Pub Date : 2025-01-01DOI: 10.1177/0145482x251328240
Michele C McDonnall, Anne Steverson, Jamie Boydstun, Frances Mary D'Andrea
Introduction: The purpose of this study was to investigate factors associated with having proficient braille skill, with a specific interest in employment status.
Method: Survey data were collected in 2021 and 2022 from 449 employed and unemployed people with low vision and people who were blind, all of whom were legally blind. Proficient braille skill was the dependent variable in two logistic regression models (full sample model and totally blind only model) that included age category, age of blindness onset, sex, education level, non-visual disability, level of vision loss, assistive technology (AT) skill level, and employment status as independent variables.
Results: We found that people who (a) experienced visual impairment at a younger age, (b) were blind or had less functional vision, (c) were younger, (d) were female, (e) had higher self-reported AT skill, and (f) were employed were more likely to have proficient braille skills.
Discussion: Multiple variables were related to proficient braille skill, some anticipated based on previous research (younger age of blindness onset, less functional vision, employment) and some unexpected (younger age, being female, greater AT skill). Although employment had a small association with proficient braille skill for the entire sample, it had a stronger association for people who were totally blind. Higher rates of proficient braille skills among people between the ages of 21-30 may be a consequence of laws passed in the 1990s.
Implications: With easy access to braille in the form of refreshable braille technology, it is more important than ever that people with visual impairments of all ages have the opportunity to learn braille. Additional resources for learning braille as well as support and encouragement are needed, particularly for youth and adults who acquire vision loss.
{"title":"Factors Associated with Proficient Braille Skills.","authors":"Michele C McDonnall, Anne Steverson, Jamie Boydstun, Frances Mary D'Andrea","doi":"10.1177/0145482x251328240","DOIUrl":"10.1177/0145482x251328240","url":null,"abstract":"<p><strong>Introduction: </strong>The purpose of this study was to investigate factors associated with having proficient braille skill, with a specific interest in employment status.</p><p><strong>Method: </strong>Survey data were collected in 2021 and 2022 from 449 employed and unemployed people with low vision and people who were blind, all of whom were legally blind. Proficient braille skill was the dependent variable in two logistic regression models (full sample model and totally blind only model) that included age category, age of blindness onset, sex, education level, non-visual disability, level of vision loss, assistive technology (AT) skill level, and employment status as independent variables.</p><p><strong>Results: </strong>We found that people who (a) experienced visual impairment at a younger age, (b) were blind or had less functional vision, (c) were younger, (d) were female, (e) had higher self-reported AT skill, and (f) were employed were more likely to have proficient braille skills.</p><p><strong>Discussion: </strong>Multiple variables were related to proficient braille skill, some anticipated based on previous research (younger age of blindness onset, less functional vision, employment) and some unexpected (younger age, being female, greater AT skill). Although employment had a small association with proficient braille skill for the entire sample, it had a stronger association for people who were totally blind. Higher rates of proficient braille skills among people between the ages of 21-30 may be a consequence of laws passed in the 1990s.</p><p><strong>Implications: </strong>With easy access to braille in the form of refreshable braille technology, it is more important than ever that people with visual impairments of all ages have the opportunity to learn braille. Additional resources for learning braille as well as support and encouragement are needed, particularly for youth and adults who acquire vision loss.</p>","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"119 2","pages":"97-108"},"PeriodicalIF":1.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12188996/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144508847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-01Epub Date: 2024-10-01DOI: 10.1177/0145482x241279430
Chris Wallace-Carrete, Patrick Baker, Alex R Bowers, Jing Xu
Introduction: This study, conducted in the United States, investigated the challenges faced by drivers with homonymous visual field loss and their coping strategies, including the use of in-vehicle Advanced Driver Assistance Systems (ADAS).
Methods: Four current drivers with either homonymous quadrantanopia or homonymous scotoma caused by a stroke completed an in-depth semi-structured telephone interview. Using mostly open-ended questions, the interview addressed the difficulties encountered while driving, strategies used to cope with the difficulties, and the use of ADAS.
