Pub Date : 2022-09-01DOI: 10.1177/0145482X221129613
R. Slykerman
Neuropsychology is the study of the relation-ship between brain function and cognition, behavior, and emotion. Neuropsychological assessments with young people aim to understand cognitive strengths and de fi cits and gen-erate individualized recommendations to guide interventions. Neuropsychological
{"title":"The Ethical Debate About the Neuropsychological Assessment of Young People With Visual Impairments","authors":"R. Slykerman","doi":"10.1177/0145482X221129613","DOIUrl":"https://doi.org/10.1177/0145482X221129613","url":null,"abstract":"Neuropsychology is the study of the relation-ship between brain function and cognition, behavior, and emotion. Neuropsychological assessments with young people aim to understand cognitive strengths and de fi cits and gen-erate individualized recommendations to guide interventions. Neuropsychological","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"116 1","pages":"744 - 748"},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43794649","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 : 2022-09-01DOI: 10.1177/0145482X221131328
Leslie Jackson, Trevor Bradway, Victoria Lefevers, Yulun Li, Annabel Olson
Introduction: Research is needed to support accuracy and safe self-management of prescriptions among individuals living with low vision or blindness. This study evaluated user accuracy & satisfaction with the ScripTalk® device, an audible prescription reader, among participants with low vision and blindness. Methods: This mixed methods study utilized snowball and convenience sampling through low vision support groups in Indiana. Researchers trained 23 participants (69.6% female, 30.4% male, M age = 64.04, SD = 14.7 years) to use the ScripTalk® device for reading three empty prescription bottles, equipped with radio-frequency ID labels. Accuracy represented correct responses to 12 questions about the labels’ content. The QUEST 2.0's Device Subscale (intraclass correlation coefficient = 0.82) evaluated user satisfaction with the device. Participants answered six qualitative questions about their perceptions of the device. Results: Statistical analysis indicated highest frequencies of satisfaction occurred for Ease in Adjusting (100%), Comfort (100%), Ease of Use (95.6%), and the Weight (95.6%) of the device. Spearman rank order correlation coefficient tests revealed inverse relationships between participants’ accuracy rates and their satisfaction with the device's durability (rho = −0.690, p < .001) and safety & security (rho = −0.834, p < .001). Participants perceived the device as easy to use, adjustable, comfortable, and lightweight for reading prescription labels. However, the auditory quality posed challenges to identify unfamiliar prescription names. Health care professionals may need to provide additional training and practice opportunities with audible prescription readers to support consumers with low vision or blindness, particularly when new medications are prescribed.
{"title":"Accuracy and User Satisfaction for an Audible Prescription Reader Among Adults With Low Vision and Blindness","authors":"Leslie Jackson, Trevor Bradway, Victoria Lefevers, Yulun Li, Annabel Olson","doi":"10.1177/0145482X221131328","DOIUrl":"https://doi.org/10.1177/0145482X221131328","url":null,"abstract":"Introduction: Research is needed to support accuracy and safe self-management of prescriptions among individuals living with low vision or blindness. This study evaluated user accuracy & satisfaction with the ScripTalk® device, an audible prescription reader, among participants with low vision and blindness. Methods: This mixed methods study utilized snowball and convenience sampling through low vision support groups in Indiana. Researchers trained 23 participants (69.6% female, 30.4% male, M age = 64.04, SD = 14.7 years) to use the ScripTalk® device for reading three empty prescription bottles, equipped with radio-frequency ID labels. Accuracy represented correct responses to 12 questions about the labels’ content. The QUEST 2.0's Device Subscale (intraclass correlation coefficient = 0.82) evaluated user satisfaction with the device. Participants answered six qualitative questions about their perceptions of the device. Results: Statistical analysis indicated highest frequencies of satisfaction occurred for Ease in Adjusting (100%), Comfort (100%), Ease of Use (95.6%), and the Weight (95.6%) of the device. Spearman rank order correlation coefficient tests revealed inverse relationships between participants’ accuracy rates and their satisfaction with the device's durability (rho = −0.690, p < .001) and safety & security (rho = −0.834, p < .001). Participants perceived the device as easy to use, adjustable, comfortable, and lightweight for reading prescription labels. However, the auditory quality posed challenges to identify unfamiliar prescription names. Health care professionals may need to provide additional training and practice opportunities with audible prescription readers to support consumers with low vision or blindness, particularly when new medications are prescribed.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"18 44","pages":"711 - 723"},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41307253","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 : 2022-09-01DOI: 10.1177/0145482X221131822
