PhD Study : Developing and implementing interventions to improve adherence to spectacle wear in children with learning disabilities.

Apply and key information  

Summary

Children with learning disabilities (LD) are 28 times more likely to have a serious vision problem compared to their typically developing peers. One such problem is that they have a higher prevalence of significant refractive errors, which if left uncorrected, can compound a child’s LD and lead to irreversible loss of vision. In contrast, when their vision needs are met, children with LD experience greater classroom engagement and behaviour.

However, a common challenge for children with LD is that they often find it difficult to adhere to spectacle wear. Reasons for non-adherence in this population are not well understood; however, it is clear that some children do not adapt well to the sensation of spectacles on their face, or to the change in vision when looking through spectacles. Due to the higher prevalence of vision problems, it is imperative that reasons for non-adherence are identified and that interventions to improve this are developed and tested in order to prevent permanent vision loss and compounding of underlying learning challenges among children with LD.

The aim of this project is to develop and test interventions to improve spectacle adherence in children with LD conducted in three stages;

  1. A review of current interventions to improve spectacle wear will be conducted. Alongside this, parents/carers and clinicians will be interviewed to discuss their views on reasons for non-adherence and to identify possible interventions to overcome these.
  2. Following this, interventions to improve spectacle wear in children with LD will be developed. Children with LD are a heterogeneous population with varying needs; as such, it is expected that multiple interventions will be identified and developed.
  3. The final stage of this project will test the interventions developed on a population of children with LD who are required to wear their spectacles full time.

Important Information

Applications for more than one PhD studentship are welcome, however if you apply for more than one PhD project within Biomedical Sciences, your first application on the system will be deemed your first-choice preference and further applications will be ordered based on the sequential time of submission. If you are successfully shortlisted, you will be interviewed only on your first-choice application and ranked accordingly. Those ranked highest will be offered a PhD studentship. In the situation where you are ranked highly and your first-choice project is already allocated to someone who was ranked higher than you, you may be offered your 2nd or 3rd choice project depending on the availability of this project.

AccessNI clearance required

Please note, the successful candidate will be required to obtain AccessNI clearance prior to registration due to the nature of the project.

Essential criteria

Applicants should hold, or expect to obtain, a First or Upper Second Class Honours Degree in a subject relevant to the proposed area of study.

We may also consider applications from those who hold equivalent qualifications, for example, a Lower Second Class Honours Degree plus a Master’s Degree with Distinction.

In exceptional circumstances, the University may consider a portfolio of evidence from applicants who have appropriate professional experience which is equivalent to the learning outcomes of an Honours degree in lieu of academic qualifications.

  • Sound understanding of subject area as evidenced by a comprehensive research proposal
  • A comprehensive and articulate personal statement

Desirable Criteria

If the University receives a large number of applicants for the project, the following desirable criteria may be applied to shortlist applicants for interview.

  • First Class Honours (1st) Degree
  • Completion of Masters at a level equivalent to commendation or distinction at Ulster
  • Practice-based research experience and/or dissemination
  • Experience using research methods or other approaches relevant to the subject domain
  • Work experience relevant to the proposed project
  • Publications record appropriate to career stage
  • Experience of presentation of research findings

Equal Opportunities

The University is an equal opportunities employer and welcomes applicants from all sections of the community, particularly from those with disabilities.

Appointment will be made on merit.

Funding and eligibility

The University offers the following levels of support:

Vice Chancellors Research Studentship (VCRS)

The following scholarship options are available to applicants worldwide:

  • Full Award: (full-time tuition fees + £19,000 (tbc))
  • Part Award: (full-time tuition fees + £9,500)
  • Fees Only Award: (full-time tuition fees)

These scholarships will cover full-time PhD tuition fees for three years (subject to satisfactory academic performance) and will provide a £900 per annum research training support grant (RTSG) to help support the PhD researcher.

Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part-time equivalent) are NOT eligible to apply for an award.

Please note: you will automatically be entered into the competition for the Full Award, unless you state otherwise in your application.

Department for the Economy (DFE)

The scholarship will cover tuition fees at the Home rate and a maintenance allowance of £19,237 (tbc) per annum for three years (subject to satisfactory academic performance).

This scholarship also comes with £900 per annum for three years as a research training support grant (RTSG) allocation to help support the PhD researcher.

  • Candidates with pre-settled or settled status under the EU Settlement Scheme, who also satisfy a three year residency requirement in the UK prior to the start of the course for which a Studentship is held MAY receive a Studentship covering fees and maintenance.
  • Republic of Ireland (ROI) nationals who satisfy three years’ residency in the UK prior to the start of the course MAY receive a Studentship covering fees and maintenance (ROI nationals don’t need to have pre-settled or settled status under the EU Settlement Scheme to qualify).
  • Other non-ROI EU applicants are ‘International’ are not eligible for this source of funding.
  • Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part-time equivalent) are NOT eligible to apply for an award.

Due consideration should be given to financing your studies. Further information on cost of living

Recommended reading

Black, S., McConnell, E. et al., (2019) In-school eyecare in special education settings has measurable benefits for children’s vision and behaviour. Plos One.

Congdon, N., Zheng, M. et al. (2009) Prevalence and determinants of spectacle nonwear among rural Chinese secondary school children, Jama Ophthal, 126(12), 1717-1723.

Donaldson, L., Karas, M. et al., (2019) Findings from an opt-in eye examination service in English special schools: Is vision screening effective for this population? Plos One. 14(3).

Holgguin, AMC., Congdon, AM., (2006) Factors associated with spectacle-wear compliance in school-aged Mexican children. Invest Ophthalmol Vis Sci, 47(3), 925-928.

Ma, X., Zhou, Z., et al., (2014) Effect of providing free glasses on children’s educational outcomes in China: cluster randomized control trial. BMJ, 349, g5740.

McConnell, E.L., Black, S.A. et al., (2020) Parents and teachers of children in special education settings value in-school eyecare and written reports of visual status. Plos one, DOI:10.1371/journal.pone.0238779.

McKerr, L., McConnell, E., et al., (2020) Meeting vision needs of children with special educational needs: Case studies of the impact on behaviour and academic achievement. British Journal of Learning Disabilities, 48(1), pp.45-58.

Pirindhavellie, G-P., Yong, AC., et al., (2023) The impact of spectacle correction on the well-being of children with vision impairment due to uncorrected refractive error: a systematic review. BMC Public Health, 23, 1575.

Public Health England (2020) Eye care and people with learning disabilities: making reasonable adjustments.

The Doctoral College at Ulster University

Key dates

Submission deadline
Monday 26 February 2024
04:00PM

Interview Date
1st - 12th April 2024

Preferred student start date
16th September 2024

Applying

Apply Online  

Contact supervisor

Dr Emma McConnell

Other supervisors