a useful resource to parents, professionals, and young people with albinism. Indeed, there is also much information in this text that applies to young people with other forms of visual impairment. The text has 15 chapters and 15 contributors. There are sections on family; health; education, both at school and at home; leisure and recreation; and the transition to adulthood. PORTRAITS AND PHOTOGRAPHS ILLUSTRATE AGE RANGES AND TOPICS The most immediately striking thing about this book is its wonderful gallery of portraits of young people with albinism. There are tiny tots, schoolchildren getting up to mischief, reflective or active teenagers, and confident young adults, all captured by the exceptional skill of Rick Guidotti of Positive Exposure and other photographers. Additional photographs illustrate some of the book's topics, such as low vision devices, orientation and mobility training, sports activities, and eye examinations. ORGANIZATION In Section 1, Raising a Child with Albinism, Sheila Adamo, a licensed clinical social worker, addresses some fundamental issues for parents of children with albinism. She considers how to gain perspective on the condition, make appropriate and reasonable demands on the growing young person, foster self-esteem and responsibility, and provide due care and attention to siblings. In Section 2, For the Health of your Child, Rick Thompson, an optometrist, and Matt Bailey, a professional with albinism, have chapters on vision and other health matters, such as skin care, sun protection, and eye examinations. Thompson provides the technical information parents need, and Bailey explains what the experience of vision is like for people with albinism. He points out that even without the visual detail that others can see, a child with albinism can still enjoy the beauty and richness of color and form. Donna Appell, a registered nurse and founder of the Hermansky-Pudlak Syndrome (HPS) Network, writes in Chapter 4 about the importance of screening for this rare variant of albinism. Once diagnosed, HPS can be managed, and those who have it can have active, healthy, and fulfilled lives, but it can be dangerous if undetected. Unexplained bruising or nosebleeds can be an early sign of the condition. Certain common medicines such as aspirin are contraindicated for individuals with HPS, so it is important to provide a full medical profile to all professionals who work with children who have HPS throughout the school years. In Section 3, Navigating the Educational Journey, Rebecca Coakley, a certified low vision therapist, addresses school choices at different stages; accommodations that might be made for a child in school; and the use of nonoptical devices like reading stands, sun visors and hats, low vision devices, and assistive technology. Kimberley Avila, a teacher of children with visual impairments, writes in Chapter 6 about the individualized education program (IEP). Parents will find, having read this chapter, that they can contribute to the all-important IEP meeting with confidence and be well-informed as they address issues of importance to their child. Kelly E. Lusk and Anne L. Corn, university lecturers and specialists in the field of visual impairment, write jointly in chapters 7 and 8 about educational assessments and the expanded core curriculum (ECC). Children with albinism may be assessed for functional vision (which can vary greatly from one child to another) or learning media (which might involve decisions regarding the use of print, braille, or both). …

Avoidable blindness and its correction in schools for the blind in Gujarat, India

Background: The primary objectives of our study were to determine the causes of blindness in blind school students, to ascertain the need for spectacles and magnifiers as low vision devices (LVD) in these children with useful residual vision and to determine the acceptance of magnifiers in different ocular pathologies Methods: The various causes of blindness were analysed in 179 blind female students in terms of the anatomical disorder present, the age of the child at the time of presentation with the visual disorder and the visual outcome observed after prescription of spectacles, magnifiers and non-optical devices. Results: Microphthalmos (44%), corneal scars (13.4%), anophthalmos (11.7%), optic atrophy (10.6%) and retinal dystrophies (10.1%) accounted for the major causes of blindness. 63.1% of blind children had an undetermined age of onset of visual impairment. Majority of the cases with anophthalmos, retinitis pigmentosa, corneal degeneration, microphthalmos, buphthalmos, staphylomas and retinal dystrophies benefitted with the use of non-optical devices. 60% of the aphakic and pseudophakic eyes were prescribed magnifiers. Conclusions: Spectacles and low vision devices do have a promising role in the visual rehabilitation of the ‘incurably blind children’.

The influence of assistive technology devices on the performance of activities by visually impaired

Objective: To establish the influence of assistive technology devices (ATDs) on the performance of activities by visually impaired schoolchildren in the resource room. Methods: A qualitative study that comprised observation and an educational intervention in the resource room. The study population comprised six visually impaired schoolchildren aged 12 to 14 years old. The participants were subjected to an eye examination, prescribed ATDs comprising optical and non-optical devices, and provided an orientation on the use of computers. The participants were assessed based on eye/object distance, font size, and time to read a computer screen and printed text. Results: The ophthalmological conditions included corneal opacity, retinochoroiditis, retinopathy of prematurity, aniridia, and congenital cataracts. Far visual acuity varied from 20/200 to 20/800 and near visual acuity from 0.8 to 6 M. Telescopes, spherical lenses, and support magnifying glasses were prescribed. Three out of five participants with low vision after intervention could decrease the font size on the screen computer, and most participants (83.3%) reduced their reading time at the second observation session. Relative to the printed text, all the participants with low vision were able to read text written in smaller font sizes and reduced their reading time at the second observation session. Conclusion: Reading skills improved after the use of ATDs, which allowed the participants to perform their school tasks equally to their classmates.

Low Vision Rehabilitation in a Nursing Home Population: The SEEING Study

As part of a study of 198 residents with low vision in 28 nursing homes, 91 participated in a low vision rehabilitation intervention. Among the rehabilitation participants, 78% received simple environmental modifications, such as lighting; 75% received low vision instruction; 73% benefited from staff training; and 69% received simple nonoptical devices. Because of the cognitive and physical fragility of many nursing home residents, the authors recommend an approach that centers on training nursing home staff and improving the environment of the facilities, especially in the area of illumination.

Utilização de recursos ópticos e equipamentos por escolares com deficiência visual

To verify perceptions and conduct of students with visual impairment regarding devices and equipment utilized in schooling process. A transversal descriptive study on a population of 12-year-old or older students in schooling process, affected by congenital or acquired visual impairment, inserted in the government teaching system of Campinas during the year 2000. An interview quiz, created based on an exploratory study was applied. A group of 26 students, 46% of them with low vision and 53.8% affected by blindness was obtained. Most of the students were from fundamental teaching courses (65.4%), studying in schools with classrooms provided with devices (73.1%). Among the resources used in reading and writing activities, 94.1% of the students reported they used the Braille system and 81.8% reported that the reading subject was dictated by a colleague. Most of the students with low vision wore glasses (91.7%), and 33.3% utilized a magnifying glass as optical devices. Among the non-optical devices, the most common were the environmental ones, getting closer to the blackboard (75.0%) and to the window (66.7%) for better lighting. It became evident that students with low vision eye-sight made use of devices meant for bearers of blindness, such as applying the Braille system. A reduced number of low vision students making use of optical and non-optical devices applicable to their problems were observed, indicating a probable unawareness of their visual potential and the appropriate devices to improve efficiency.