A. Crudden, Zhen S. McKnight
Introduction: The Workforce Innovation and Opportunity Act of 2014 reinforced the state federal vocational rehabilitation program's commitment to job retention and career advancement for persons with disabilities. We continue to have limited information about what job-related skills are most helpful to persons with visual impairments in retaining or advancing in employment. Method: Descriptive statistics and logistic regression were used to investigate the association between current employment status and skills among persons with visual impairments who had a competitive employment history. Data were from a national volunteer survey of persons with visual impairments born between 1950 and 1991. Snowball sampling methods generated the sample. Results: Persons with professional licensure or certificates were more than twice as likely to be employed as those who did not possess these qualifications. Employed participants were less likely to need job-related training to find or keep a job. Discussion: Though additional research to explore the relationships between skills and employment is indicated, persons with visual impairments should be encouraged to explore and pursue job skills training and professional licensure or certification in fields compatible with their career goals. Implications for Practitioners: Even persons with a work history may need additional job skills training to continue employment. Professional licensure or certification may be of value in obtaining employment, but persons with visual impairments may need support to obtain those credentials. Careful career planning to promote positive employment outcomes should include research about the credentials associated with employment goals.
{"title":"Skills Associated With Job Retention Among Persons With Visual Impairments","authors":"A. Crudden, Zhen S. McKnight","doi":"10.1177/0145482X221131822","DOIUrl":"https://doi.org/10.1177/0145482X221131822","url":null,"abstract":"Introduction: The Workforce Innovation and Opportunity Act of 2014 reinforced the state federal vocational rehabilitation program's commitment to job retention and career advancement for persons with disabilities. We continue to have limited information about what job-related skills are most helpful to persons with visual impairments in retaining or advancing in employment. Method: Descriptive statistics and logistic regression were used to investigate the association between current employment status and skills among persons with visual impairments who had a competitive employment history. Data were from a national volunteer survey of persons with visual impairments born between 1950 and 1991. Snowball sampling methods generated the sample. Results: Persons with professional licensure or certificates were more than twice as likely to be employed as those who did not possess these qualifications. Employed participants were less likely to need job-related training to find or keep a job. Discussion: Though additional research to explore the relationships between skills and employment is indicated, persons with visual impairments should be encouraged to explore and pursue job skills training and professional licensure or certification in fields compatible with their career goals. Implications for Practitioners: Even persons with a work history may need additional job skills training to continue employment. Professional licensure or certification may be of value in obtaining employment, but persons with visual impairments may need support to obtain those credentials. Careful career planning to promote positive employment outcomes should include research about the credentials associated with employment goals.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"116 1","pages":"668 - 677"},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47508241","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 : 2022-09-01DOI: 10.1177/0145482X221129285
Mackenzie E. Savaiano, Pamela Shanahan Bazis, Michael A. Hebert, Derek B. Rodgers, Madison Bosilevac, Bridget Leutzinger, Madison Thompson
Introduction and Methods We do not have an accurate count of the number of teachers of students with visual impairments working in the field, and it is a difficult number to estimate. As part of a national survey, states were contacted to estimate how many teachers of students with visual impairments are working in the United States and compared to the estimate developed by the National Plan for Training Personnel to Serve Children with Blindness and Low Vision (NPTP) in 2000. Results and Discussion The estimate calculated from this process is very similar to the estimate from NPTP (2000), indicating that there are roughly the same number of teachers of students with visual impairments in the field now as there were 20 years ago.
