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}
Pub Date : 2023-03-01DOI: 10.1177/0145482X231168399
L. Cushley, T. Peto, Roseleen McCann, T. Moutray, G. Virgili, A. Jackson
Purpose: To determine the number of people being certified as either severely sight impaired or sight impaired due to diabetic eye disease (DED) in Northern Ireland (NI). Methods: Sight impairment data have been collected for the 6-year period of 2014–2019, these data included age, gender, certification status, visual acuity, and type of eye disease. All data were entered into an Excel database and analyzed using Stata to ascertain the number of total certifications and diabetic eye disease certifications per year. Results: The number of total certifications in NI increased year on year as has the number of diabetic eye disease certifications. The number of diabetic eye disease certifications rose from 12.6 per million in 2014 to 17.4 per million in 2019, with a peak of 27 per million in 2018. There were more males than females registered due to diabetic eye disease. Diabetic eye disease's proportional representation of total certifications of visual impairment remained relatively stable during the 6-year period. Conclusions: In the 6-year period, the overall number of certifications has increased from 2014 to 2019, as have the number of certifications due to DED. This may be attributed to the improvement of certification and diabetic eye care pathways. People with diabetes who are certified are more likely to be younger and male. More research with medical data needs to be conducted in the future.
{"title":"Certification of Visual Impairment due to Diabetic Eye Disease in Northern Ireland From 2014 to 2019","authors":"L. Cushley, T. Peto, Roseleen McCann, T. Moutray, G. Virgili, A. Jackson","doi":"10.1177/0145482X231168399","DOIUrl":"https://doi.org/10.1177/0145482X231168399","url":null,"abstract":"Purpose: To determine the number of people being certified as either severely sight impaired or sight impaired due to diabetic eye disease (DED) in Northern Ireland (NI). Methods: Sight impairment data have been collected for the 6-year period of 2014–2019, these data included age, gender, certification status, visual acuity, and type of eye disease. All data were entered into an Excel database and analyzed using Stata to ascertain the number of total certifications and diabetic eye disease certifications per year. Results: The number of total certifications in NI increased year on year as has the number of diabetic eye disease certifications. The number of diabetic eye disease certifications rose from 12.6 per million in 2014 to 17.4 per million in 2019, with a peak of 27 per million in 2018. There were more males than females registered due to diabetic eye disease. Diabetic eye disease's proportional representation of total certifications of visual impairment remained relatively stable during the 6-year period. Conclusions: In the 6-year period, the overall number of certifications has increased from 2014 to 2019, as have the number of certifications due to DED. This may be attributed to the improvement of certification and diabetic eye care pathways. People with diabetes who are certified are more likely to be younger and male. More research with medical data needs to be conducted in the future.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"183 - 188"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43779350","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: 10.1177/0145482X231167150
Valérie Caron, Alessio Barras, R. V. van Nispen, N. Ruffieux
Introduction: Social skills are acquired primarily through imitation using the visual system. As a result, people with visual impairments may experience difficulties in this area at any age, which can have a major effect on their social participation and on their quality of life. The objective of this study was to systematically review the effects of targeted interventions on social skills in children and adolescents with visual impairments. Methods: A systematic literature search was performed using databases Web of Science, OvidSP, EBSCOhost, Sage Journals. The scientific quality of the studies was assessed using two scales dedicated to single case studies and group studies, respectively. Results: Out of 1866 hits, 32 studies were included in the review. A total of 397 children and adolescents with visual impairments (aged 3–20 years) received different types of social skills interventions. “Peer relation” interventions were most often studied (n = 21) and effects were mainly analyzed using observational tools. The scientific quality rating scales indicated moderate (for group studies) to high general quality (for single case studies). Overall, most studies reported improvements in targeted social skills. Discussion: Given the heterogeneity of the studies considered, both in content and in the measures used to document effects, these results should be interpreted with caution. Consequently, it is not clear which interventions should be recommended for use in practice such as in special education. Implications for Practitioners: Given the high rate of social skills difficulties reported in this population and the effect of these difficulties on all stages of development, it seems particularly relevant for practitioners to integrate social skills assessment and explicit teaching into intervention programs. In the future, researchers, stakeholders, and practitioners should work together to develop, implement, and evaluate evidence-based interventions for children and adolescents with visual impairments.
