(1) Background: Cognitive frailty (CF) is the simultaneous presence of physical frailty and cognitive impairment with an increased risk of dementia. Considering that the risk factors of CF are mostly elucidated from cross-sectional studies, we conducted a community-based longitudinal study to determine the incidence and the predictors of CF among Malaysian older adults.; (2) Methods: Out of 490 older adults participating in the Malaysian Towards Useful Aging (TUA) study, 282 were successfully followed-up at five-years for an analysis of the CF incidence. CF was defined as a comorbid physical frailty (>1 Fried criteria) and mild cognitive impairment (Petersen criteria). A comprehensive interview-based questionnaire was administered for sociodemographic information, cognitive function, physical function, dietary intake, psychosocial, and biochemical indices. Univariate analyses were performed for each variable, followed by a regression analysis to identify the predictors of CF that accounted for confounding effects between the studied factors; (3) Results: The incidence rate of CF was 7.1 per 100 person-years. Advancing age (OR=1.12, 95% CI:1.04-1.21, p < 0.05), depression (OR=1.20, 95% CI:1.05-1.37, p < 0.05), decreased processing speed, assessed by a lower digit symbol score (OR=0.67, 95%CI:0.0.56-0.80, p < 0.05), decreased functional mobility measured using Timed-Up-and-Go (TUG) (OR=1.23, 95% CI:1.04-1.46, p < 0.05), low vitamin D intake (OR:0.36, 95% CI:0.14-0.93, p < 0.05) and physical frailty (OR=2.16, 95% CI:1.02-4.58, p < 0.05) were predictors for CF incidence; and (4) Conclusions: Our study results could be used as an initial reference for future studies to formulate effective preventive management and intervention strategies to decelerate CF development among older adults.

Visually impaired schoolchildren require classrooms tailored to their visual abilities and needs, as outlined in existing literature detailing optimal modifications, recommendations, and guidelines. The study aims to review existing literature on classroom modifications for visually impaired schoolchildren, outlining recommendations for creating ideal classrooms within mainstream physical settings. After initial screening, 712 publications (698 from databases and registers, and 14 from other methods) were identified for detailed review, of which 17 were ultimately eligible for inclusion. Through a systematic review of PubMed, Scopus, and Web of Science databases, along with additional sources up to February 2024, this research analyzed articles published from 1999 to 2024. A qualitative, thematic analysis was conducted on the included articles. Criteria included peer-reviewed journals, theses, and conference papers focusing on classroom settings for visually impaired schoolchildren aged 7 to 18. Key questions addressed are: 1) What classroom settings suit the needs of visually impaired schoolchildren? 2) What recommendations are tailored to visually impaired schoolchildren to create a conducive classroom environment? Analysis of 7 journal articles and 10 other publications revealed two main themes: optimizing classroom configuration and enhancing visual comfort. Articles primarily focused on suggestions for classroom layout, particularly furnishing arrangement (41%, n = 7) and enhancing lighting conditions (41% n = 7). However, concerns were raised about standard furniture designs and the need for tailored seating arrangements to meet the visual demands of visually impaired schoolchildren. Conclusion: This review provides valuable insights into creating optimal classroom settings for visually impaired schoolchildren, ensuring equal learning opportunities in a supportive environment tailored to their needs.

Lighting modification is commonly performed by optometrists and occupational therapists to enhance visibility and visual comfort among schoolchildren with low vision. The purpose of this study is to determine the optimal illumination level for visual function and visual comfort of schoolchildren with low vision and the relationship between them. A cross-sectional study was conducted to assess five levels of illumination ranging from 125 lux to 2000 lux to determine the optimal illumination for visual functions and visual comfort in schoolchildren with low vision from a special education school for blind in Malaysia. Purposive sampling was done to recruit forty-two schoolchildren with low vision for this study. Visual functions assessed were visual acuity, measured using the Early Treatment Diabetic Retinopathy Study LogMAR chart at distance and near, contrast sensitivity (CS) measured using the Pelli-Robson chart at distance and the Mars CS chart at near. Reading speed was determined using the Universiti Kebangsaan Malaysia Malay Language Related Word Reading Text test chart. Subjects were asked to rate their visual comfort using a validated questionnaire at the end of each measurement of visual functions and reading speed for the different illumination levels. Visual acuity and contrast sensitivity at distance and near, visual comfort and reading speed improved significantly with increase in illumination levels (p0.05). Visual comfort was significantly associated with visual function (p0.05). Optimal illumination for improvement of visual function, reading speed and visual comfort range from 276.67 lux to 701.59 lux. Majority of the schoolchildren with low vision had improved visual function, reading speed and visual comfort with increased illumination. Illumination of at least 600 lux is recommended for maximum visual functioning and visual comfort of schoolchildren with low vision.