{"title":"Estimating the Number of Teachers of Students With Visual Impairments in the United States","authors":"Mackenzie E. Savaiano, Pamela Shanahan Bazis, Michael A. Hebert, Derek B. Rodgers, Madison Bosilevac, Bridget Leutzinger, Madison Thompson","doi":"10.1177/0145482X221129285","DOIUrl":"https://doi.org/10.1177/0145482X221129285","url":null,"abstract":"Introduction and Methods We do not have an accurate count of the number of teachers of students with visual impairments working in the field, and it is a difficult number to estimate. As part of a national survey, states were contacted to estimate how many teachers of students with visual impairments are working in the United States and compared to the estimate developed by the National Plan for Training Personnel to Serve Children with Blindness and Low Vision (NPTP) in 2000. Results and Discussion The estimate calculated from this process is very similar to the estimate from NPTP (2000), indicating that there are roughly the same number of teachers of students with visual impairments in the field now as there were 20 years ago.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"116 1","pages":"724 - 728"},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48876315","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 : 2022-09-01DOI: 10.1177/0145482X221132290
Justin T. Kaiser, Tina S. Herzberg
Introduction: This study analyzed survey responses from 114 orientation and mobility (O&M) specialists regarding the content and procedures they used in completing O&M assessments. Methods: O&M specialists completed an online survey in 2020 on their assessment practices for children and youths who are visually impaired. Results: Over 85% of participants identified that they interview the student, parent, classroom teacher, and teacher of students with visual impairments as part of the assessment. The only visual skills addressed by at least 80% of participants were depth perception, distance acuity, scanning, and peripheral visual fields. Students without additional disabilities in kindergarten through 12th grade were more likely to be taught the two-point touch cane technique when compared to students with additional disabilities, who were more likely to be taught constant contact. Discussion: Participants identified that O&M assessments for students in 9th–12th grade were more likely to focus on skills that would be needed for employment or post-secondary education or both, such as the use of public transportation. For students with additional disabilities or children under the age of five years, participants were more likely to conduct assessments focused on safety and immediate needs and environments. Implications for Practitioners: Appropriate O&M assessments need to be conducted in natural environments that provide equal challenges to the environments where students need to travel. O&M specialists must adapt the assessment content and procedures to address the current and future travel needs of all students with visual impairments.
{"title":"Orientation and Mobility Assessments for Children and Youths With Visual Impairments: How, Why, When, and Where?","authors":"Justin T. Kaiser, Tina S. Herzberg","doi":"10.1177/0145482X221132290","DOIUrl":"https://doi.org/10.1177/0145482X221132290","url":null,"abstract":"Introduction: This study analyzed survey responses from 114 orientation and mobility (O&M) specialists regarding the content and procedures they used in completing O&M assessments. Methods: O&M specialists completed an online survey in 2020 on their assessment practices for children and youths who are visually impaired. Results: Over 85% of participants identified that they interview the student, parent, classroom teacher, and teacher of students with visual impairments as part of the assessment. The only visual skills addressed by at least 80% of participants were depth perception, distance acuity, scanning, and peripheral visual fields. Students without additional disabilities in kindergarten through 12th grade were more likely to be taught the two-point touch cane technique when compared to students with additional disabilities, who were more likely to be taught constant contact. Discussion: Participants identified that O&M assessments for students in 9th–12th grade were more likely to focus on skills that would be needed for employment or post-secondary education or both, such as the use of public transportation. For students with additional disabilities or children under the age of five years, participants were more likely to conduct assessments focused on safety and immediate needs and environments. Implications for Practitioners: Appropriate O&M assessments need to be conducted in natural environments that provide equal challenges to the environments where students need to travel. O&M specialists must adapt the assessment content and procedures to address the current and future travel needs of all students with visual impairments.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"116 1","pages":"596 - 606"},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44863829","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 : 2022-09-01DOI: 10.1177/0145482X221132849
Anne Steverson, Jennifer L. Cmar, K. Antonelli
