Blindness
Journal Summary:
Teaching Oral Hygiene Skills to Elementary Students with Visual Impairments
This was a study that took place at an elementary school in Taipei, Taiwan. It involved three female students (ages 7-8) with visual impairments. Two of the the students were totally blind and one had low vision. They all participated in an oral hygiene program that was designed to serve the specific needs of visually impaird children. Many people with visual impairments have difficult maintaining oral hygiene. They are less able to detect problems within the oral cavity that are typically recognized through vision. Some examples may be bleeding when brushing and discoloration. The observation of these conditions may prompt a sighted person to seek dental treatment. To reduce the chances of having dental problems it is important to have good oral hygiene. Students who are visually impaired need to learn oral hygiene skills , as do all children. The oral hygiene program that the three students participated in was created in the hopes that it would enhance their oral hygiene skills. It was broken into two major parts. The first part included classroom discussions. They went over the structure and functions of the mouth and the benefits of brushing and using dental floss. In the second part the students had individual coaching by a dentist to go over dental hygiene skills. The dentist taught them skills such as brushing and flossing. There was hands on participation with full teeth models, new and old toothbrushes, and floss. The dentist had the students smell the odor of their own dental plaque and feel the unclean and clean surfaces of their teeth with their fingers and tongues. The oral hygiene status of each student was examined and recorded. During the course of the study there was 12 group instruction sessions, and 6 individual training sessions. Over a ten week period each student would have their plaque index measured with the plaque control record method. This was done once or twice a week. At the conclusion of the study the students oral hygiene skills improved significantly. This study was developed in the hope that this program could be implemented in a larger study. Teaching students to manage their disabilities is a major concern among educators, but oral hygiene is not a priority. "They look forward to the day when this neglected curriculum is standard in all schools that educate students who are visually impaired".
As I continue my career in dental hygiene I will remember some of the tasks they tried during this oral hygiene program. It may be useful in helping my patients who are blind with their oral hygiene care
As I continue my career in dental hygiene I will remember some of the tasks they tried during this oral hygiene program. It may be useful in helping my patients who are blind with their oral hygiene care
APA citation
Shih, Y., & Chang, C. (2005). Teaching Oral Hygiene Skills to Elementary Students with Visual Impairments. Journal Of Visual Impairment And Blindness, 99(1), 26-39.
Personal Reflection
One of the biggest parts of our career as a dental hygientist is patient education. I have never worked with a blind patient before. I hope that someday I will have the chance to work with one. I hope to pass on some information/ skills that will help them to improve their oral health.
Additional Information
According to San Francisco State University:
Medical/ dental visits can be very frightening for the person receiving treatment if the procedures are not expected or understood. As the individual who is deaf-blind becomes frightened, he/she may express fear through behaviors that will make the examination and/ or procedure difficult. The visits can also be very frustrating for the families and care providers assisting these individuals during the examinations as they try to explain and manage the behavior expressed.
Listed below are a few of the guidelines to help promote a successful and positive experience
1. Give the individual an opportunity to visit the office in advance so that he/she can become familiar with the provider, office staff, equipment, smell, sounds, etc.
2. If the individual has a favorite object and can hold or touch it during the procedure, bring it to the appointment. It may provide the patient with a level of comfort/security that will help them through the procedure.
3. Introduce each of the medical/dental professionals to the person before the professional touches the person.
4. Let the person know how the exam is proceeding. Tell the person what will happen next and what the reasons are for the particular examinations.
Medical/ dental visits can be very frightening for the person receiving treatment if the procedures are not expected or understood. As the individual who is deaf-blind becomes frightened, he/she may express fear through behaviors that will make the examination and/ or procedure difficult. The visits can also be very frustrating for the families and care providers assisting these individuals during the examinations as they try to explain and manage the behavior expressed.
Listed below are a few of the guidelines to help promote a successful and positive experience
1. Give the individual an opportunity to visit the office in advance so that he/she can become familiar with the provider, office staff, equipment, smell, sounds, etc.
2. If the individual has a favorite object and can hold or touch it during the procedure, bring it to the appointment. It may provide the patient with a level of comfort/security that will help them through the procedure.
3. Introduce each of the medical/dental professionals to the person before the professional touches the person.
4. Let the person know how the exam is proceeding. Tell the person what will happen next and what the reasons are for the particular examinations.