Abstract:
The purpose of this study was toexamine teachers’ and parents’perceptions and
knowledge on vision screening for children in basic school in Winneba. The study
design was cross-sectional survey, questionnaire was the main instrument used to
collect quantitative data. Simple random sampling and convenient sampling
techniques were used to select a sample of 80 teachers and 40 parents to help answer
the research questions. Responses were categorized and converted to frequency
counts and simple percentages. The findings revealed that 70% of the teachers had
negative perceptions about vision screening while 90% of the parents have positive
perceptions about vision screening for basic school children. Eighty-seven percent of
the teachers confirmed that basic school children have never received any form of
vision screening in their schools while 70% of the parents have never taken their
children for vision screening. Fifty-seven percent of teachers had knowledge in
functional vision assessment while 59% of the teachers had no knowledge in learning
media assessment. Few of the teachers (3%) and parents (20%) lacked knowledge on
common eye disorders that affect basic school children. Both parents and teachers
perceived that public awareness, availability of resources, cost involved, beliefs and
cultures, the involvement of schools and parental involvement can influence vision
screening and visual assessment for basic school children. Based on the findings,
recommendations made included the need for public education on vision screening
and visual assessment by the Ghana Health Service in collaboration with the Ministry
of Education as well as the media, training of more eye-care providers by nurses and
medical schools, in-service training of teachers in basic vision screening by eye care
providers, funds for resources for vision screening and visual assessment should be
provided by the government, NGOs, and individual philanthropists and each basic
school should have special educators to assist in eye screening and visual assessment.
Description:
A thesis in the Department of Special Education,
Faculty of Educational Studies, submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of degree of
Master of Philosophy
(Special Education)
in the University of Education, Winneba
University of Education, Winneba http://ir.uew.edu.gh
JULY, 2020