Results: The main difficulties related to seeing objects on side of the field loss especially at intersections and when merging or changing lanes. Cases with left-sided field loss reported problems with left turns and seeing oncoming cars at intersections. Cases with homonymous scotomas described how cars disappeared in and out of the scotoma. Two cases reported many driving difficulties at first, but fewer difficulties as they became used to driving with the field loss. The most common coping strategies included scanning to the side of the field loss (including large scans with head movements), use of rearview/side mirrors, adding mirrors to the car, leaving more space on the side of the field loss, avoiding difficult driving situations and the use of ADAS (blind spot warning, GPS navigation and rearview camera).
Discussion: All cases reported some difficulties consistent with those found in on-road and driving simulator studies of individuals with homonymous visual field loss. Over time they each reported developing a set of strategies, including use of ADAS, for coping with the field loss that enabled them to be active drivers with relatively few self-imposed restrictions.
Implications for practitioners: Advising drivers with stroke-related field loss about potential difficulties and compensatory strategies is an important part of preparation for return to driving. The paper provides examples of problem situations, coping strategies and ADAS use which can be used to guide discussion.
{"title":"Driving Difficulties and Coping Strategies in Persons with Homonymous Quadrantanopia or Homonymous Scotoma.","authors":"Chris Wallace-Carrete, Patrick Baker, Alex R Bowers, Jing Xu","doi":"10.1177/0145482x241279430","DOIUrl":"10.1177/0145482x241279430","url":null,"abstract":"<p><strong>Introduction: </strong>This study, conducted in the United States, investigated the challenges faced by drivers with homonymous visual field loss and their coping strategies, including the use of in-vehicle Advanced Driver Assistance Systems (ADAS).</p><p><strong>Methods: </strong>Four current drivers with either homonymous quadrantanopia or homonymous scotoma caused by a stroke completed an in-depth semi-structured telephone interview. Using mostly open-ended questions, the interview addressed the difficulties encountered while driving, strategies used to cope with the difficulties, and the use of ADAS.</p><p><strong>Results: </strong>The main difficulties related to seeing objects on side of the field loss especially at intersections and when merging or changing lanes. Cases with left-sided field loss reported problems with left turns and seeing oncoming cars at intersections. Cases with homonymous scotomas described how cars disappeared in and out of the scotoma. Two cases reported many driving difficulties at first, but fewer difficulties as they became used to driving with the field loss. The most common coping strategies included scanning to the side of the field loss (including large scans with head movements), use of rearview/side mirrors, adding mirrors to the car, leaving more space on the side of the field loss, avoiding difficult driving situations and the use of ADAS (blind spot warning, GPS navigation and rearview camera).</p><p><strong>Discussion: </strong>All cases reported some difficulties consistent with those found in on-road and driving simulator studies of individuals with homonymous visual field loss. Over time they each reported developing a set of strategies, including use of ADAS, for coping with the field loss that enabled them to be active drivers with relatively few self-imposed restrictions.</p><p><strong>Implications for practitioners: </strong>Advising drivers with stroke-related field loss about potential difficulties and compensatory strategies is an important part of preparation for return to driving. The paper provides examples of problem situations, coping strategies and ADAS use which can be used to guide discussion.</p>","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"118 4","pages":"230-239"},"PeriodicalIF":1.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11928016/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-01DOI: 10.1101/2023.08.03.551849
Cuilee Sha, Trevor Van Brunt, Jacob Kudria, Donna Schmidt, Alisa Yurovsky, Jela Bandovic, Michael Giarrizzo, Joyce Lin, Styliani-Anna Tsirka, Agnieszka B Bialkowska, Lonnie Wollmuth, Esther Speer, Helen Hsieh
Background: Necrotizing enterocolitis (NEC) is an inflammatory gastrointestinal process that afflicts approximately 10% of preterm infants born in the United States each year, with a mortality rate of 30%. NEC severity is graded using Bell's classification system, from stage I mild NEC to stage III severe NEC. Over half of NEC survivors present with neurodevelopmental impairment during adolescence, a long-term complication that is poorly understood but can occur even after mild NEC. Although multiple animal models exist, none allow the experimenter to control nor represent the gradient of symptom severities seen in NEC patients. We bridge this knowledge gap by developing a graded murine model of NEC and studying its relationship with neuroinflammation across a range of NEC severities.