Introduction: This article describes the field test of 4to24, a transition application (app) for parents of and students with visual impairments. In this stage of the development process, researchers evaluated the app's usability and gained feedback on app use and experience from end users. Methods: Participants, including 27 parents of and 19 students with visual impairments, used 4to24 for 6 months. They completed a baseline survey, a survey about the account setup process, and three additional surveys at 2-month intervals (i.e., 2, 4, and 6 months). Results: Participants found the app account setup process quick and easy to complete. Parents and students used the app more frequently during the first 2 months, and then app usage decreased over time. Participants’ average ratings for app enjoyability, ease of use, understandability of information, and relevance of information were generally high and consistent across time points. Participants found 4to24 useful to track activities to help students prepare for college and work, and most planned to continue using it after the study. Discussion: Findings indicate that the app was usable, enjoyable, easy to use, and helpful. The decline in app usage over the 6 months may signify that participants lost interest, were impacted by the COVID-19 pandemic, or spent more time working on activities within the modules. Students rated app enjoyability and relevance higher than parents, which may relate to the language and tone of the student-focused modules. Introductory topics may have been unnecessary for some parents, which could have contributed to their lower relevance ratings. Implications for Practitioners: Service providers can inform parents and students about 4to24 and its potential benefits. 4to24 can encourage conversations about college and work, provide resources and activity suggestions, and serve as a resource for parents who are not connected or knowledgeable about services.
{"title":"The Experiences of Parents of and Students With Visual Impairments With 4to24, a Transition Application","authors":"Anne Steverson, Jennifer L. Cmar, K. Antonelli","doi":"10.1177/0145482X221132849","DOIUrl":"https://doi.org/10.1177/0145482X221132849","url":null,"abstract":"Introduction: This article describes the field test of 4to24, a transition application (app) for parents of and students with visual impairments. In this stage of the development process, researchers evaluated the app's usability and gained feedback on app use and experience from end users. Methods: Participants, including 27 parents of and 19 students with visual impairments, used 4to24 for 6 months. They completed a baseline survey, a survey about the account setup process, and three additional surveys at 2-month intervals (i.e., 2, 4, and 6 months). Results: Participants found the app account setup process quick and easy to complete. Parents and students used the app more frequently during the first 2 months, and then app usage decreased over time. Participants’ average ratings for app enjoyability, ease of use, understandability of information, and relevance of information were generally high and consistent across time points. Participants found 4to24 useful to track activities to help students prepare for college and work, and most planned to continue using it after the study. Discussion: Findings indicate that the app was usable, enjoyable, easy to use, and helpful. The decline in app usage over the 6 months may signify that participants lost interest, were impacted by the COVID-19 pandemic, or spent more time working on activities within the modules. Students rated app enjoyability and relevance higher than parents, which may relate to the language and tone of the student-focused modules. Introductory topics may have been unnecessary for some parents, which could have contributed to their lower relevance ratings. Implications for Practitioners: Service providers can inform parents and students about 4to24 and its potential benefits. 4to24 can encourage conversations about college and work, provide resources and activity suggestions, and serve as a resource for parents who are not connected or knowledgeable about services.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"116 1","pages":"644 - 657"},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48089790","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 : 2022-09-01DOI: 10.1177/0145482X221134371
Michele C. McDonnall
With the studies presented in the Beyond Employment Rates series that was featured in every issue of the Journal of Visual Impairment & Blindness (JVIB) this year, my colleagues and I investigated labor force statistics that are not typically considered for people with visual impairments to evaluate the overall status of employment for this population. In addition to comparing these statistics to those for people without visual impairments, we evaluated employment differences for men and women with visual impairments. In this conclusion to the series, I provide a summary of key findings from each study and overarching conclusions from the nexus of the studies:
{"title":"Beyond Employment Rates: Summary of Findings and Conclusions From the Series","authors":"Michele C. McDonnall","doi":"10.1177/0145482X221134371","DOIUrl":"https://doi.org/10.1177/0145482X221134371","url":null,"abstract":"With the studies presented in the Beyond Employment Rates series that was featured in every issue of the Journal of Visual Impairment & Blindness (JVIB) this year, my colleagues and I investigated labor force statistics that are not typically considered for people with visual impairments to evaluate the overall status of employment for this population. In addition to comparing these statistics to those for people without visual impairments, we evaluated employment differences for men and women with visual impairments. In this conclusion to the series, I provide a summary of key findings from each study and overarching conclusions from the nexus of the studies:","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"116 1","pages":"593 - 595"},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46526041","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 : 2022-09-01DOI: 10.1177/0145482X221130356
Kathleen M. Farrand, Karen E. Koehler, Ananí M. Vasquez
