Pub Date : 2023-05-01DOI: 10.1177/0145482X231182995
M. Zabrocka
It has now been ten years since Nathan Geering came up with an idea of a new method of bringing visual arts closer to people with visual impairments called the Rationale Method. The origins of his research on enhanced audio-describing techniques derive largely from his own interests and observations. First and foremost, as an artist and performer with a passion for breaking (also known as B-boying or B-girling, and referred to by the commercial public as breakdance, which is the name used henceforth in this report), he was well aware that there were not many breakdancers with any degree of vision loss at that time. For him, this void meant there was a gap that needed addressing. Second, he noticed that the majority of people with visual impairments in South Yorkshire (England) were not very keen on going to shows, since they found them inaccessible and—as a consequence—also unappealing. Moreover, many of those who attended the few performances that were complemented with audio descriptions found them imprecise and uninteresting. All these observations led Geering directly to the conclusion that there was a need not only for more audio description to be present on the stage, but also for this audio description to be more user-friendly (meaning both accurate and enjoyable); he had all spectators in mind, regardless of the condition of their eyesight. For this reason, he began exploring the possibilities of improving audio description methods, not so much in the context of visual impairment alone but as different ways of conceptualizing the world. These observations were translated into the main goals of Geering’s project on creative audio description, which is an audio description that utilizes, most of all, audio spatialization. This was at the time of his co-operation with Andrew Loretto (author, director, and producer) and Kaite O’Reilly (playwright, radio dramatist, and writer) which aimed to explore the accessibility of breakdance. Loretto and O’Reilly’s commitment to issues related to disabilities in art and culture, as well as Geering’s contacts with a neuroscientist—Dr. Aneurin Kennerley (who was, at that time, affiliated with the University of Sheffield, now at the University of Manchester) and institutions acting on behalf of people with visual disabilities (such as Royal National Institute of Blind People, RNIB) helped to lay the foundation for the
{"title":"Hear the Flow: Report on the Rationale Method of Audio-Describing Dance Performances","authors":"M. Zabrocka","doi":"10.1177/0145482X231182995","DOIUrl":"https://doi.org/10.1177/0145482X231182995","url":null,"abstract":"It has now been ten years since Nathan Geering came up with an idea of a new method of bringing visual arts closer to people with visual impairments called the Rationale Method. The origins of his research on enhanced audio-describing techniques derive largely from his own interests and observations. First and foremost, as an artist and performer with a passion for breaking (also known as B-boying or B-girling, and referred to by the commercial public as breakdance, which is the name used henceforth in this report), he was well aware that there were not many breakdancers with any degree of vision loss at that time. For him, this void meant there was a gap that needed addressing. Second, he noticed that the majority of people with visual impairments in South Yorkshire (England) were not very keen on going to shows, since they found them inaccessible and—as a consequence—also unappealing. Moreover, many of those who attended the few performances that were complemented with audio descriptions found them imprecise and uninteresting. All these observations led Geering directly to the conclusion that there was a need not only for more audio description to be present on the stage, but also for this audio description to be more user-friendly (meaning both accurate and enjoyable); he had all spectators in mind, regardless of the condition of their eyesight. For this reason, he began exploring the possibilities of improving audio description methods, not so much in the context of visual impairment alone but as different ways of conceptualizing the world. These observations were translated into the main goals of Geering’s project on creative audio description, which is an audio description that utilizes, most of all, audio spatialization. This was at the time of his co-operation with Andrew Loretto (author, director, and producer) and Kaite O’Reilly (playwright, radio dramatist, and writer) which aimed to explore the accessibility of breakdance. Loretto and O’Reilly’s commitment to issues related to disabilities in art and culture, as well as Geering’s contacts with a neuroscientist—Dr. Aneurin Kennerley (who was, at that time, affiliated with the University of Sheffield, now at the University of Manchester) and institutions acting on behalf of people with visual disabilities (such as Royal National Institute of Blind People, RNIB) helped to lay the foundation for the","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"251 - 255"},"PeriodicalIF":1.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45418601","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 : 2023-05-01DOI: 10.1177/0145482X231184435
S. Boadi-Kusi, S. Asamoah, Ebenezer Zaabaar, Francisca Hammond, C. Ackom
Introduction: In this study, the authors investigated visual impairment and its associated psychological factors, with emphasis on depression, anxiety, stress, self-esteem, and perceived social support. Methods: A mixed-method approach was used by integrating a focus group discussion and a cross-sectional survey. The study was conducted with 444 students comprising 218 students who are visually impaired and 226 sighted peers. Validated inventories for measuring the various psychological factors were used among students who are visually impaired and their sighted peers after which comparison of scores between visually impaired students and their sighted peers were made. Results: The findings of the study showed significantly lower depression and anxiety scores among students who are visually impaired. Students who are visually impaired also scored higher on total perceived social support than their sighted peers. Independent of age, visual impairment significantly predicted anxiety and perceived social support. Despite the results of the quantitative analysis, the focus group discussion revealed that students who are visually impaired face several challenges which make them depressed, anxious, and stressed. Discussion: Visual impairment was associated with and significantly predicted anxiety and perceived social support. Implication for Practitioners: The results of this study give a justification for eye care practitioners to consider referring people who are visually impaired for psychological assessment and possible management after addressing their visual needs.