Methods: Postnatal day 3 (P3) C57BL/6 mice were fed a formula containing different concentrations (0% control, 0.25%, 1%, 2%, and 3%) of dextran sodium sulfate (DSS). P3 mice were fed every 3 hours for 72-hours. We collected data on weight gain and behavior (activity, response, body color) during feeding. At the end of the experiment, we collected tissues (intestine, liver, plasma, brain) for immunohistochemistry, immunofluorescence, and cytokine and chemokine analysis.
Results: Throughout NEC induction, mice fed higher concentrations of DSS died sooner, lost weight faster, and became sick or lethargic earlier. Intestinal characteristics (dilation, color, friability) were worse in mice fed with higher DSS concentrations. Histology revealed small intestinal disarray among mice fed all DSS concentrations, while higher DSS concentrations resulted in reduced small intestinal cellular proliferation and increased hepatic and systemic inflammation. In the brain, IL-2, G-CSF, and CXCL1 concentrations increased with higher DSS concentrations. Although the number of neurons and microglia in the CA1 hippocampal region did not differ, microglial branching was significantly reduced in DSS-fed mice.
Conclusion: We characterize a novel graded model of NEC that recapitulates the full range of NEC severities. We show that mild NEC is sufficient to initiate neuroinflammation and microglia activation. This model will facilitate studies on the neurodevelopmental effects of NEC.
背景:坏死性小肠结肠炎(NEC坏死性小肠结肠炎(NEC)是一种炎症性胃肠道过程,美国每年约有 10% 的早产儿患有 NEC,死亡率高达 30%。NEC 的严重程度根据贝尔的分类系统进行分级,从 I 期轻度 NEC 到 III 期重度 NEC。半数以上的 NEC 幸存者在青春期会出现神经发育障碍,这是一种长期并发症,目前尚不十分清楚,但即使在轻度 NEC 后也可能发生。虽然有多种动物模型,但没有一种能让实验者控制或代表 NEC 患者的症状严重程度。我们开发了一种分级的小鼠 NEC 模型,并研究了 NEC 严重程度与神经炎症的关系,从而弥补了这一知识空白:方法:给出生后第 3 天(P3)的 C57BL/6 小鼠喂食含有不同浓度(0% 对照组、0.25%、1%、2% 和 3%)葡聚糖硫酸钠(DSS)的配方奶。在 72 小时内,每 3 小时喂食一次 P3 小鼠。我们收集了喂食期间体重增加和行为(活动、反应、体色)的数据。实验结束后,我们收集了小鼠的组织(肠道、肝脏、血浆、大脑),用于免疫组化、免疫荧光以及细胞因子和趋化因子分析:结果:在诱发 NEC 的整个过程中,喂食较高浓度 DSS 的小鼠死亡更早、体重减轻更快、生病或昏睡更早。饲喂较高浓度 DSS 的小鼠肠道特征(扩张、颜色、易碎性)更差。组织学检查显示,喂食所有浓度 DSS 的小鼠都会出现小肠混乱,而 DSS 浓度越高,小肠细胞增殖越少,肝脏和全身炎症越严重。在大脑中,IL-2、G-CSF 和 CXCL1 的浓度随着 DSS 浓度的升高而增加。虽然 CA1 海马区的神经元和小胶质细胞数量没有差异,但喂食 DSS 的小鼠的小胶质细胞分支明显减少:我们描述了一种新型的 NEC 分级模型,该模型再现了 NEC 的各种严重程度。我们的研究表明,轻度 NEC 足以引发神经炎症和小胶质细胞活化。该模型将有助于研究 NEC 对神经发育的影响。
{"title":"A graded neonatal mouse model of necrotizing enterocolitis demonstrates that mild enterocolitis is sufficient to activate microglia and increase cerebral cytokine expression.","authors":"Cuilee Sha, Trevor Van Brunt, Jacob Kudria, Donna Schmidt, Alisa Yurovsky, Jela Bandovic, Michael Giarrizzo, Joyce Lin, Styliani-Anna Tsirka, Agnieszka B Bialkowska, Lonnie Wollmuth, Esther Speer, Helen Hsieh","doi":"10.1101/2023.08.03.551849","DOIUrl":"10.1101/2023.08.03.551849","url":null,"abstract":"<p><strong>Background: </strong>Necrotizing enterocolitis (NEC) is an inflammatory gastrointestinal process that afflicts approximately 10% of preterm infants born in the United States each year, with a mortality rate of 30%. NEC severity is graded using Bell's classification system, from stage I mild NEC to stage III severe NEC. Over half of NEC survivors present with neurodevelopmental impairment during adolescence, a long-term complication that is poorly understood but can occur even after mild NEC. Although multiple animal models exist, none allow the experimenter to control nor represent the gradient of symptom severities seen in NEC patients. We bridge this knowledge gap by developing a graded murine model of NEC and studying its relationship with neuroinflammation across a range of NEC severities.