社交技能主要是通过视觉系统的模仿获得的。因此，视力受损的人在任何年龄都可能在这方面遇到困难，这可能对他们的社会参与和生活质量产生重大影响。本研究的目的是系统地回顾有针对性的干预措施对视力障碍儿童和青少年社交技能的影响。方法:采用Web of Science、OvidSP、EBSCOhost、Sage Journals等数据库进行系统文献检索。研究的科学质量分别用两种量表进行评估，分别用于单个案例研究和群体研究。结果:在1866项研究中，32项研究被纳入综述。共有397名视力障碍儿童和青少年(3-20岁)接受了不同类型的社交技能干预。研究最多的是“同伴关系”干预措施(n = 21)，主要使用观察工具分析效果。科学质量评定量表显示中度(对于群体研究)到高总体质量(对于单个案例研究)。总的来说，大多数研究报告了针对性社交技能的提高。讨论:考虑到所考虑的研究的异质性，无论是在内容上还是在用于记录效果的测量方法上，这些结果都应该谨慎解释。因此，目前尚不清楚应该建议哪些干预措施在实践中使用，例如在特殊教育中。对从业人员的启示:考虑到这一人群中社交技能困难的发生率很高，以及这些困难对所有发展阶段的影响，从业人员将社交技能评估和显性教学纳入干预计划似乎特别相关。未来，研究人员、利益相关者和从业人员应该共同努力，为患有视力障碍的儿童和青少年制定、实施和评估基于证据的干预措施。
{"title":"Teaching Social Skills to Children and Adolescents With Visual Impairments: A Systematic Review","authors":"Valérie Caron, Alessio Barras, R. V. van Nispen, N. Ruffieux","doi":"10.1177/0145482X231167150","DOIUrl":"https://doi.org/10.1177/0145482X231167150","url":null,"abstract":"Introduction: Social skills are acquired primarily through imitation using the visual system. As a result, people with visual impairments may experience difficulties in this area at any age, which can have a major effect on their social participation and on their quality of life. The objective of this study was to systematically review the effects of targeted interventions on social skills in children and adolescents with visual impairments. Methods: A systematic literature search was performed using databases Web of Science, OvidSP, EBSCOhost, Sage Journals. The scientific quality of the studies was assessed using two scales dedicated to single case studies and group studies, respectively. Results: Out of 1866 hits, 32 studies were included in the review. A total of 397 children and adolescents with visual impairments (aged 3–20 years) received different types of social skills interventions. “Peer relation” interventions were most often studied (n = 21) and effects were mainly analyzed using observational tools. The scientific quality rating scales indicated moderate (for group studies) to high general quality (for single case studies). Overall, most studies reported improvements in targeted social skills. Discussion: Given the heterogeneity of the studies considered, both in content and in the measures used to document effects, these results should be interpreted with caution. Consequently, it is not clear which interventions should be recommended for use in practice such as in special education. Implications for Practitioners: Given the high rate of social skills difficulties reported in this population and the effect of these difficulties on all stages of development, it seems particularly relevant for practitioners to integrate social skills assessment and explicit teaching into intervention programs. In the future, researchers, stakeholders, and practitioners should work together to develop, implement, and evaluate evidence-based interventions for children and adolescents with visual impairments.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"128 - 147"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44302200","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: 10.1177/0145482X231166573
Sandra Lewis
For nearly three decades, students seeking master’s degrees at Florida State University as they prepared to be professionals in the field of services to people with visual impairments were required to review the research literature on some topic related to their major and prepare a 20-page term paper describing their findings. This exercise provided students with an important opportunity to explore the literature, critically review research studies, and to demonstrate professional writing skills. Topics had to be approved by a faculty member, whose responsibilities were to gently guide students to topics for which the literature base was robust enough to support students’ work. Few student-suggested topics elicited a louder groan in me than did the subject of social skills—such an important concept, but so complex to explore, especially by university students with limited teaching experience and (at best) novice skills at reviewing research. In this issue of the Journal of Visual Impairment & Blindness (JVIB), a much more experienced group of researchers tackle the published research on social skills instruction designed to improve the social competence of students with visual impairments. Caron, Barras, van Nispen, and Ruffieux conducted a systematic review of 32 studies in which a social skills intervention was tested on school-age students. Their results highlighted the complexity of the construct of social competence. Even after categorizing the target of these studies using the dimensions identified by Caldarella and Merrell (1997; peer relations, self-management, academic independence, and productivity, compliance, and assertion), they noted much heterogeneity in targeted skills. For example, in the category of peer relations, they found studies targeting greetings and initiating conversations, social interactions, the direction of gaze, reduction in inappropriate behaviors, and using sound toys to increase peer play. These studies not only used different methodologies, but differed in the tools used to measure the dependent variables. No wonder my university students were challenged to get a good handle on this topic! The good news is that Caron and her colleagues determined that most of the intervention studies they examined were of moderate to high quality and that students’ targeted skills improved in all but two instances. They noted, however, that given the heterogeneity of the studies, it remains difficult to recommend specific interventions for use with students. Their paper on this critical topic is an important contribution to the literature—one that will be welcomed by both serious investigators hoping to build on the research base and by university students alike. The impact of the development of positive social interaction skills is manifested throughout one’s life. This point is evident in the findings reported by Steverson and Crudden, who studied the predictors of job satisfaction in adults with visual impairments and whose