{"title":"Psychological Factors Associated With Visual Impairment","authors":"S. Boadi-Kusi, S. Asamoah, Ebenezer Zaabaar, Francisca Hammond, C. Ackom","doi":"10.1177/0145482X231184435","DOIUrl":"https://doi.org/10.1177/0145482X231184435","url":null,"abstract":"Introduction: In this study, the authors investigated visual impairment and its associated psychological factors, with emphasis on depression, anxiety, stress, self-esteem, and perceived social support. Methods: A mixed-method approach was used by integrating a focus group discussion and a cross-sectional survey. The study was conducted with 444 students comprising 218 students who are visually impaired and 226 sighted peers. Validated inventories for measuring the various psychological factors were used among students who are visually impaired and their sighted peers after which comparison of scores between visually impaired students and their sighted peers were made. Results: The findings of the study showed significantly lower depression and anxiety scores among students who are visually impaired. Students who are visually impaired also scored higher on total perceived social support than their sighted peers. Independent of age, visual impairment significantly predicted anxiety and perceived social support. Despite the results of the quantitative analysis, the focus group discussion revealed that students who are visually impaired face several challenges which make them depressed, anxious, and stressed. Discussion: Visual impairment was associated with and significantly predicted anxiety and perceived social support. Implication for Practitioners: The results of this study give a justification for eye care practitioners to consider referring people who are visually impaired for psychological assessment and possible management after addressing their visual needs.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"233 - 245"},"PeriodicalIF":1.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42902155","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 : 2023-05-01DOI: 10.1177/0145482X231180615
Henriëtte van der Aa, F.A.M. Jonker, P. de Looff, R. Didden
Introduction: In this study, we explored if low vision or blindness affects adaptive functioning in individuals with and without intellectual disabilities, using the adaptive ability performance test (ADAPT). Method: Two hundred and nine ADAPTs were collected from individuals with low vision and blindness who were in care or lived independently. ADAPT scores were compared with 2642 ADAPT scores from sighted individuals. Separate comparisons were made for intellectually disabled and nonintellectually disabled groups. Results: ADAPT scores of low vision and blind individuals in both intellectually disabled and nonintellectually disabled groups were significantly lower than those of sighted individuals. ADAPT scores did not differ significantly between low vision and blind individuals. Reference values were established for individuals with visual impairments with and without intellectual disabilities. Discussion: Despite some limitations of this study, we conclude that adaptive skills are lower in individuals with visual impairments than in sighted individuals. Cross-cultural studies are required. Information for Practitioners: The results of this study provide insight into adaptive skills in individuals with visual impairments. Reference data on the ADAPT can be used for the classification of (the severity of) intellectual disabilities and assessment of the need for support or training of adaptive skills, which makes the ADAPT a useful instrument for professionals who work with individuals with visual impairments with and without intellectual disabilities.