</p><p><strong>Methods: </strong>Postnatal day 3 (P3) C57BL/6 mice were fed a formula containing different concentrations (0% control, 0.25%, 1%, 2%, and 3%) of dextran sodium sulfate (DSS). P3 mice were fed every 3 hours for 72-hours. We collected data on weight gain and behavior (activity, response, body color) during feeding. At the end of the experiment, we collected tissues (intestine, liver, plasma, brain) for immunohistochemistry, immunofluorescence, and cytokine and chemokine analysis.</p><p><strong>Results: </strong>Throughout NEC induction, mice fed higher concentrations of DSS died sooner, lost weight faster, and became sick or lethargic earlier. Intestinal characteristics (dilation, color, friability) were worse in mice fed with higher DSS concentrations. Histology revealed small intestinal disarray among mice fed all DSS concentrations, while higher DSS concentrations resulted in reduced small intestinal cellular proliferation and increased hepatic and systemic inflammation. In the brain, IL-2, G-CSF, and CXCL1 concentrations increased with higher DSS concentrations. Although the number of neurons and microglia in the CA1 hippocampal region did not differ, microglial branching was significantly reduced in DSS-fed mice.</p><p><strong>Conclusion: </strong>We characterize a novel graded model of NEC that recapitulates the full range of NEC severities. We show that mild NEC is sufficient to initiate neuroinflammation and microglia activation. This model will facilitate studies on the neurodevelopmental effects of NEC.</p>","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"106 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11092491/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86969449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/0145482x241234922
Jennifer L Cmar, Karla Antonelli
Introduction: Research supports the benefits of job search interventions in improving employment outcomes for various populations, but previous studies involved face-to-face implementation and did not include adults with visual impairments. The purpose of this study was to investigate the feasibility and acceptability of a job search intervention designed for synchronous distance implementation with adults with visual impairments.
Methods: Two trainers implemented a 5-day job search skills training program with 12 job seekers with visual impairments, ages 22 to 63 years, via Zoom videoconferencing software. Researchers documented participant attendance and intervention fidelity during the program. Participants completed electronic surveys that included quantitative measures of cognitive load and acceptability, plus open-ended questions about their overall perceptions of the program.
Results: Attendance, intervention fidelity, and germane cognitive load were high, whereas intrinsic and extraneous cognitive load were low. Most implementation issues resulted from participants' technical difficulties, which were most prevalent on the first day. Acceptability ratings indicated high levels of engagement; relevance; interactivity; and satisfaction with the trainers, group processes, and virtual format. Participants commented on many positive aspects of the program, and some acknowledged the technical issues that occurred.