{"title":"Increasing the Knowledge Base, One Paper at a Time","authors":"Sandra Lewis","doi":"10.1177/0145482X231166573","DOIUrl":"https://doi.org/10.1177/0145482X231166573","url":null,"abstract":"For nearly three decades, students seeking master’s degrees at Florida State University as they prepared to be professionals in the field of services to people with visual impairments were required to review the research literature on some topic related to their major and prepare a 20-page term paper describing their findings. This exercise provided students with an important opportunity to explore the literature, critically review research studies, and to demonstrate professional writing skills. Topics had to be approved by a faculty member, whose responsibilities were to gently guide students to topics for which the literature base was robust enough to support students’ work. Few student-suggested topics elicited a louder groan in me than did the subject of social skills—such an important concept, but so complex to explore, especially by university students with limited teaching experience and (at best) novice skills at reviewing research. In this issue of the Journal of Visual Impairment & Blindness (JVIB), a much more experienced group of researchers tackle the published research on social skills instruction designed to improve the social competence of students with visual impairments. Caron, Barras, van Nispen, and Ruffieux conducted a systematic review of 32 studies in which a social skills intervention was tested on school-age students. Their results highlighted the complexity of the construct of social competence. Even after categorizing the target of these studies using the dimensions identified by Caldarella and Merrell (1997; peer relations, self-management, academic independence, and productivity, compliance, and assertion), they noted much heterogeneity in targeted skills. For example, in the category of peer relations, they found studies targeting greetings and initiating conversations, social interactions, the direction of gaze, reduction in inappropriate behaviors, and using sound toys to increase peer play. These studies not only used different methodologies, but differed in the tools used to measure the dependent variables. No wonder my university students were challenged to get a good handle on this topic! The good news is that Caron and her colleagues determined that most of the intervention studies they examined were of moderate to high quality and that students’ targeted skills improved in all but two instances. They noted, however, that given the heterogeneity of the studies, it remains difficult to recommend specific interventions for use with students. Their paper on this critical topic is an important contribution to the literature—one that will be welcomed by both serious investigators hoping to build on the research base and by university students alike. The impact of the development of positive social interaction skills is manifested throughout one’s life. This point is evident in the findings reported by Steverson and Crudden, who studied the predictors of job satisfaction in adults with visual impairments and whose ","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"105 - 106"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44823712","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 : 2023-01-01DOI: 10.1177/0145482X221149746
Tessa McCarthy, Rachel Anne Schles, Debra W. Moore
Introduction: This study evaluated performance and engagement on the tactile science alternate assessment based on alternate academic standards (AA-AAS). This assessment was designed for students with significant intellectual disabilities and visual impairments (i.e., blindness and low vision). Four primary research questions guided this study. What were the demographic characteristics of the students who took the tactile AA-AAS-science? How did students who took the tactile AA-AAS-science perform? What accommodations, accessibility options, and communication strategies were employed in the administration of the tactile AA-AAS-science? Was there a correlation between any administration practices and improved student results? Methods: Thirty-four students with visual impairments and significant intellectual disabilities participated in the 2017 administration of the AA-AAS-science. Post-hoc analyses of the testing strategies were conducted using video recordings of each assessment. Videos were coded for accommodations, student performance, engagement, and appropriateness of the assessment for each student. Results: The tactile materials were the primary accommodation provided to students and were totally novel in 79.1% of the administrations. Students were not permitted to thoroughly explore materials. In many cases, the exam content was determined to be too difficult for the students. Discussion: This study supports the literature and suggests benefits in academic instruction for all students. For academic instruction to be meaningful, students need appropriate accommodations and consistent materials. Implications for Practitioners: Test administrators for assessments based on alternate academic standards should use familiar materials during a test administration, preferably the same materials used during instruction. It is also important for teachers to prepare students and allow for time to systematically explore tactile materials. Teachers can support students by including academic goals in the individualized education program.
