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School-Based Screening of Reduced Visual Acuity among Early Grade Children: Implications for Inclusive Education

Salma Mlilima(1), Huruma Olofea(2), Baraka Kondo(3),


(1) The University of Dodoma
(2) The University of Dodoma
(3) The University of Dodoma
Corresponding Author

Abstract


Reduced visual acuity is a learning-related health concern that may limit children’s participation in classroom activities, especially during the early grades when reading, writing, and visual engagement are developing. This study examined the prevalence of reduced visual acuity among Standard Three pupils in a public primary school in Dodoma, Tanzania. A quantitative school-based screening design was used. A total of 200 pupils were screened using the LEA Symbols Chart under standardized testing conditions. Visual acuity worse than 6/12 was classified as reduced visual acuity. 35 pupils had reduced visual acuity, indicating that a considerable proportion of early grade learners may experience vision-related barriers to learning. Most affected pupils had bilateral impairment, and most cases were mild or moderate. The study highlights the need for routine school-based vision screening, referral systems, teacher awareness, and access to corrective interventions to support inclusive and effective early grade education.

Keywords


Early grade children; Inclusive education; Reduced visual acuity; School-based screening; Vision impairment.

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