Discussion: The results support the acceptability and feasibility of the job search intervention. The trainers successfully implemented the program via videoconferencing with adults with visual impairments and developed a positive group atmosphere with high social support.
Implications for practitioners: Our findings have implications for facilitating group interventions through videoconferencing, including strategies for building group cohesion and social support.
{"title":"Feasibility and Acceptability of Implementing a Job Search Intervention for Adults With Visual Impairments via Videoconferencing.","authors":"Jennifer L Cmar, Karla Antonelli","doi":"10.1177/0145482x241234922","DOIUrl":"10.1177/0145482x241234922","url":null,"abstract":"<p><strong>Introduction: </strong>Research supports the benefits of job search interventions in improving employment outcomes for various populations, but previous studies involved face-to-face implementation and did not include adults with visual impairments. The purpose of this study was to investigate the feasibility and acceptability of a job search intervention designed for synchronous distance implementation with adults with visual impairments.</p><p><strong>Methods: </strong>Two trainers implemented a 5-day job search skills training program with 12 job seekers with visual impairments, ages 22 to 63 years, via Zoom videoconferencing software. Researchers documented participant attendance and intervention fidelity during the program. Participants completed electronic surveys that included quantitative measures of cognitive load and acceptability, plus open-ended questions about their overall perceptions of the program.</p><p><strong>Results: </strong>Attendance, intervention fidelity, and germane cognitive load were high, whereas intrinsic and extraneous cognitive load were low. Most implementation issues resulted from participants' technical difficulties, which were most prevalent on the first day. Acceptability ratings indicated high levels of engagement; relevance; interactivity; and satisfaction with the trainers, group processes, and virtual format. Participants commented on many positive aspects of the program, and some acknowledged the technical issues that occurred.</p><p><strong>Discussion: </strong>The results support the acceptability and feasibility of the job search intervention. The trainers successfully implemented the program via videoconferencing with adults with visual impairments and developed a positive group atmosphere with high social support.</p><p><strong>Implications for practitioners: </strong>Our findings have implications for facilitating group interventions through videoconferencing, including strategies for building group cohesion and social support.</p>","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"118 2","pages":"85-97"},"PeriodicalIF":1.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11404561/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142298603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-10DOI: 10.1177/0145482x231188700
Tessa McCarthy, Dawn Anderson, Robert Wall Emerson
Introduction The learning media assessment (LMA) process is the mechanism professionals use to determine a student's optimal learning and reading media. Currently, no tool has been validated for the purpose of conducting the LMA process. Methods A Delphi approach was used whereby a panel of identified experts in the LMA process went through iterative phases recommending items to be included in the LMA process and voting on keeping, changing, or deleting items until a final list of agreed upon items was established. Results At the completion of five rounds of voting and amending items, the final list of agreed upon items included 2 general goals, 66 items, and 18 acceptable modifications to the LMA process. The items to be included in an LMA process were categorized into logistical items to be noted (9 items), LMA procedural characteristics (11 items), materials to be used (2 items), information to be gathered (20 items), student medical/visual characteristics (8 items), student reading or academic characteristics (10 items), and student technology and literacy tool use (6 items). Eighteen acceptable modifications or adjustments that could be made to assessment procedures were also agreed upon. Discussion The framework of what is critical in the LMA process, as shown in this Delphi study, can be used to assess the validity of LMA tools. Implications for Practitioners Practitioners can use the framework built by this Delphi process to evaluate the validity of LMA tools they use. Practitioners can assess the tools they use by asking if all the validated content areas are addressed, if validated procedures are being followed, and if validated accommodations are in place.