{"title":"A Study Into the Relationship Between Adaptive Skills and Visual Impairment in Individuals With and Without Intellectual Disabilities","authors":"Henriëtte van der Aa, F.A.M. Jonker, P. de Looff, R. Didden","doi":"10.1177/0145482X231180615","DOIUrl":"https://doi.org/10.1177/0145482X231180615","url":null,"abstract":"Introduction: In this study, we explored if low vision or blindness affects adaptive functioning in individuals with and without intellectual disabilities, using the adaptive ability performance test (ADAPT). Method: Two hundred and nine ADAPTs were collected from individuals with low vision and blindness who were in care or lived independently. ADAPT scores were compared with 2642 ADAPT scores from sighted individuals. Separate comparisons were made for intellectually disabled and nonintellectually disabled groups. Results: ADAPT scores of low vision and blind individuals in both intellectually disabled and nonintellectually disabled groups were significantly lower than those of sighted individuals. ADAPT scores did not differ significantly between low vision and blind individuals. Reference values were established for individuals with visual impairments with and without intellectual disabilities. Discussion: Despite some limitations of this study, we conclude that adaptive skills are lower in individuals with visual impairments than in sighted individuals. Cross-cultural studies are required. Information for Practitioners: The results of this study provide insight into adaptive skills in individuals with visual impairments. Reference data on the ADAPT can be used for the classification of (the severity of) intellectual disabilities and assessment of the need for support or training of adaptive skills, which makes the ADAPT a useful instrument for professionals who work with individuals with visual impairments with and without intellectual disabilities.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"224 - 232"},"PeriodicalIF":1.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46341991","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 : 2023-05-01DOI: 10.1177/0145482X231184467
G. Kapperman, Molly A. Pasley, Marian Garcia
of the U
的
{"title":"Preparation of Individuals Who Are Visually Impaired for Employment as Spanish Interpreters","authors":"G. Kapperman, Molly A. Pasley, Marian Garcia","doi":"10.1177/0145482X231184467","DOIUrl":"https://doi.org/10.1177/0145482X231184467","url":null,"abstract":"of the U","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"246 - 250"},"PeriodicalIF":1.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49046542","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 : 2023-03-01DOI: 10.1177/0145482x231166590
John A. Kusku
{"title":"A Review of The Camp Abilities Story: The Global Evolution of Sports Camps for Children Who Are Visually Impaired","authors":"John A. Kusku","doi":"10.1177/0145482x231166590","DOIUrl":"https://doi.org/10.1177/0145482x231166590","url":null,"abstract":"","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"189 - 190"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49484152","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 : 2023-03-01DOI: 10.1177/0145482X231169721
Deborah Chen, Cathy Callahan Groves
When a baby is diagnosed with a visual impairment, parents and caregivers are likely to experience a host of overwhelming feelings. They may have urgent questions about the child’s medical care and concerns about how the child will develop and learn. Early intervention visual impairment practitioners (teachers of students with visual impairments and orientation and mobility specialists who provide early intervention services) may meet families during a vulnerable and uncertain period. According to McMilliam and Scott (2001), early interventionists offer informational, material, and emotional supports to families. Early intervention visual impairment practitioners may provide information about the type and severity of a child’s visual impairment and possible influences of vision loss on overall development. They may share information about ways to promote use of functional vision, compensatory skills, and how to obtain or adapt materials to help the child learn. Practitioners may also assist the family in finding relevant services and resources and in addressing material needs such as food, housing, and financial support. They may help families access emotional support through established services in early intervention and from informal family and community networks. Based on required professional competencies (Division for Early Childhood, 2020) early interventionists prepared by early intervention or early childhood special education programs are likely to feel confident and competent to provide informational and material supports to families. However, they may be less prepared to provide emotional support and be challenged by the complexities of family situations (Brotherson et al., 2010; Lee, 2015). Practitioners in visual impairment are trained to serve children of all ages so may not be adequately prepared for early intervention practices (Anthony, 2014; Ely et al., 2020; Ely & Ostrosky, 2018), unless they have had specific training or professional development. Given these training gaps, the authors reflected on their professional experiences mentoring early interventionists from various disciplines including early intervention visual impairment
