特殊教育学校视力障碍学生视觉相关生活质量调查北大核心CSCD

目的调查泉州市特殊教育学校普通班视障学生的生活质量现状及其影响因素。方法2020年11月对普通班最好眼最佳矫正视力>0.02的52例学生(年龄7~26岁)进行近视力检查、对比敏感度检查和中文版低视力生活质量量表(CLVQOL)调查。以研究对象最好眼最佳矫正远视力为依据,分为二级盲、一级低视力、二级低视力3组。结果三组间远视力(Z=45.671,P<0.001)、近视力(Z=24.972,P<0.001)、对比敏感度(Z=13.285,P=0.001)均存在非常显著性差异。近视力与远视力呈正相关(r=0.74,P<0.001),对比敏感度与远、近视力均呈负相关(r=-0.58,r=-0.57,P<0.001);CLVQOL总分与对数对比敏感度呈正相关(r=0.44,P<0.001)。三组间CLVQOL总分(Z=10.145,P=0.006)、远视力维度(Z=13.586,P=0.001)、心理调节能力维度(Z=7.824,P=0.020)、阅读精细工作维度(Z=7.923,P=0.019)评分有显著性差异。结论不同视障程度学生生活质量存在差异,特别是在远视力、心理调节能力、精细阅读等方面。对比敏感度与生活质量相关,对视障学生进行视功能评估时候应进行对比敏感度检查。

Survey on vision-related quality of life for visual impairment students in special school

Objective To investigate visual impairment students' quality of life and its influencing factors in Braille learning class at Quanzhou Special School. Methods November, 2020, 52 students (aged seven to 26) with the best corrected distance visual acuity of the better eye above 0.02 were investigated with near visual acuity, contrast sensitivity and Chinese-version Low Vision Quality of Life Questionnaire (CLVQOL). The subjects were divided into second grade blindness group, first grade low vision group and second grade low vision group according to the best corrected distance visual acuity of the better eye. Results There were significant differences in distance visual acuity (Z = 45.671, P < 0.001), near visual acuity (Z = 24.972, P < 0.001), and contrast sensitivity (CS) ( Z = 13.285, P = 0.001) among three groups. There was a correlation between near visual acuity and distance visual acuity (r = 0.74, P < 0.001), CS to distance visual acuity (r = -0.58, P < 0.001) and near visual acuity (r = -0.57, P < 0.001), score of CLVQOL and CS (r = 0.44, P < 0.001). There were significant differences in the total score (Z = 10.145, P = 0.006), distance visual acuity subscale (Z = 13.586, P = 0.001), psychological adjustment subscale (Z = 7.824, P = 0.020), reading and fine work subscale (Z = 7.923, P = 0.019) of CLVQOL among the three groups. Conclusion Quality of life is different with the visual impairment for students in special school, especially the distance visual acuity, psychological adjustment and fine reading. CS correlates to the quality of life of visually impaired students, which needs to be a part of evaluation of visual function.