{"title":"Administration and Results of a State Alternate Assessment Based on Alternate Academic Standards in Science for Students Who Are Blind and Have Low Vision","authors":"Tessa McCarthy, Rachel Anne Schles, Debra W. Moore","doi":"10.1177/0145482X221149746","DOIUrl":"https://doi.org/10.1177/0145482X221149746","url":null,"abstract":"Introduction: This study evaluated performance and engagement on the tactile science alternate assessment based on alternate academic standards (AA-AAS). This assessment was designed for students with significant intellectual disabilities and visual impairments (i.e., blindness and low vision). Four primary research questions guided this study. What were the demographic characteristics of the students who took the tactile AA-AAS-science? How did students who took the tactile AA-AAS-science perform? What accommodations, accessibility options, and communication strategies were employed in the administration of the tactile AA-AAS-science? Was there a correlation between any administration practices and improved student results? Methods: Thirty-four students with visual impairments and significant intellectual disabilities participated in the 2017 administration of the AA-AAS-science. Post-hoc analyses of the testing strategies were conducted using video recordings of each assessment. Videos were coded for accommodations, student performance, engagement, and appropriateness of the assessment for each student. Results: The tactile materials were the primary accommodation provided to students and were totally novel in 79.1% of the administrations. Students were not permitted to thoroughly explore materials. In many cases, the exam content was determined to be too difficult for the students. Discussion: This study supports the literature and suggests benefits in academic instruction for all students. For academic instruction to be meaningful, students need appropriate accommodations and consistent materials. Implications for Practitioners: Test administrators for assessments based on alternate academic standards should use familiar materials during a test administration, preferably the same materials used during instruction. It is also important for teachers to prepare students and allow for time to systematically explore tactile materials. Teachers can support students by including academic goals in the individualized education program.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"50 - 61"},"PeriodicalIF":1.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41490205","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 : 2023-01-01DOI: 10.1177/0145482X221150906
Sultan Çelik, S. Çalim
Introduction: Breast cancer is a significant health problem affecting the health of women globally. Breast self-examination is a procedure applied for the early detection of breast cancer. Given the barriers that women with visual impairments face to access health care and health education, there is a need to develop materials for breast self-examination training as a skills-based practice for this group. This study evaluated the effect of a training video with an audio description on the breast self-examination of women who were visually impaired. Methods: The universe of this quasi-experimental study comprised women who were visually impaired (N = 70) who were registered members of the Manisa Altinokta Blind Association in Turkey. The women who participated in the study volunteered and met the selection criteria (n = 60). They were divided into two groups by lot. The audio description group listened to a breast self-examination training video with an audio description (n = 30). The control group listened to the training video accompanied by typical sound, without audio description (n = 30). Before and after a training video, all women performed breast self-examination on a female mannequin torso. The skills of women in breast self-examination were evaluated using a checklist by a midwife who was non-researcher. Results: The skills differed significantly between the two groups after the video training (p < 0.05). The audio description group correctly performed most of the skills required for breast self-examination. None of the women in the groups were able to apply steps for such self-examination before the training. Discussion: A breast self-examination training video with audio description can improve the self-examination skills of women with visual impairments. Implications for Practitioners: Women with visual impairments benefit from watching a breast self-examination training video with an audio description before performing self-examinations. Training videos with audio descriptions should, therefore, be prepared for the health education of individuals who are visually impaired.
