Pub Date : 2024-09-01Epub Date: 2023-07-22DOI: 10.1177/02646196231187550
Claire E Manley, Corinna M Bauer, Peter J Bex, Lotfi B Merabet
Cerebral visual impairment (CVI) is a brain-based visual disorder associated with injury and/or maldevelopment of central visual pathways. Visuospatial processing impairments are a cardinal feature of the complex clinical profile of individuals with CVI. Here, we assessed visuospatial processing abilities using a classic conjunction search task. Twenty-three (23) individuals previously diagnosed with CVI (mean age 18.55 years ± 4.98 SD) and 37 controls with neurotypical development (mean age 21.11 years ± 4.56 SD) participated in the study. Subjects were instructed to search for a two-feature target (a white or black letter "O" or "C") presented among a varying number of surrounding distractors (set sizes ranging from 1 to 32 items). Behavioral outcomes collected were reaction time (RT), accuracy, as well as slope and intercept values derived from the RT x set size function. Overall, participants with CVI took longer and were less accurate in finding the target than controls. Analysis of RT x set size functions revealed a profile consistent with less efficient search and slower visual orienting responses as indexed by higher slope and intercept values, respectively. These results are consistent with clinical reports of impaired visuospatial processing abilities and deployment of visual selective attention in individuals with CVI.
{"title":"Impaired Visuospatial Processing in Cerebral Visual Impairment Revealed by Performance on a Conjunction Visual Search Task.","authors":"Claire E Manley, Corinna M Bauer, Peter J Bex, Lotfi B Merabet","doi":"10.1177/02646196231187550","DOIUrl":"10.1177/02646196231187550","url":null,"abstract":"<p><p>Cerebral visual impairment (CVI) is a brain-based visual disorder associated with injury and/or maldevelopment of central visual pathways. Visuospatial processing impairments are a cardinal feature of the complex clinical profile of individuals with CVI. Here, we assessed visuospatial processing abilities using a classic conjunction search task. Twenty-three (23) individuals previously diagnosed with CVI (mean age 18.55 years ± 4.98 SD) and 37 controls with neurotypical development (mean age 21.11 years ± 4.56 SD) participated in the study. Subjects were instructed to search for a two-feature target (a white or black letter \"O\" or \"C\") presented among a varying number of surrounding distractors (set sizes ranging from 1 to 32 items). Behavioral outcomes collected were reaction time (RT), accuracy, as well as slope and intercept values derived from the RT x set size function. Overall, participants with CVI took longer and were less accurate in finding the target than controls. Analysis of RT x set size functions revealed a profile consistent with less efficient search and slower visual orienting responses as indexed by higher slope and intercept values, respectively. These results are consistent with clinical reports of impaired visuospatial processing abilities and deployment of visual selective attention in individuals with CVI.</p>","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"16 1","pages":"587-598"},"PeriodicalIF":0.7,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11756917/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87100281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-11DOI: 10.1177/02646196231212830
Leo Meekins-Doherty, Meredith Prain, Giorgina Elise Maxwell, Susan Silveira, Emily Shepard
Deafblindness refers to a functional restriction of both hearing and vision, and presents at all ages. Determining prevalence of deafblindness, particularly in children, is challenging. The aim of this review was to explore and assess methodologies previously used to determine the prevalence of childhood deafblindness in both peer-reviewed and grey literature. Five databases were included in the search – Medline (OVID), PubMed, Scopus, CINAHL, and PsycINFO. Thirteen peer-reviewed articles and 11 documents from the grey literature met inclusion criteria for the review. In exploring the literature on deafblindness in children, it is evident that the characteristics and needs of this population are not well described. Approaches adopted by researchers show inconsistencies in how deafblindness is defined, assessed and diagnosed, making comparison challenging. To understand the needs of this group, it is critical that the childhood deafblind population is accurately described. Recommendations are made for the assessment of the population of children with deafblindness.
