Through a child's eyes
- Written by Carmen Maturell Senon
- Published in Health
- Hits: 79
At the school for children with visual impairments, the treatment process has turned into an obstacle course. Photo: Nieves Molina...may there be no more blockade, may they be even more joyful than they already are, and may they face fewer obstacles in life
It is around 10:00 a.m. on a Monday. Bursts of murmuring drift in from a classroom. A teacher can be seen sitting on the floor with six little faces—children who have barely begun their journey through life: some wear glasses, others have an eye covered with gauze, and some are waiting for the next step in their treatment.
It is one of those mornings when the power is on, but when it fails, the daylight is so dim for these children that they must go out to the courtyard to continue their lessons.
A boy wearing blue glasses—standing no more than a meter tall—can barely make out the shapes of letters and numbers, yet he speaks of the moon, of the sun... Like him, more than 80 children need glasses that must be replaced annually.
However, the Flor de la Revolución special education school—established for children with visual impairments—cannot provide them, as Cuba has been blocked from doing so; consequently, the burden has fallen largely on families, who must purchase vision-correction devices at high prices elsewhere.
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What used to take place in the ophthalmology clinic now happens daily in the classrooms. Photo: Nieves MolinaSitting in a classroom, four-year-old Danna, who has moderate myopia, holds a yellow book in her hands. Using books like this one—crafted from cardboard, fabric, buttons, and laces—the children here engage in corrective and compensatory activities through play.
Children from six municipalities of the capital attend the Flor de la Revolución school. Its mission goes beyond general education—as it follows the same curriculum as any regular primary school—to focus specifically on correcting visual impairments through all its educational activities.
Greisy Hernández, the school's director, notes that the institution serves children aged three to nine. The goal is for them to enroll, receive treatment, and—as the impairment is corrected—transition to mainstream schooling.
"This academic year, we began an in-person schedule running from Monday to Thursday, while on Fridays, the children attend the primary schools in their local communities." This approach, the director explains, helps them adapt to the new educational environment they will eventually join.
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Teachers in the classrooms use educational materials they created themselves. "Since the necessary equipment was unavailable, we managed to create what we needed using minimal resources."
"Procedures once performed in the center's ophthalmology clinic are now carried out daily in the classrooms. The children link, tear, cut, and color, using bold primary colors that help focus their vision."
Indeed, the treatment process has become an obstacle course. The ophthalmology equipment—which was once used for diagnosis—is now obsolete. Economic constraints have taken the greatest toll: there is no stable electricity, no medical supplies—"no adhesive tape, no gauze, no pupil-dilating drops..." None of these are available for the more than 230 children studying here.
According to Yanisel Santana, a primary school teacher, before COVID-19, "the polyclinic sometimes provided the materials. Specialists would handle the occlusion therapy so the child could rehabilitate the affected eye. And if a pair of glasses broke, we could fix them right here.
"Since then, due to the blockade and other constraints, we lack materials. Even when families have managed to secure and donate resources, it remains difficult for the school to sustain the educational and vision-related rehabilitative work."
However, Yanisel adds, "at Flor..., we have broken down every barrier; teachers strive to ensure our children receive instruction and attend class daily, that their psychological development is optimal, and that—when they transition to mainstream primary education—they are well-equipped to face new challenges."
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In the courtyard, amidst the sound of the bus—which doesn't always arrive—that is responsible for bringing the children, two mothers are waiting.
Yunelis León, Vanessa’s mother, says, "We face so many challenges in keeping their education going. But we’ve managed to move forward with limited resources. My daughter is very happy here."
Meanwhile, whenever there is a complete lack of fuel for student transport, the center has adopted the alternative of creating WhatsApp groups.
"The teacher assigns specific tasks for the family to carry out with the child. Once bus service resumes, the teacher reviews and evaluates those activities," Greisy explains.
The school kitchen is not without its own shortages, either. As in many parts of the country, cooking here is done over a wood fire. "And the staff deserves immense credit; cooking with wood for over 230 children and more than 48 staff members is a far cry from doing so at home."
Yet, "breakfast and lunch are always on the table." Because there is one thing that can never be blockaded: the determination of a team that has learned to create light with its own hands.
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"Ideally, we would have all the resources needed so that our children wouldn't face so many difficulties in life. There would be more time for teaching—time for teachers to prepare and for students to be even more joyful than they already are. Despite the challenges, we always welcome them with a smile. There is nothing more beautiful..." (Source : Granma)