{"title":"The Effect of a Training Video With Audio Description on the Breast Self-Examinations of Women With Visual Impairments","authors":"Sultan Çelik, S. Çalim","doi":"10.1177/0145482X221150906","DOIUrl":"https://doi.org/10.1177/0145482X221150906","url":null,"abstract":"Introduction: Breast cancer is a significant health problem affecting the health of women globally. Breast self-examination is a procedure applied for the early detection of breast cancer. Given the barriers that women with visual impairments face to access health care and health education, there is a need to develop materials for breast self-examination training as a skills-based practice for this group. This study evaluated the effect of a training video with an audio description on the breast self-examination of women who were visually impaired. Methods: The universe of this quasi-experimental study comprised women who were visually impaired (N = 70) who were registered members of the Manisa Altinokta Blind Association in Turkey. The women who participated in the study volunteered and met the selection criteria (n = 60). They were divided into two groups by lot. The audio description group listened to a breast self-examination training video with an audio description (n = 30). The control group listened to the training video accompanied by typical sound, without audio description (n = 30). Before and after a training video, all women performed breast self-examination on a female mannequin torso. The skills of women in breast self-examination were evaluated using a checklist by a midwife who was non-researcher. Results: The skills differed significantly between the two groups after the video training (p < 0.05). The audio description group correctly performed most of the skills required for breast self-examination. None of the women in the groups were able to apply steps for such self-examination before the training. Discussion: A breast self-examination training video with audio description can improve the self-examination skills of women with visual impairments. Implications for Practitioners: Women with visual impairments benefit from watching a breast self-examination training video with an audio description before performing self-examinations. Training videos with audio descriptions should, therefore, be prepared for the health education of individuals who are visually impaired.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"87 - 98"},"PeriodicalIF":1.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42778057","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 : 2023-01-01DOI: 10.1177/0145482X221150015
Eugene A. Bourquin, Joy Bieder, Robert Wall Emerson, L. Franck
Introduction: The use of leading pedestrian intervals (LPIs) creates safer street crossings for typical pedestrians, giving them a head-start into the crosswalk. The LPI, however, delays the onset of the traditional traffic sound cue that pedestrians who are blind use to initiate crossing streets. LPIs can create situations where pedestrians who are blind will frequently begin or end crossings or both against the pedestrian signal. Methods: The researchers conducted two sets of observations in an urban environment. They measured the seconds from the initiation of the vehicular circular green signal to the front of the first vehicle passing through the center of the intersection (n = 40) to calculate the average driver's delay. Pedestrians who are blind, to confirm a straight-through surge of parallel traffic (i.e. not turning vehicles), listen for a vehicle to reach the roadway center to know it is the appropriate time to initiate a crossing. In the second set of observations (n = 40), the researchers recorded the length of the Walk, Flashing Don’t Walk, and LPI to calculate average impacts on crossing. Results: The average time for vehicles to reach the center of the intersection was 6.0 s. When there was an LPI, on average the clearance for pedestrians after reaching the far corner was 0.49 s; for Walk intervals, there was an average of 3.35 s margin of time to begin crossing. Discussion: These observational studies verify the crossing latencies for pedestrians who are blind. At crosswalks with LPI, pedestrians can be expected to cross after the Walk sign has expired 15 to 38% of the time and end their crossing 40 to 82% of the time when the visual display says Don’t Walk. Implications for Practitioners: Orientation and mobility specialists should instruct students on how to identify intersections with LPI to assist in decision making. Traffic management remediation is the installation of an accessible pedestrian signal (APS); specialists should advocate for the installation of APS where LPIs are implemented and teach students how to use APS.