当婴儿被诊断为视力障碍时，父母和照顾者可能会经历一系列压倒性的感觉。他们可能对孩子的医疗保健有紧急问题，并担心孩子将如何发展和学习。早期干预视障从业者（视障学生的教师以及提供早期干预服务的定向和行动专家）可能会在脆弱和不确定的时期与家人见面。根据McMilliam和Scott（2001），早期干预主义者为家庭提供信息、物质和情感支持。早期干预视力障碍从业者可以提供有关儿童视力障碍的类型和严重程度以及视力丧失对整体发展的可能影响的信息。他们可能会分享关于如何促进功能性视力的使用、补偿技能以及如何获得或调整材料以帮助孩子学习的信息。从业者还可以帮助家庭找到相关的服务和资源，并解决物质需求，如食物、住房和经济支持。他们可以通过早期干预中的既定服务以及非正式的家庭和社区网络帮助家庭获得情感支持。根据所需的专业能力（幼儿司，2020），通过早期干预或幼儿特殊教育项目培养的早期干预主义者可能会感到有信心和能力为家庭提供信息和物质支持。然而，他们可能不太准备提供情感支持，并受到复杂家庭情况的挑战（Brotherson et al.，2010；Lee，2015）。视力障碍从业者接受的培训是为所有年龄段的儿童服务，因此可能没有为早期干预实践做好充分准备（Anthony，2014；Ely等人，2020；Ely&Ostrosky，2018），除非他们受过专门的培训或专业发展。鉴于这些培训差距，作者反思了他们指导包括早期干预视力障碍在内的各个学科的早期干预学家的专业经验
{"title":"Providing Emotional Support to Parents and Caregivers of Infants and Toddlers With Visual Impairments","authors":"Deborah Chen, Cathy Callahan Groves","doi":"10.1177/0145482X231169721","DOIUrl":"https://doi.org/10.1177/0145482X231169721","url":null,"abstract":"When a baby is diagnosed with a visual impairment, parents and caregivers are likely to experience a host of overwhelming feelings. They may have urgent questions about the child’s medical care and concerns about how the child will develop and learn. Early intervention visual impairment practitioners (teachers of students with visual impairments and orientation and mobility specialists who provide early intervention services) may meet families during a vulnerable and uncertain period. According to McMilliam and Scott (2001), early interventionists offer informational, material, and emotional supports to families. Early intervention visual impairment practitioners may provide information about the type and severity of a child’s visual impairment and possible influences of vision loss on overall development. They may share information about ways to promote use of functional vision, compensatory skills, and how to obtain or adapt materials to help the child learn. Practitioners may also assist the family in finding relevant services and resources and in addressing material needs such as food, housing, and financial support. They may help families access emotional support through established services in early intervention and from informal family and community networks. Based on required professional competencies (Division for Early Childhood, 2020) early interventionists prepared by early intervention or early childhood special education programs are likely to feel confident and competent to provide informational and material supports to families. However, they may be less prepared to provide emotional support and be challenged by the complexities of family situations (Brotherson et al., 2010; Lee, 2015). Practitioners in visual impairment are trained to serve children of all ages so may not be adequately prepared for early intervention practices (Anthony, 2014; Ely et al., 2020; Ely & Ostrosky, 2018), unless they have had specific training or professional development. Given these training gaps, the authors reflected on their professional experiences mentoring early interventionists from various disciplines including early intervention visual impairment","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"175 - 182"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47898503","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 : 2023-03-01DOI: 10.1177/0145482X231167871
Rachel Anne Schles, Hilary E. Travers
Introduction: Special education eligibility criteria vary across U.S. states; this study reports a systematic analysis of interstate eligibility criteria in the Individuals with Disabilities Education Act (IDEA) category of visual impairments including blindness. Method: Eligibility criteria for all 56 U.S. states, territories, and Washington, DC, were collected and coded on 20 different variables. Variables included use of federal language, qualifying conditions, assessment components, and eligibility team member requirements. Results: Fourteen of 56 states use similar or identical eligibility criteria written in IDEA. Forty-one states (73%) included language that specified criteria or operationally defined what it meant to be a student with a visual impairment in their state. Although about half of the states included an eye report as part of the eligibility process, few specifically mentioned functional vision, learning media, and orientation and mobility assessments in their criteria. Discussion: Significant interstate variations in the interpretation of who qualifies as a student with a visual impairment exist in the United States. Some eligibility criteria were written in an unclear language, making the criteria hard to interpret. Given that identification and prevalence rates of students with disabilities, including students with visual impairments, correlate to components of eligibility criteria, future work should seek to develop an operationalized universal definition of who qualifies as a student with visual impairment in schools. Implications for Practitioners: Since significant interstate variations exist, students, families, and educators must have easy access to all states’ criteria so that families may understand how a student's eligibility for services may change if they move between states.
