Assessment of Visual Disability Using the WHO Disability Assessment Scale (WHO-DAS-II): Role of Gender
- Hanan El-Sayed Badr (hanan29{at}yahoo.com),
- Hanan Mourad
- High Institute of Public Health, Alexandria University, Egypt, Kuwait
- High Institute of Public Health, Egypt
- Published Online First 10 June 2009
Abstract
Objective: To study the role of gender in coping with disability in young visually impaired students attending two schools for blindness.
Methods: The WHO Disability Assessment Schedule (WHODAS II), 36-Item Interviewer Administered translated Arabic version was used. It evaluates six domains of everyday living in the last 30 days. These domains are: understanding and communicating, getting around, self care, getting along with people, household activities and participation in society. Face to face interviews were conducted with 200 students who represented the target population of the study.
Results: binary logistic regression analysis of the scores of the six domains revealed that all of the domains except getting along with people and coping with school activities, females significantly faced more difficulties in coping with daily life activities than did their male counterparts. Increasing age significantly increased difficulties in coping with school activities. Genetic causes of blindness were associated with increased difficulties.
Conclusion: Females face more difficulties in coping with visual disability. Genetic counseling is needed to decrease the prevalence of visual disability. Girls with blindness need additional inputs to help cope with blindness. Early intervention facilitates dealing with school activities of the visually impaired.