{"title":"Leading Pedestrian Intervals at Urban Crosswalks: Effects on Safety for Travelers Who Are Blind","authors":"Eugene A. Bourquin, Joy Bieder, Robert Wall Emerson, L. Franck","doi":"10.1177/0145482X221150015","DOIUrl":"https://doi.org/10.1177/0145482X221150015","url":null,"abstract":"Introduction: The use of leading pedestrian intervals (LPIs) creates safer street crossings for typical pedestrians, giving them a head-start into the crosswalk. The LPI, however, delays the onset of the traditional traffic sound cue that pedestrians who are blind use to initiate crossing streets. LPIs can create situations where pedestrians who are blind will frequently begin or end crossings or both against the pedestrian signal. Methods: The researchers conducted two sets of observations in an urban environment. They measured the seconds from the initiation of the vehicular circular green signal to the front of the first vehicle passing through the center of the intersection (n = 40) to calculate the average driver's delay. Pedestrians who are blind, to confirm a straight-through surge of parallel traffic (i.e. not turning vehicles), listen for a vehicle to reach the roadway center to know it is the appropriate time to initiate a crossing. In the second set of observations (n = 40), the researchers recorded the length of the Walk, Flashing Don’t Walk, and LPI to calculate average impacts on crossing. Results: The average time for vehicles to reach the center of the intersection was 6.0 s. When there was an LPI, on average the clearance for pedestrians after reaching the far corner was 0.49 s; for Walk intervals, there was an average of 3.35 s margin of time to begin crossing. Discussion: These observational studies verify the crossing latencies for pedestrians who are blind. At crosswalks with LPI, pedestrians can be expected to cross after the Walk sign has expired 15 to 38% of the time and end their crossing 40 to 82% of the time when the visual display says Don’t Walk. Implications for Practitioners: Orientation and mobility specialists should instruct students on how to identify intersections with LPI to assist in decision making. Traffic management remediation is the installation of an accessible pedestrian signal (APS); specialists should advocate for the installation of APS where LPIs are implemented and teach students how to use APS.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"30 - 39"},"PeriodicalIF":1.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47388632","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 : 2023-01-01DOI: 10.1177/0145482X231168889
Anne Steverson, Adele Crudden
{"title":"Predictors of Job Satisfaction for People with Visual Impairments.","authors":"Anne Steverson, Adele Crudden","doi":"10.1177/0145482X231168889","DOIUrl":"10.1177/0145482X231168889","url":null,"abstract":"","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10961960/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46589546","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 : 2023-01-01DOI: 10.1177/0145482X221149980
Rachel Anne Schles, Madeline Chastain
Introduction: The shortage of teachers of students with visual impairments is well documented, yet little research exists exploring the motivations of why individuals join the profession. This study evaluated why alumni of a Southeastern teacher preparation program became teachers of students with visual impairments and how they chose which program to attend. Methods: A mixed methods survey was distributed to program alumni who graduated between 2000 and 2020 with a bachelor’s or master's degree in Visual Disabilities Special Education. Quantitative and qualitative data about participant demographics, motivation to become a teacher of students with visual impairments, the decision to choose the program, and experiences in the program were collected. Multiple measures were used for reliability and credibility in data analysis. Results: Forty-seven responses were received. Most respondents held at least one teaching license (n = 32) before entering the program and were drawn to the field after working with a student with visual impairment or a teacher of students with visual impairments. Participants reported hands-on and practical experiences in the community and the relationships with professors, mentors, and peers as the most impactful components of their training. Discussion: Most participants had prior teaching experiences before entering the program. Personnel preparation programs may focus program recruitment on current teachers who may be interested in becoming a teacher of students with visual impairments. Expanding the current survey to a national audience could allow for a better understanding of the motivations of the individuals who enter the profession. This information may be used to improve the recruitment of future teachers of students with visual impairments throughout the United States, and, particularly, in areas that are most affected by a shortage of these teachers. Implications for Practitioners: Relationships between school districts, teachers, teachers of students with visual impairments, and preparation programs are discussed, as well as implications for recruiting future teachers of students with visual impairments who will be motivated to stay in the field long-term.