Introduction: Braille literacy for students who are visually impaired (i.e., those who are blind or have low vision) can be a critical component for school and postsecondary transition success. This survey study was a modified replication of previous studies that examined the instruction of literary braille in university preparation programs for professionals who work with students with visual impairments. Methods: Nineteen university instructors of literary braille responded to a survey about instructional formats, books, and tools, as well as assessment issues, such as test formats, scoring, and requirements for demonstrating proficiency. Results: Survey responses indicated that some instructional strategies at the university level have remained the same over the last 20 years, but there are also some changes. Most notably, updated books and resources are being used and instructors represent the same demographic group, Caucasian females over 45 years old. But, the level of experience has substantially dropped and there has been a shift to increased online learning. All programs indicated focusing instruction on Unified English Braille (UEB) code. Discussion: Prior concerns about the challenges of teaching UEB have been somewhat satisfied. Proficiency exams are now required by programs, which could contribute to better prepare teachers for students with visual impairments. Implications for Practitioners: The shift to online learning affects practice. The use of braille simulation software might alter the way practitioners think about erasures. In preparing for distance learning, instructors must consider how to make courses accessible, rigorous, and of high quality. Although university braille proficiency exams should continue to be used to evaluate the skills of future professionals, educators might advocate for tests at the state or province level prior to licensure and common standards for minimal competency.
{"title":"Literary Braille Instruction: A Review of University Personnel Preparation Programs","authors":"Kathleen M. Farrand, Karen E. Koehler, Ananí M. Vasquez","doi":"10.1177/0145482X221130356","DOIUrl":"https://doi.org/10.1177/0145482X221130356","url":null,"abstract":"Introduction: Braille literacy for students who are visually impaired (i.e., those who are blind or have low vision) can be a critical component for school and postsecondary transition success. This survey study was a modified replication of previous studies that examined the instruction of literary braille in university preparation programs for professionals who work with students with visual impairments. Methods: Nineteen university instructors of literary braille responded to a survey about instructional formats, books, and tools, as well as assessment issues, such as test formats, scoring, and requirements for demonstrating proficiency. Results: Survey responses indicated that some instructional strategies at the university level have remained the same over the last 20 years, but there are also some changes. Most notably, updated books and resources are being used and instructors represent the same demographic group, Caucasian females over 45 years old. But, the level of experience has substantially dropped and there has been a shift to increased online learning. All programs indicated focusing instruction on Unified English Braille (UEB) code. Discussion: Prior concerns about the challenges of teaching UEB have been somewhat satisfied. Proficiency exams are now required by programs, which could contribute to better prepare teachers for students with visual impairments. Implications for Practitioners: The shift to online learning affects practice. The use of braille simulation software might alter the way practitioners think about erasures. In preparing for distance learning, instructors must consider how to make courses accessible, rigorous, and of high quality. Although university braille proficiency exams should continue to be used to evaluate the skills of future professionals, educators might advocate for tests at the state or province level prior to licensure and common standards for minimal competency.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"116 1","pages":"617 - 628"},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43952521","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 : 2022-09-01DOI: 10.1177/0145482X221133126
Yisma Tsige Yeshanew
Introduction: Employment in the culture and arts sector has multiple psycho-socioeconomic benefits for people with visual impairments. However, a study in this area is rare in Ethiopia. The current study explored barriers to employment of young cultural practitioners with visual impairments in the cultural industries of Ethiopia. Method: Eight young cultural practitioners who have visual impairments were interviewed and the qualitative data were thematically analyzed. Results: The results indicated that personal, attitudinal, and environmental barriers hinder the meaningful participation of young cultural practitioners with visual impairments in the job market of the cultural industries of Ethiopia. Discussion: Although the study found differences in geographic and sectoral barriers to employment the results of the current study supported previous research findings. Implications: The current study has implications for future research as well as policymakers concerning employment and labor affairs. Besides highlighting the need for an increased understanding of identified barriers to cultural employment, the study revealed that there is also a need for further research on the numerous benefits that employment and participation in culture and arts provide for people with and without impairments at individual, community, and national levels.