{"title":"Exploring methodologies for establishing prevalence of deafblindness in children: A scoping review","authors":"Leo Meekins-Doherty, Meredith Prain, Giorgina Elise Maxwell, Susan Silveira, Emily Shepard","doi":"10.1177/02646196231212830","DOIUrl":"https://doi.org/10.1177/02646196231212830","url":null,"abstract":"Deafblindness refers to a functional restriction of both hearing and vision, and presents at all ages. Determining prevalence of deafblindness, particularly in children, is challenging. The aim of this review was to explore and assess methodologies previously used to determine the prevalence of childhood deafblindness in both peer-reviewed and grey literature. Five databases were included in the search – Medline (OVID), PubMed, Scopus, CINAHL, and PsycINFO. Thirteen peer-reviewed articles and 11 documents from the grey literature met inclusion criteria for the review. In exploring the literature on deafblindness in children, it is evident that the characteristics and needs of this population are not well described. Approaches adopted by researchers show inconsistencies in how deafblindness is defined, assessed and diagnosed, making comparison challenging. To understand the needs of this group, it is critical that the childhood deafblind population is accurately described. Recommendations are made for the assessment of the population of children with deafblindness.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"54 3","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138979241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-06DOI: 10.1177/02646196231217408
Esraa El-Mayah, Marwa M Zein, Bassam Essam Hassan, Eman O Abdelghany
Assessment of the level of awareness and attitude among parents and the determinants regarding eye diseases and visual impairments in their children focusing on the importance of early screening of children to avoid amblyopia and its complications. Our study was a cross-sectional analytical study that included 368 participants in Egypt. A pre-tested self-administered (screen) e-questionnaire was used to collect data from the study participants via social media (Facebook and WhatsApp) groups. Parents’ knowledge about squint, refractive errors, and nasolacrimal duct obstruction was considered high (89.03%, 77.31%, and 59.98%, respectively), while knowledge about amblyopia, cataract, retinopathy of prematurity (ROP) and glaucoma was considered low (58.98%, 38.53%, 36.91%, and 34.41%, respectively). The attitude concerning going for regular eye screening, wearing spectacles, and undergoing ophthalmic surgery when needed was positive in 35.3%, 77.31%, and 65.2% of parents, respectively. Physicians, social media, and friends were reported to be the preferred sources for acquiring knowledge (78%, 40.2%, and 26.9%, respectively). Participants with higher education, working individuals, and medical professionals had statistically significant higher knowledge scores about childhood eye diseases. The levels of awareness about common pediatric eye problems and the importance of early eye screening among parents were reported to be unsatisfactory. Physicians and social media as preferred sources for gaining knowledge could be used for health promotion in our community.
{"title":"Assessment of level of awareness about children eye diseases and routine eye screening among a sample of Egyptian general population","authors":"Esraa El-Mayah, Marwa M Zein, Bassam Essam Hassan, Eman O Abdelghany","doi":"10.1177/02646196231217408","DOIUrl":"https://doi.org/10.1177/02646196231217408","url":null,"abstract":"Assessment of the level of awareness and attitude among parents and the determinants regarding eye diseases and visual impairments in their children focusing on the importance of early screening of children to avoid amblyopia and its complications. Our study was a cross-sectional analytical study that included 368 participants in Egypt. A pre-tested self-administered (screen) e-questionnaire was used to collect data from the study participants via social media (Facebook and WhatsApp) groups. Parents’ knowledge about squint, refractive errors, and nasolacrimal duct obstruction was considered high (89.03%, 77.31%, and 59.98%, respectively), while knowledge about amblyopia, cataract, retinopathy of prematurity (ROP) and glaucoma was considered low (58.98%, 38.53%, 36.91%, and 34.41%, respectively). The attitude concerning going for regular eye screening, wearing spectacles, and undergoing ophthalmic surgery when needed was positive in 35.3%, 77.31%, and 65.2% of parents, respectively. Physicians, social media, and friends were reported to be the preferred sources for acquiring knowledge (78%, 40.2%, and 26.9%, respectively). Participants with higher education, working individuals, and medical professionals had statistically significant higher knowledge scores about childhood eye diseases. The levels of awareness about common pediatric eye problems and the importance of early eye screening among parents were reported to be unsatisfactory. Physicians and social media as preferred sources for gaining knowledge could be used for health promotion in our community.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"55 12","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138596287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.1177/02646196221099154
P. Theodorou, A. Meliones, Costas Filios
Attempting to establish aids for individuals who are visually impaired has urged many cities to seek solutions for improving their quality of life. Namely, cities have installed sound-emitting devices into traffic lights as well as sidewalks that assist their navigation. Moreover, as cities are always striving to move forward and achieve innovations concerning navigation for disabled individuals, smart traffic lights, capable of synchronizing in real-time according to traffic and individual mobility conditions, are already being installed around the world. This is in line with the adoption of the smart city concept, which involves a set of methodologies and indicators that regulate how cities perform regarding the promotion of citizens’ quality of life. Another important principle is the techno-economic aspect indicating the need for low-cost careful planning to produce cost-efficient solutions, while additional important issues are maintenance, power efficiency, and the means to coordinate numerous devices to facilitate operation in a timely and reliable manner. In this article, we present an overview of the existing solutions for the navigation of people who are blind and visually impaired along with a requirement analysis performed on the feedback received from interviews with members of the Lighthouse for the Blind of Greece both of which lead to the proposal of a new implementation that pushes the state of the art.
