Session: Poster session C

Perception of childhood strabismus among preschool teachers

Introduction: Strabismus in children creates an abnormality in facial appearance and may cause negative influence on teacher-student interaction. In this study, we aimed to determine whether preschool teachers have a negative perception towards students who have strabismus.

Methods: Portrait photograph of a healthy boy representing a preschool student was created using artificial intelligence. The photograph was then digitally altered to create photographs of the same child in esotropic and exotropic states. Participants recruited from preschool teachers were asked to view and evaluate the photographs using survey methodology. Each participant viewed only one photograph representing one of the three states (normal/ esotropic /exotropic). An equal number of participants viewed each photograph. Participants were then asked to fill the teacher attitude scale towards inclusive education and to evaluate the photograph with reference to individual characteristics and classroom behavior. Descriptive analysis was conducted to compare the three groups of participants.

Results: Regarding inclusive education scale, results were similar among three groups. For classroom behavior; esotropic child was rated lower for responsibility compared to normal and exotropic child. For individual characteristics; scores for hesitancy, cuteness, happiness, activeness and cleverness were lower for esotopic and exotropic child compared to normal child. Esotropic child was rated more negatively than exotropic child on most of the parameters for classroom behavior and individual characteristics.

Conclusions: Strabismus in children may cause a negative perception among teachers in terms of classroom behavior and individual characteristics. This may affect the child’s education and socialization. Correction of strabismus may reverse these negative psychosocial effects.