{"title":"Barriers to Employment of Young Cultural Practitioners With Visual Impairments in the Cultural Industries of Ethiopia","authors":"Yisma Tsige Yeshanew","doi":"10.1177/0145482X221133126","DOIUrl":"https://doi.org/10.1177/0145482X221133126","url":null,"abstract":"Introduction: Employment in the culture and arts sector has multiple psycho-socioeconomic benefits for people with visual impairments. However, a study in this area is rare in Ethiopia. The current study explored barriers to employment of young cultural practitioners with visual impairments in the cultural industries of Ethiopia. Method: Eight young cultural practitioners who have visual impairments were interviewed and the qualitative data were thematically analyzed. Results: The results indicated that personal, attitudinal, and environmental barriers hinder the meaningful participation of young cultural practitioners with visual impairments in the job market of the cultural industries of Ethiopia. Discussion: Although the study found differences in geographic and sectoral barriers to employment the results of the current study supported previous research findings. Implications: The current study has implications for future research as well as policymakers concerning employment and labor affairs. Besides highlighting the need for an increased understanding of identified barriers to cultural employment, the study revealed that there is also a need for further research on the numerous benefits that employment and participation in culture and arts provide for people with and without impairments at individual, community, and national levels.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"116 1","pages":"678 - 688"},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42378952","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 : 2022-09-01DOI: 10.1177/0145482x221134372
T. Wild, Xinyue Lu, Stacy M. Kelly, Derrick W. Smith, Danene Fast
The field of visual impairment has never had the opportunity to engage its community in a common discourse around STEM (science, technology, engineering, and mathematics) education for students with visual impairments. When planning research projects, professionals who work in STEM education for students with visual impairments often do not know what others are doing, which leads to redundancy and leaves major gaps in research within the sub-disciplines of STEM. Therefore, resources are not being used efficiently, and the needs of students with visual impairments continue to not be met. The field of STEM education for students with visual impairments had no focused research agenda, sources for best practices, or clear directives as to the immediate needs of students with visual impairments with regard to STEM education. With the goal of making a change, we created a research agenda to address these concerns so that the field of visual impairment can move forward with one shared vision to prepare grant proposals, research projects, and curriculum development that no longer replicates or does not address all areas of STEM education.
{"title":"Creation of a National Agenda for STEM Education for Students With Visual Impairments","authors":"T. Wild, Xinyue Lu, Stacy M. Kelly, Derrick W. Smith, Danene Fast","doi":"10.1177/0145482x221134372","DOIUrl":"https://doi.org/10.1177/0145482x221134372","url":null,"abstract":"The field of visual impairment has never had the opportunity to engage its community in a common discourse around STEM (science, technology, engineering, and mathematics) education for students with visual impairments. When planning research projects, professionals who work in STEM education for students with visual impairments often do not know what others are doing, which leads to redundancy and leaves major gaps in research within the sub-disciplines of STEM. Therefore, resources are not being used efficiently, and the needs of students with visual impairments continue to not be met. The field of STEM education for students with visual impairments had no focused research agenda, sources for best practices, or clear directives as to the immediate needs of students with visual impairments with regard to STEM education. With the goal of making a change, we created a research agenda to address these concerns so that the field of visual impairment can move forward with one shared vision to prepare grant proposals, research projects, and curriculum development that no longer replicates or does not address all areas of STEM education.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"116 1","pages":"749 - 751"},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46861180","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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