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: 10.1177/0145482X221132290
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: 10.1177/0145482x221134372
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}
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: 10.1177/0145482X221132844
Priyanka Kumar, J. Campanile, B. Swenor, V. Varadaraj
Introduction: Limited research has examined the experience and psychosocial effect of vision impairment in older adults. We examine the relationship between vision impairment and stigma using guided interviews among older adults with age-related eye disease. Methods: Thirty-six participants with vision impairment were recruited from glaucoma (n = 18) (better eye visual fields mean deviations: >5 and <15 decibels) or retina (n = 18) (better eye visual acuity: <20/40 and >20/400) clinics of the Johns Hopkins Wilmer Eye Institute between 2015 and 2020. Participants completed interviews to examine stigma surrounding age-related vision impairment. Interviews were transcribed and analyzed using directed content analysis. Results: Content analyses of interview transcripts revealed underlying stigma within our cohort. Starting with categories of (1) interpersonal relationships and (2) evolving self-perception, specific domains of stigma were realized in this study. Although both enacted (external) stigma and perceived stigma were acknowledged by a subset of participants, few endorsed internalized stigma. In the face of stigma, participants demonstrated notable resiliency in adapting to and living with age-related vision impairment, captured in an additional category of (3) behavioral adaptations. Discussion: In-depth interviews revealed that older adults with vision impairment confront specific domains of stigma, including enacted and perceived stigma. Features protective against internalized stigma included older age, community support, and assistive technologies. Implications for Practitioners: A recognition of the subtypes of stigma that older adults with age-related vision impairment face is necessary to tailor support and target interventions.
{"title":"Stigma Among Older Adults With Age-Related Vision Impairments","authors":"Priyanka Kumar, J. Campanile, B. Swenor, V. Varadaraj","doi":"10.1177/0145482X221132844","DOIUrl":"https://doi.org/10.1177/0145482X221132844","url":null,"abstract":"Introduction: Limited research has examined the experience and psychosocial effect of vision impairment in older adults. We examine the relationship between vision impairment and stigma using guided interviews among older adults with age-related eye disease. Methods: Thirty-six participants with vision impairment were recruited from glaucoma (n = 18) (better eye visual fields mean deviations: >5 and <15 decibels) or retina (n = 18) (better eye visual acuity: <20/40 and >20/400) clinics of the Johns Hopkins Wilmer Eye Institute between 2015 and 2020. Participants completed interviews to examine stigma surrounding age-related vision impairment. Interviews were transcribed and analyzed using directed content analysis. Results: Content analyses of interview transcripts revealed underlying stigma within our cohort. Starting with categories of (1) interpersonal relationships and (2) evolving self-perception, specific domains of stigma were realized in this study. Although both enacted (external) stigma and perceived stigma were acknowledged by a subset of participants, few endorsed internalized stigma. In the face of stigma, participants demonstrated notable resiliency in adapting to and living with age-related vision impairment, captured in an additional category of (3) behavioral adaptations. Discussion: In-depth interviews revealed that older adults with vision impairment confront specific domains of stigma, including enacted and perceived stigma. Features protective against internalized stigma included older age, community support, and assistive technologies. Implications for Practitioners: A recognition of the subtypes of stigma that older adults with age-related vision impairment face is necessary to tailor support and target interventions.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"116 1","pages":"689 - 698"},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42117023","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: 10.1177/0145482X221129619
Melanie Perreault, Katriana Belknap, L. Lieberman, Pamela Beach
Introduction: The Children's Assessment of Participation and Enjoyment (CAPE) and the Preferences for Activities of Children (PAC) are useful measures to assess how children with visual impairments are meeting the nine areas of the expanded core curriculum (ECC). Each item of the CAPE and PAC includes an activity with an accompanied image to illustrate it. However, the measures do not provide standardized image descriptions for each item, which limits its validity and reliability for this population. Thus, the purpose of this Delphi study was to validate and standardize image descriptions for the CAPE and PAC so they can be used more effectively with children with visual impairments. Methods: The expert panel consisted of 11 professionals with extensive knowledge and experience with individuals with visual impairments and six dyads of parents and their child with a visual impairment. Each panel member assessed the accuracy of wording for 57 image descriptions on a 4-point Likert scale and provided feedback on items rated below 3. Results: Consensus on all image descriptions was reached after two rounds. Discussion: The results of this study help to increase the validity and reliability of the CAPE and PAC for children with visual impairments. Implications for Practitioners: The CAPE and PAC can be used more effectively by practitioners and researchers to assess the areas of the ECC for children with visual impairments.