AIM: To determine the association between distance and near visual acuity (VA) and cognitive function among older adults in Selangor, Malaysia. METHODS: A total of 230 older adults (age ≥60y) participated in this study. Habitual distance and near VA were measured using the Early Treatment Diabetic Retinopathy Study Chart and Lighthouse Near Visual Acuity Chart, respectively. Global cognitive function was assessed using the Mini-Mental State Examination (M-MSE) and the Malay language version of the Montreal Cognitive Assessment (M-MoCA). Digit Symbol (DS) subtest was used to measure information processing. RESULTS: No significant association was observed between vision and M-MSE and M-MoCA scores. However, poor distance and near VA were found to be significantly associated with low DS scores [distance VA: β=-0.01, R2=0.1, P=0.02; odds ratio (OR)=2.84, 95% confidence interval (CI), 1.10-7.33, P=0.03; near VA: β=-0.05, R2=0.08, P=0.00; OR=3.32, 95%CI, 1.28-8.59, P=0.01]. CONCLUSION: Poor vision is associated with a decline in information processing in older adults and substantiates the importance of preserving good vision in maintaining cognitive function.

Creating a universal and supportive learning environment is essential for the holistic education development of visually impaired school children. However, inadequate infrastructure, limited access to specialized tools, and a shortage of skilled teachers may contribute to lower self-confidence and academic performance. This underscores the necessity for specific guidelines and recommendations to address an optimal classroom setting that is tailored to their visual needs. In this paper, a scoping review protocol is introduced, utilizing the framework proposed by Arksey and O’Malley (2005), to address the following research questions: 1) Is there any established standard classroom setting for visually impaired school children? 2) What recommendations or specific guidelines exist regarding the physical measurement, layout, lighting, contrast, and appropriate position for visually impaired school children? The scoping review explored four electronic databases: PubMed, Scopus Emerald Insight, and Web of Sciences. The outcomes from the scoping review will offer conceptual elucidation, synthesize existing theoretical and empirical understandings, and propose the optimal classroom settings tailored to the visual needs of visually impaired schoolchildren. This paper introduces the a-priori study protocol, which outlines the planned methodology for conducting the scoping review in detail. This protocol has been officially registered with the Open Science Framework (OSF) at the following link: http://osf.io/z2sdt.

This study aimed to assess the visual function, reading performance, and compensatory head posture (CHP) in schoolchildren with infantile nystagmus. A total of 18 participants aged between 13 to 18 years old were divided into spectacle (n = 9) and null zone group (n = 9) based on their visual acuity. Visual acuity (LogMAR), contrast sensitivity (Pelli–Robson), reading time and rate (Tobii TX300), and CHP were measured pre and post null zone reading training. Participants in the null zone group received 10 sessions of training (5 weeks). Visual acuity and contrast sensitivity of participants in the spectacle and null zone groups were not significantly different pre and post training. Reading performance, i.e., reading time (z = −1.36; p = 0.173) and reading rate (z = −0.06; p = 0.953), of participants in the spectacle group was not significantly different after 5 weeks. Reading time (z = −2.55; p = 0.011) and reading rate (z = −2.07; p = 0.038 of participants in the null zone group showed significant improvement post training. After 5 weeks, CHP improved in six out of the nine participants (66.7%) of the null zone group and was unchanged in all participants in the spectacle group. Null zone reading training could benefit children with infantile nystagmus in improving reading performance and compensatory head posture.