I read Braille with my eyes! (Review on the educational rights of low vision children)

Document Type : Original Article

Authors

1 Department of Islamic Jurisprudence and principles of Islamic Law, Islamic Law school, Faculty of literature and Humanities, Islamic Azad University, Tehran, Iran,

2 Rehabilitation Research Center, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran,

Abstract

Purpose:
Low-vision children face major challenges in educational settings. The aim of this study was evaluation of vision among these children in relation to their educational right.
Methods:
a clinical study was conducted at four exceptional schools for blind and partially sighted children in Tehran capital of Iran. These examinations included measuring distant and near visual acuities as well as refractive errors. These examinations were carried out at the low vision clinic in Iran University of Medical Sciences.
Results:
A total of 273 children were studied. of these, 40 individuals (14.7 %) are able to study at normal school. 68 people (25 %) who studying with Braille are able to continue to study with their vision. 68 people (25 %) need spectacles. 26 people (9.5 %) need dark room exercises, but these facilities are not available. 36 people (13 %) have special needs, such as cosmetic surgery, artificial eyes, contact lenses, and special sunglasses. Some of the students studying with Braille claim that they are able to read Braille with their eyes, but they are not allowed to use their vision. Teachers usually use the blindfold to avoid child to see in order to teach them Braille.
Conclusion: 
The educational rights of low-vision children in the light of the general principles of law, such as the principle of justice and fairness, must be evaluated. The right of education is an example of the rights of citizenship and human rights. Therefore, it is necessary for the legislator to take special care and special attentions for particular groups, such as low-vision children. Growth and development during childhood have a great deal of dependence on vision. For infants and children creating visual memory is considered as a reference for future activities. In low vision rehabilitation, the residual of the vision should be used more effectively. Otherwise, the problem of growth and development will also spill over these children. It seems that the rights of visually impaired children in our country, Iran, needs serious reconsideration.

Keywords

References

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Journal of Paramedical Sciences & Rehabilitation
Volume 8, Issue 4
February 2020
Pages 77-84

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