{"title":"Validation of Image Descriptions for the Children's Assessment of Participation and Enjoyment and Preferences for Activities of Children: A Delphi Study","authors":"Melanie Perreault, Katriana Belknap, L. Lieberman, Pamela Beach","doi":"10.1177/0145482X221129619","DOIUrl":"https://doi.org/10.1177/0145482X221129619","url":null,"abstract":"Introduction: The Children's Assessment of Participation and Enjoyment (CAPE) and the Preferences for Activities of Children (PAC) are useful measures to assess how children with visual impairments are meeting the nine areas of the expanded core curriculum (ECC). Each item of the CAPE and PAC includes an activity with an accompanied image to illustrate it. However, the measures do not provide standardized image descriptions for each item, which limits its validity and reliability for this population. Thus, the purpose of this Delphi study was to validate and standardize image descriptions for the CAPE and PAC so they can be used more effectively with children with visual impairments. Methods: The expert panel consisted of 11 professionals with extensive knowledge and experience with individuals with visual impairments and six dyads of parents and their child with a visual impairment. Each panel member assessed the accuracy of wording for 57 image descriptions on a 4-point Likert scale and provided feedback on items rated below 3. Results: Consensus on all image descriptions was reached after two rounds. Discussion: The results of this study help to increase the validity and reliability of the CAPE and PAC for children with visual impairments. Implications for Practitioners: The CAPE and PAC can be used more effectively by practitioners and researchers to assess the areas of the ECC for children with visual impairments.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"116 1","pages":"736 - 743"},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47922474","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: 10.1177/0145482X221131823
Getasew Alemu Mersha, Yezinash Addis Alimaw, G. Belete, A. Woredekal
Introduction: Visual impairment is a major public health challenge for diabetics who have ocular comorbidities. In Ethiopia, data are lacking on the prevalence of visual impairment among diabetics as well as information on causes and predisposing factors. The current study was designed to assess the causes, risk factors, and levels of diabetes-related visual impairment within an Ethiopian population. Methods: The study enrolled a total of 296 diabetic patients at the Debre Tabor General Hospital (DTGH). Data were ascertained through face-to-face interview, from patients’ medical folder, and through comprehensive ocular health assessment. Descriptive and analytical statistics were performed. Result: Generally, the prevalence of visual impairment among adult diabetic patients was 39.5% (95% confidence interval [CI]: 33.8–45.6). Visual impairment was primarily due to diabetic retinopathy (44.4%), followed by refractive error (20.6%), cataract (13.9%), other ocular conditions (6.1%), and glaucoma (5.4%). Age >45 years (adjusted odds ratio [AOR] = 7.8, 95% CI: 3.5–18), female gender (AOR = 3.0, 95% CI: 1.4–7.7), low educational status (AOR = 8.1, 95% CI: 2.4–26.0), and longer span of diabetes (AOR = 3.7, 95% CI: 2.1–6.8) had a notable association with visual impairment among diabetic patients. Discussion: This study observed a high prevalence of visual impairment in diabetic patients. Diabetic retinopathy, refractive error, and cataract were the most common causes of visual impairment, followed by other ocular conditions and glaucoma. Older age, female gender, low educational status, and longer span of diabetes were important risk factors of visual impairment among diabetic patients. Implications for Practitioners: This result could alert health care professionals to inform their diabetic clients about the serious impacts of diabetes and the need for a regular eye check-up. Health care providers and policy makers should work to integrate the diabetic clinics into a general hospital with an eye care unit for an effective screening of diabetic eye disease and prevention of blindness.
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