{"title":"Survey of Special Education Eligibility Criteria for the Category Visual Impairment Including Blindness","authors":"Rachel Anne Schles, Hilary E. Travers","doi":"10.1177/0145482X231167871","DOIUrl":"https://doi.org/10.1177/0145482X231167871","url":null,"abstract":"Introduction: Special education eligibility criteria vary across U.S. states; this study reports a systematic analysis of interstate eligibility criteria in the Individuals with Disabilities Education Act (IDEA) category of visual impairments including blindness. Method: Eligibility criteria for all 56 U.S. states, territories, and Washington, DC, were collected and coded on 20 different variables. Variables included use of federal language, qualifying conditions, assessment components, and eligibility team member requirements. Results: Fourteen of 56 states use similar or identical eligibility criteria written in IDEA. Forty-one states (73%) included language that specified criteria or operationally defined what it meant to be a student with a visual impairment in their state. Although about half of the states included an eye report as part of the eligibility process, few specifically mentioned functional vision, learning media, and orientation and mobility assessments in their criteria. Discussion: Significant interstate variations in the interpretation of who qualifies as a student with a visual impairment exist in the United States. Some eligibility criteria were written in an unclear language, making the criteria hard to interpret. Given that identification and prevalence rates of students with disabilities, including students with visual impairments, correlate to components of eligibility criteria, future work should seek to develop an operationalized universal definition of who qualifies as a student with visual impairment in schools. Implications for Practitioners: Since significant interstate variations exist, students, families, and educators must have easy access to all states’ criteria so that families may understand how a student's eligibility for services may change if they move between states.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"116 - 127"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48052602","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 : 2023-03-01DOI: 10.1177/0145482X231169713
Sarah E. Wegwerth, Gianna J. Manchester, Julia E. Winter
Introduction: Visual model comprehension and application are important for success in science, technology, engineering, and mathematics (STEM) courses. As educational materials shift to primarily digital content with dynamic interactive visuals, students with visual impairments are at risk for being disadvantaged, since few interactives are born accessible. To fill this gap of accessible digital STEM learning tools, we designed and tested the Kasi Learning System. Kasi uses tactile manipulatives and computer vision with audio-based augmented reality algorithms to provide a multisensory experience of an interactive digital image. Methods: Ten high school students who are visually impaired (ie, blind or have low vision) participated in an underpowered random control study to evaluate the feasibility and usability of Kasi by completing an active learning lesson. The control group was instructed by a human, whereas the Kasi group was instructed by a computer. Follow-up interviews with both students and their instructors provided further insight. Results: Comparing the experiences of the two groups suggests that Kasi is an effective instructor for completing the activity. Comparison of students who chose to use braille versus large-print pieces revealed that braille users found the system to be easier to use. Discussion: All students efficiently identified the pieces. Regarding the audio, students who do not typically use a screen reader repeated the prompts more frequently and took longer to adapt to the system. Those in the Kasi group demonstrated increased engagement as shown by the increase in submitted answers. Overall, Kasi users’ performance improved significantly during the lesson. Implications for Practitioners: Kasi is most readily adapted and used by those who do not rely on vision. However, students with low vision may benefit from using a tool like Kasi earlier in their schooling to strengthen their auditory and tactile skills. Kasi appears to have the potential to provide students independence in studying STEM diagrams.
{"title":"A Feasibility Study of the Kasi Learning System to Support Independent Use of STEM Diagrams by Students With Visual Impairments","authors":"Sarah E. Wegwerth, Gianna J. Manchester, Julia E. Winter","doi":"10.1177/0145482X231169713","DOIUrl":"https://doi.org/10.1177/0145482X231169713","url":null,"abstract":"Introduction: Visual model comprehension and application are important for success in science, technology, engineering, and mathematics (STEM) courses. As educational materials shift to primarily digital content with dynamic interactive visuals, students with visual impairments are at risk for being disadvantaged, since few interactives are born accessible. To fill this gap of accessible digital STEM learning tools, we designed and tested the Kasi Learning System. Kasi uses tactile manipulatives and computer vision with audio-based augmented reality algorithms to provide a multisensory experience of an interactive digital image. Methods: Ten high school students who are visually impaired (ie, blind or have low vision) participated in an underpowered random control study to evaluate the feasibility and usability of Kasi by completing an active learning lesson. The control group was instructed by a human, whereas the Kasi group was instructed by a computer. Follow-up interviews with both students and their instructors provided further insight. Results: Comparing the experiences of the two groups suggests that Kasi is an effective