| Sumario: | Background: Vision is not often explored as a confounding variable in the case of academically at-risk individuals. While there are educational options for these at-risk students, vision anomalies are not taken into account as a possible culprit for poor academic performance. The goal of this study was to identify any significant relationships between the vision (refractive error, perceptual or information processing skills, and efficiency skills) and educational performances of credit recovery and GED/HiSet students. Methods: A total of 21 participants served as subjects. The sample consisted of students enrolled or who participated previously in GED/HiSet programs and credit recovery high school programs. Research subjects participated in the survey anonymously through an online link that was provided on study recruitment flyers. The survey was created in a Google Form document format, allowing individuals only one response submission. The survey included 52 closed-ended questions that were divided into three individual sections (visual, perceptual, and educational). Results: The survey was completed by 12 credit recovery and 9 GED/HiSet students. More than 70% of both groups reported never having a full comprehensive vision exam. All 21 participants reported that a vision examination was not recommended after their reduced academic performances were noted or prior to their enrollment into their selected programs. Significance was found with visual sequential memory and visual attention (p<0.05). Almost 50% of both groups reported difficulty with visual discrimination. There was asymmetry between both groups regarding visual spatial skills, where GED/HiSet participants reported more difficulty. Both credit recovery and GED/HiSet groups reported experiencing headaches after extended periods of reading. Conclusions: The role of optometrists extends beyond the clinic into classrooms and academic settings. The results of this study showed significant relationships and trends amongst both demographics. The study identified the educational courses that were most challenging, and the visual skills that are critical for those subjects were reported as problematic areas. Knowing this information, educators can use it as an interventional tool to identify the time period in which students in secondary settings experience the most difficulties. As a result, appropriate services can be recommended to aid the educational and visual needs of these academically at-risk individuals.
|
|---|