| 引用本文: |
赵永旺,秦裕辉,杨晓斌,蒋阳春,蒋双妃,黄磊.居家培训在学龄期低视力儿童视觉康复中的应用[J].湖南中医药大学学报,2018,38(10):1184-1190[点击复制] |
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| 居家培训在学龄期低视力儿童视觉康复中的应用 |
| 赵永旺,秦裕辉,杨晓斌,蒋阳春,蒋双妃,黄磊 |
| (湖南中医药大学, 湖南 长沙 410208;湖南永州职业技术学院附属医院眼科, 湖南 永州 425000;湖南永州职业技术学院, 湖南 永州 425000) |
| 摘要: |
| 目的 探讨居家培训在学龄期低视力儿童视觉康复中的临床疗效。方法 将符合诊断标准的126例学龄期低视力儿童按完全随机对照顺序编号，分成A、B两组，A、B两组儿童均进行助视器辅具适配和视觉康复训练，回家后，A组联合居家培训，B组单一观察。所有受试儿童均接受常规"一体化教育"和"随班就读"模式，在进入普通学校接受教育前，均接受了"特殊教育及训练"，进入普通学校后，按他们不同需求不断提供设备、咨询及服务，进行个体化视觉康复训练。通过问卷和现场考核等方法进行了为期12个月的临床随访。观察低视力儿童对助视器接受程度、助视器使用率、简单自理生活能力、学习能力、学习成绩等情况。结果 助视器接受程度及使用率，A组高于B组，两组差异有统计学意义（P<0.05）；简单自理生活能力、学习能力、学习成绩等情况，A组优于B组，两组差异有统计学意义（P<0.05）；A、B两组助视器适配前后比较，患儿的学习能力、学习成绩等情况比较，差异有统计学意义（P<0.05），适配后的学习能力、学习成绩均优于适配前，在班级排名均有所靠前。结论 学龄期低视力儿童视觉康复的首要方式是尽早使用助视器，最大程度地利用残余视功能进行视觉康复训练，提高学习与生活质量，适配联合居家培训疗效优于单一适配，居家培训可以提高助视器使用率，从而更好地提高学龄期低视力儿童的学习能力、生活质量，减轻低视力儿童家庭与社会的经济负担，值得临床推广使用。 |
| 关键词: 学龄期儿童 低视力 居家培训 助视器 视觉康复 |
| DOI：10.3969/j.issn.1674-070X.2018.10.021 |
| 投稿时间：2018-01-07 |
| 基金项目:永州市科技局资助项目（永财企指[2016]26）。 |
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| Application of Home Training in Visual Rehabilitation of School-Aged Children with Low Vision |
| ZHAO Yongwang,QIN Yuhui,YANG Xiaobin,JIANG Yangchun,JIANG Shuangfei,HUANG Lei |
| (Hunan University of Chinese Medicine, Changsha, Hunan 410208, China;Department of Ophthalmology, Affiliated Hospital of Yongzhou Vocational and Technical College, Yongzhou, Hunan 425000, China) |
| Abstract: |
| Objective To investigate the clinical effect of home training in visual rehabilitation of school-aged children with low vision. Methods According to the diagnostic criteria, 126 school-aged children with low vision were numbered in a complete randomized controlled order to be divided into group A and group B. Both groups were given visual aids and visual rehabilitation training. After that, group A received home training, and group B was only monitored. All subjects received conventional "integrated education" and "learning in regular class", as well as "special education and training" before they entered the general school. After entering the general school, they were provided constantly with equipment, consulting, and services in accordance to their different needs to perform individualized visual rehabilitation training. A clinical follow-up was conducted for 12 months by questionnaires and on-spot examination to observe their acceptance of visual aids, rate of use of visual aids, simple self-care ability, learning ability, and academic achievement. Results Compared with group B, group A had significantly higher acceptance and rate of use of visual aids (P<0.05); group A had significantly better simple self-care ability, learning ability, and academic achievement (P<0.05). There were significant differences in learning ability and academic achievement between the two groups before and after using visual aids (P<0.05). After using visual aids, both groups showed improvements in learning ability and academic achievement with a higher class ranking. Conclusion For school-aged children with low vision, the primary way to overcome it is to use visual aids as soon as possible. By maximizing the use of residual visual function, the visual rehabilitation training is performed to improve learning ability and quality of life. Visual aids combined with home training has a better effect than the visual aids alone. For school-aged children with low vision, home training can increase the rate of use of visual aids, improve learning ability and quality of life, and reduce economic burden of their family and social economic burden. Therefore, it holds promise for clinical application. |
| Key words: school-aged children low vision home training visual aids visual rehabilitation |
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