instructor for completing the activity. Comparison of students who chose to use braille versus large-print pieces revealed that braille users found the system to be easier to use. Discussion: All students efficiently identified the pieces. Regarding the audio, students who do not typically use a screen reader repeated the prompts more frequently and took longer to adapt to the system. Those in the Kasi group demonstrated increased engagement as shown by the increase in submitted answers. Overall, Kasi users’ performance improved significantly during the lesson. Implications for Practitioners: Kasi is most readily adapted and used by those who do not rely on vision. However, students with low vision may benefit from using a tool like Kasi earlier in their schooling to strengthen their auditory and tactile skills. Kasi appears to have the potential to provide students independence in studying STEM diagrams.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"162 - 174"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47935544","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 : 2023-03-01DOI: 10.1177/0145482X231166596
Robert Wall Emerson
Back in the July–August issue of 2020, I discussed regression and R values. In this issue, the article titled, “Predictors of Job Satisfaction for People with Visual Impairments,” allows me to continue this discussion. In this article, authors Steverson and Crudden used multiple linear regression to identify predictors of job satisfaction. They also reported effect sizes for their analyses. Previously in this column, I have discussed the importance of reporting effect sizes for different statistical tests (e.g., January– February 2016 and July–August 2019). Although the concept of effect size is the same across all statistical tests (a measure of the size of the effect or difference being studied), how it is calculated is different for each statistical test. In the July–August 2020 Statistical Sidebar, I noted that the statistic η (read as eta squared) can be used as a measure of effect size in regression analyses. Other measures of effect size for regression include R (for the magnitude of the effect of the entire model), f 2 (for the magnitude of the effect of the entire regression model or individual predictors), and rpart (for the magnitude of the effect of individual predictors). The rpart statistic is called the squared semipartial correlation and is the measure used in the article under discussion in this issue. The R statistic, sometimes called the coefficient of determination, is where the main measures of effect size for regression all begin. Many researchers report the R value because it lends itself well to the interpretation of how much variability in the dependent variable is explained by the regression model. However, the use of the f 2 or rpart statistics allows researchers to focus on individual predictor variables. This operation is especially useful in multiple linear regressions where there are several predictor variables in the regression model. For a simple linear regression, where there is one predictor variable and one outcome variable, the R statistic is just the square of the correlation coefficient between the two variables. For more complicated regressions, R is calculated as 1-RSS/TSS where RSS is the sum of squared residuals and TSS is the total sum of squares. Without getting too deep into the details, these two measures relate to how far each datapoint in a dataset lies off of the regression line that minimizes the overall distance from the regression line to all the data points. The R statistic ranges from 0 to 1 where 0.01 is considered a small effect, 0.09 is a medium effect, and 0.25 is a large effect. The f 2 statistic is calculated based on the R statistic through the equation f =Rinc/ 1-Rinc where R 2 inc is the change in the overall R for a regression model when a given predictor variable is added to a group of other predictor variables. A rule of thumb is that for the f 2 statistic, 0.02 is a small effect, 0.15 is a medium effect, and 0.35 is a large effect. The rpart statistic is also calculated by runnin
{"title":"Regression and Effect Size","authors":"Robert Wall Emerson","doi":"10.1177/0145482X231166596","DOIUrl":"https://doi.org/10.1177/0145482X231166596","url":null,"abstract":"Back in the July–August issue of 2020, I discussed regression and R values. In this issue, the article titled, “Predictors of Job Satisfaction for People with Visual Impairments,” allows me to continue this discussion. In this article, authors Steverson and Crudden used multiple linear regression to identify predictors of job satisfaction. They also reported effect sizes for their analyses. Previously in this column, I have discussed the importance of reporting effect sizes for different statistical tests (e.g., January– February 2016 and July–August 2019). Although the concept of effect size is the same across all statistical tests (a measure of the size of the effect or difference being studied), how it is calculated is different for each statistical test. In the July–August 2020 Statistical Sidebar, I noted that the statistic η (read as eta squared) can be used as a measure of effect size in regression analyses. Other measures of effect size for regression include R (for the magnitude of the effect of the entire model), f 2 (for the magnitude of the effect of the entire regression model or individual predictors), and rpart (for the magnitude of the effect of individual predictors). The rpart statistic is called the squared semipartial correlation and is the measure used in the article under discussion in this issue. The R statistic, sometimes called the coefficient of determination, is where the main measures of effect size for regression all begin. Many researchers report the R value because it lends itself well to the interpretation of how much variability