{"title":"Teachers of Students With Visual Impairments: Motivations for Entering the Field of Visual Impairment and Reflections on Pre-Service Training","authors":"Rachel Anne Schles, Madeline Chastain","doi":"10.1177/0145482X221149980","DOIUrl":"https://doi.org/10.1177/0145482X221149980","url":null,"abstract":"Introduction: The shortage of teachers of students with visual impairments is well documented, yet little research exists exploring the motivations of why individuals join the profession. This study evaluated why alumni of a Southeastern teacher preparation program became teachers of students with visual impairments and how they chose which program to attend. Methods: A mixed methods survey was distributed to program alumni who graduated between 2000 and 2020 with a bachelor’s or master's degree in Visual Disabilities Special Education. Quantitative and qualitative data about participant demographics, motivation to become a teacher of students with visual impairments, the decision to choose the program, and experiences in the program were collected. Multiple measures were used for reliability and credibility in data analysis. Results: Forty-seven responses were received. Most respondents held at least one teaching license (n = 32) before entering the program and were drawn to the field after working with a student with visual impairment or a teacher of students with visual impairments. Participants reported hands-on and practical experiences in the community and the relationships with professors, mentors, and peers as the most impactful components of their training. Discussion: Most participants had prior teaching experiences before entering the program. Personnel preparation programs may focus program recruitment on current teachers who may be interested in becoming a teacher of students with visual impairments. Expanding the current survey to a national audience could allow for a better understanding of the motivations of the individuals who enter the profession. This information may be used to improve the recruitment of future teachers of students with visual impairments throughout the United States, and, particularly, in areas that are most affected by a shortage of these teachers. Implications for Practitioners: Relationships between school districts, teachers, teachers of students with visual impairments, and preparation programs are discussed, as well as implications for recruiting future teachers of students with visual impairments who will be motivated to stay in the field long-term.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"62 - 73"},"PeriodicalIF":1.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45576385","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 : 2023-01-01DOI: 10.1177/0145482X221150013
N. Griffin-Shirley, Laura A. Bozeman, Phoebe A. Okungu, Chinomso Ihenagwam, The Nguyen
Introduction: To better serve students with visual impairments who are enrolled in personnel preparation programs training orientation and mobility (O&M) specialists, faculty should be aware of effective teaching strategies, tools, and resources to use. In this context, it is vital that instructors in personnel preparation programs for O&M specialists to understand how to best serve students with visual impairments. Two prior studies have addressed this need. This study sought to establish what techniques and teaching strategies O&M instructors who are visually impaired use when teaching students O&M skills to ensure their safety. Methods: This study used a qualitative research design using a case study approach to explore the teaching strategies, nonvisual skills, and accommodations that O&M instructors who are visually impaired use when teaching O&M lessons to their students. Eight participants with visual impairments who are O&M instructors were interviewed for this study. Results: The themes that emerged from the interviews included structured discovery learning and philosophy, monitoring and teaching strategies, equipment and materials, and accommodations. These findings played a vital role when instructors with visual impairments provided O&M lessons to students who are visually impaired. Discussion: This research confirms and adds to the previous research regarding instructional strategies, equipment and materials, and accommodations utilized by O&M instructors who are visually impaired. Additionally, further information was provided concerning instructional strategies (e.g., structured discovery learning and philosophy, monitoring). Implications for Practitioners: The results reported in this study can serve as guidelines for O&M personnel preparation program faculty who are teaching students with visual impairments in their blindfold or simulation cane courses. This study can also be used as a reference for students with visual impairments to advocate for accommodations with their university's office of students with disabilities to be successful in an O&M personnel preparation program.
{"title":"Teaching Strategies and Nonvisual Skills Used by Orientation and Mobility Specialists Who Are Visually Impaired","authors":"N. Griffin-Shirley, Laura A. Bozeman, Phoebe A. Okungu, Chinomso Ihenagwam, The Nguyen","doi":"10.1177/0145482X221150013","DOIUrl":"https://doi.org/10.1177/0145482X221150013","url":null,"abstract":"Introduction: To better serve students with visual impairments who are enrolled in personnel preparation programs training orientation and mobility (O&M) specialists, faculty should be aware of effective teaching strategies, tools, and resources to use. In this context, it is vital that instructors in personnel preparation programs for O&M specialists to understand how to best serve students with visual impairments. Two prior studies have addressed this need. This study sought to establish what techniques and teaching strategies O&M instructors who are visually impaired use when teaching students O&M skills to ensure their safety. Methods: This study used a qualitative research design using a case study approach to explore the teaching strategies, nonvisual skills, and accommodations that O&M instructors who are visually impaired use when teaching O&M lessons to their students. Eight participants with visual impairments who are O&M instructors were interviewed for this study. Results: The themes that emerged from the interviews included structured discovery learning and philosophy, monitoring and teaching strategies, equipment and materials, and accommodations. These findings played a vital role when instructors with visual impairments provided O&M lessons to students who are visually impaired. Discussion: This research confirms and adds to the previous research regarding instructional strategies, equipment and materials, and accommodations utilized by O&M instructors who are visually impaired. Additionally, further information was provided concerning instructional strategies (e.g., structured discovery learning and philosophy, monitoring). Implications for Practitioners: The results reported in this study can serve as guidelines for O&M personnel preparation program faculty who are teaching students with visual impairments in their blindfold or simulation cane courses. This study can also be used as a reference for students with visual impairments to advocate for accommodations with their university's office of students with disabilities to be successful in an O&M personnel preparation program.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"40 - 49"},"PeriodicalIF":1.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49433851","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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