Questionnaire study to gain an insight into the manufacturing and fitting process of artificial eyes in children: an ocularist perspective

Purpose To gain an insight into the manufacturing and fitting of artificial eyes in children and potential improvements to the process. Method An online qualitative survey was distributed to 39 ocularists/prosthetists in Europe and Canada. Participants were recruited through purposive sampling, specifically maximum variation sampling from the researcher’s contacts and an online search. Results The findings highlighted the current impression technique as being the most difficult yet most important part of the current process for both the ocularist and child patient. Negatively affecting obtaining a good impression, the child patients distress can be reduced by their parents by providing encouragement, reassurance, practicing the insertion and removal of the artificial eye and being matter of fact. Whilst improvements to the current process provided mixed views, the incorporation of current technology was perceived as not being able to meet the requirements to produce aesthetically pleasing artificial eyes. Conclusion The current artificial eye process can be seen as an interaction with its success being dependent on the child patient’s acceptance and adjustment which is dependent on the factors associated to the process. Investigation into the needs of the patient and whether technology can improve the process are the next steps in its advancement

An enigma: Barriers to the identification of students who are gifted with a learning disability

This chapter discusses research that sought to understand the barriers to the identification of students who are gifted with a learning disability (GLD). These students are an enigma within schools and are under-represented in programmes for gifted students. A mixed method of research was used for this research, consisting of two phases that ran concurrently. In Phase 1, teachers from a Sydney Education area were surveyed. In addition, eight of the teachers were interviewed. For Phase 2, multiple case studies were undertaken. The participants were students who were identified as GLD, their families and the professionals they had consulted. The results showed that an identification protocol is needed, as well as teacher training and support from decision makers across all sectors of education. The teachers demonstrated some knowledge with regard to these students but also confusion and conflict with respect to their educational needs