in the dependent variable is explained by the regression model. However, the use of the f 2 or rpart statistics allows researchers to focus on individual predictor variables. This operation is especially useful in multiple linear regressions where there are several predictor variables in the regression model. For a simple linear regression, where there is one predictor variable and one outcome variable, the R statistic is just the square of the correlation coefficient between the two variables. For more complicated regressions, R is calculated as 1-RSS/TSS where RSS is the sum of squared residuals and TSS is the total sum of squares. Without getting too deep into the details, these two measures relate to how far each datapoint in a dataset lies off of the regression line that minimizes the overall distance from the regression line to all the data points. The R statistic ranges from 0 to 1 where 0.01 is considered a small effect, 0.09 is a medium effect, and 0.25 is a large effect. The f 2 statistic is calculated based on the R statistic through the equation f =Rinc/ 1-Rinc where R 2 inc is the change in the overall R for a regression model when a given predictor variable is added to a group of other predictor variables. A rule of thumb is that for the f 2 statistic, 0.02 is a small effect, 0.15 is a medium effect, and 0.35 is a large effect. The rpart statistic is also calculated by runnin","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"191 - 192"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43952433","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 : 2023-03-01DOI: 10.1177/0145482X231169294
Alison Bell, Lucas Bonafede, A. Lorch, M. Snitzer, Scott A. Edmonds, A. Levin
Introduction: There is an increasing need for occupational therapists with the skills to provide low vision services, however, there is a lack of standardized training of low vision occupational therapy services. The purpose of this study is to design and evaluate a course for occupational therapy students to improve their skills and knowledge about ophthalmology and low vision. Methods: A multifaceted, 15-week curriculum using didactic learning, clinical experience, and reflective writing was created to instruct second-year occupational therapy students in ophthalmology and low vision. Participants included 19 occupational therapy students from Thomas Jefferson University. Each trainee participated in the course modules and then submitted their course evaluations and reflective writings for review. Participants evaluated their satisfaction with the course using a Likert-scale and open-ended comments. Reflective writing from each participant was reviewed by occupational therapy faculty authors (AB, AL). Results: Nineteen students participated in the course, with 19 (100%) of participants reporting being “satisfied” or “highly satisfied” with the course. Analysis of the reflective writings revealed three main themes: the impact of eye-related medical conditions on daily life, insight into the provider-patient interaction and relationship, and the potential role of the occupational therapist on the vision team as an agent to maximize patient adjustment and function. Discussion: This collaborative, multimodal interprofessional educational model can assist in training and sensitizing occupational therapy students in the areas of ophthalmology and low vision. Implications for Practitioners: This report provides a model for medical educators to utilize in the training of occupational therapy students.
{"title":"An Innovative Interprofessional Course in Ophthalmology and Low Vision for Occupational Therapy Students","authors":"Alison Bell, Lucas Bonafede, A. Lorch, M. Snitzer, Scott A. Edmonds, A. Levin","doi":"10.1177/0145482X231169294","DOIUrl":"https://doi.org/10.1177/0145482X231169294","url":null,"abstract":"Introduction: There is an increasing need for occupational therapists with the skills to provide low vision services, however, there is a lack of standardized training of low vision occupational therapy services. The purpose of this study is to design and evaluate a course for occupational therapy students to improve their skills and knowledge about ophthalmology and low vision. Methods: A multifaceted, 15-week curriculum using didactic learning, clinical experience, and reflective writing was created to instruct second-year occupational therapy students in ophthalmology and low vision. Participants included 19 occupational therapy students from Thomas Jefferson University. Each trainee participated in the course modules and then submitted their course evaluations and reflective writings for review. Participants evaluated their satisfaction with the course using a Likert-scale and open-ended comments. Reflective writing from each participant was reviewed by occupational therapy faculty authors (AB, AL). Results: Nineteen students participated in the course, with 19 (100%) of participants reporting being “satisfied” or “highly satisfied” with the course. Analysis of the reflective writings revealed three main themes: the impact of eye-related medical conditions on daily life, insight into the provider-patient interaction and relationship, and the potential role of the occupational therapist on the vision team as an agent to maximize patient adjustment and function. Discussion: This collaborative, multimodal interprofessional educational model can assist in training and sensitizing occupational therapy students in the areas of ophthalmology and low vision. Implications for Practitioners: This report provides a model for medical educators to utilize in the training of occupational therapy students.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"107 - 115"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42262291","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}
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