{"title":"Components of Valid Learning Media Assessments","authors":"Tessa McCarthy, Dawn Anderson, Robert Wall Emerson","doi":"10.1177/0145482x231188700","DOIUrl":"https://doi.org/10.1177/0145482x231188700","url":null,"abstract":"Introduction The learning media assessment (LMA) process is the mechanism professionals use to determine a student's optimal learning and reading media. Currently, no tool has been validated for the purpose of conducting the LMA process. Methods A Delphi approach was used whereby a panel of identified experts in the LMA process went through iterative phases recommending items to be included in the LMA process and voting on keeping, changing, or deleting items until a final list of agreed upon items was established. Results At the completion of five rounds of voting and amending items, the final list of agreed upon items included 2 general goals, 66 items, and 18 acceptable modifications to the LMA process. The items to be included in an LMA process were categorized into logistical items to be noted (9 items), LMA procedural characteristics (11 items), materials to be used (2 items), information to be gathered (20 items), student medical/visual characteristics (8 items), student reading or academic characteristics (10 items), and student technology and literacy tool use (6 items). Eighteen acceptable modifications or adjustments that could be made to assessment procedures were also agreed upon. Discussion The framework of what is critical in the LMA process, as shown in this Delphi study, can be used to assess the validity of LMA tools. Implications for Practitioners Practitioners can use the framework built by this Delphi process to evaluate the validity of LMA tools they use. Practitioners can assess the tools they use by asking if all the validated content areas are addressed, if validated procedures are being followed, and if validated accommodations are in place.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136072503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1177/0145482x231201124
Phoebe M. Tran, Lam T. Tran, Cenjing Zhu, Liem T. Tran
{"title":"U.S. Short Sleep Duration Trends Between 2011 and 2020 by Visual Impairment Status Using Cross-Sectional Behavioral Risk Factor Surveillance System Survey Data","authors":"Phoebe M. Tran, Lam T. Tran, Cenjing Zhu, Liem T. Tran","doi":"10.1177/0145482x231201124","DOIUrl":"https://doi.org/10.1177/0145482x231201124","url":null,"abstract":"","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135685724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1177/0145482x231201807
Gang Luo, Shrinivas Pundlik
{"title":"Widespread Errors in Bus Stop Location Mapping is an Accessibility Barrier for Passengers Who are Blind or Have Low Vision","authors":"Gang Luo, Shrinivas Pundlik","doi":"10.1177/0145482x231201807","DOIUrl":"https://doi.org/10.1177/0145482x231201807","url":null,"abstract":"","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135685725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1177/0145482x231201989
Robert Wall Emerson
{"title":"Detailing Analytical Processes: Exploring the Mysteries of Parametric and Nonparametric Analyses","authors":"Robert Wall Emerson","doi":"10.1177/0145482x231201989","DOIUrl":"https://doi.org/10.1177/0145482x231201989","url":null,"abstract":"","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135686210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1177/0145482x231200845
Rebecca Bryant Penrose
Online instructional tools are quickly being introduced, often before accessibility is incorporated into their design. This article defends the use of a popular, but highly graphic, web-based platform called Padlet in a writing course, using strategies that allow students who are visually impaired (i.e., those who are blind or have low vision) to participate in collaborative class activities, promoting equity and inclusion. It also highlights student feedback from an institutionally approved study that identifies accessibility concerns with Padlet, as well as other common educational technology used in all disciplines.
{"title":"Anticipating Potential Barriers for Students With Visual Impairments When Using a Web-Based Instructional Platform","authors":"Rebecca Bryant Penrose","doi":"10.1177/0145482x231200845","DOIUrl":"https://doi.org/10.1177/0145482x231200845","url":null,"abstract":"Online instructional tools are quickly being introduced, often before accessibility is incorporated into their design. This article defends the use of a popular, but highly graphic, web-based platform called Padlet in a writing course, using strategies that allow students who are visually impaired (i.e., those who are blind or have low vision) to participate in collaborative class activities, promoting equity and inclusion. It also highlights student feedback from an institutionally approved study that identifies accessibility concerns with Padlet, as well as other common educational technology used in all disciplines.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135685726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}