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DoDEA School Health Services Manual 2942.0 Volume 1 Revised: 2016 DRAFT
Snellen charts because the Sloan charts have higher sensitivity and
specificity. Titmus, Keystone.
•
Near acuity: Titmus, Continuous Text reading card, Sloan Near Point
charts (letter or symbol, etc.)
•
Binocular: convergence (amblyopia and poor ocular alignment):,
Stereo/depth perception test if available.
•
Color vision – Ishihara Chart, pseudoisochromatic plates.
•
Ocular Tracking: Alternate Cover Test (determines if eyes work together,
ocular motility)
•
Eye alignment (determines potential misalignment, strabismus, or
hyperphoria)
Rescreening
Rescreen, in two to four weeks, any student missing ½ or more of the 20/40
line for either eye. Complete a vision referral form (SHSM Form H-4-1) for each
student referred for further evaluation. Referrals can be either given to the student,
preferably in a sealed envelope, or mailed home (the preferred method).
Documenting Results
When documenting screening results in the approved DoDEA SIS, the acuity
level (i.e., 20/20, 20/30, 20/40) for each eye is to be recorded in the appropriate
column. An indication of “pass” or “fail” is not sufficient. Students who wear
glasses need be screened wearing their glasses and so noted in the SIS
documentation.
Referral criteria should be coordinated with the local medical treatment
facility. NASN guidelines indicate acuity in each eye should be at least 20/30 for
children 6 years or older. For younger children in preschool and kindergarten, visual
acuity must be at least 20/40. Students should be referred for more than one line
of difference between two eyes or for an acuity level greater than 20/30 (20/40 for
preschoolers) in either eye.
Reference:
Proctor, Susan, E., 2005.
To See or Not To See: Screening the Vision of
Children in School.
Silver Spring, MD: National Association of School Nurses.
F-6-7
Hearing Screening
Any substantial reduction in the ability to hear may constitute a handicap.
Anything that interferes with the student’s hearing ability impairs early language
growth and may have a strong influence upon the student’s academic performance
and the development of character and personality during childhood years. Students
who wear hearing aids or who have a known hearing deficit should not be screened
at school.