为视障人士建立辅助设施的尝试促使许多城市寻求改善视障人士生活质量的解决方案。也就是说，城市在交通信号灯和人行道上安装了声音发射装置，以帮助他们导航。此外，由于城市一直在努力向前发展，并在残疾人导航方面实现创新，能够根据交通和个人移动条件实时同步的智能交通灯已经在世界各地安装。这与智慧城市概念的采用是一致的，智慧城市概念涉及一套方法和指标，用于规范城市在提高公民生活质量方面的表现。另一个重要的原则是技术经济方面，表明需要低成本的仔细规划，以产生具有成本效益的解决办法，而其他重要的问题是维护、电力效率和协调众多设备的手段，以促进及时和可靠的方式操作。在本文中，我们概述了为盲人和视障人士提供导航的现有解决方案，并根据对希腊盲人灯塔(Lighthouse for the blind of Greece)成员的采访反馈进行了需求分析，从而提出了推动最新技术发展的新实施方案。
{"title":"Smart traffic lights for people with visual impairments: A literature overview and a proposed implementation","authors":"P. Theodorou, A. Meliones, Costas Filios","doi":"10.1177/02646196221099154","DOIUrl":"https://doi.org/10.1177/02646196221099154","url":null,"abstract":"Attempting to establish aids for individuals who are visually impaired has urged many cities to seek solutions for improving their quality of life. Namely, cities have installed sound-emitting devices into traffic lights as well as sidewalks that assist their navigation. Moreover, as cities are always striving to move forward and achieve innovations concerning navigation for disabled individuals, smart traffic lights, capable of synchronizing in real-time according to traffic and individual mobility conditions, are already being installed around the world. This is in line with the adoption of the smart city concept, which involves a set of methodologies and indicators that regulate how cities perform regarding the promotion of citizens’ quality of life. Another important principle is the techno-economic aspect indicating the need for low-cost careful planning to produce cost-efficient solutions, while additional important issues are maintenance, power efficiency, and the means to coordinate numerous devices to facilitate operation in a timely and reliable manner. In this article, we present an overview of the existing solutions for the navigation of people who are blind and visually impaired along with a requirement analysis performed on the feedback received from interviews with members of the Lighthouse for the Blind of Greece both of which lead to the proposal of a new implementation that pushes the state of the art.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"3 1","pages":"697 - 725"},"PeriodicalIF":0.8,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138622290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.1177/02646196221104899
Revital Nagar, Miri Krisi
This qualitative study addressed the external factors that influence the experience of learning English as a foreign language among students who are visually impaired (VI). Overall, 28 university students with VI were interviewed about their experience of learning a foreign language (English) both in high school and in university. Three themes, representing external factors, emerged from the interviews: parents, peers, and English teachers. Findings showed that behavioural, academic, and parental expectations, and a stable and caring home setting, fostered participants’ success in learning a foreign language. Furthermore, the study illustrated the importance of friends in aiding the success of individuals with VI, both socially and academically. Differences in the school atmosphere and culture regarding the inclusion of students with VI acted as either a promoting or impeding factor in motivating students with VI to succeed in their foreign language learning.
{"title":"External factors and their effect on the learning of English as a foreign language among students with visual impairments","authors":"Revital Nagar, Miri Krisi","doi":"10.1177/02646196221104899","DOIUrl":"https://doi.org/10.1177/02646196221104899","url":null,"abstract":"This qualitative study addressed the external factors that influence the experience of learning English as a foreign language among students who are visually impaired (VI). Overall, 28 university students with VI were interviewed about their experience of learning a foreign language (English) both in high school and in university. Three themes, representing external factors, emerged from the interviews: parents, peers, and English teachers. Findings showed that behavioural, academic, and parental expectations, and a stable and caring home setting, fostered participants’ success in learning a foreign language. Furthermore, the study illustrated the importance of friends in aiding the success of individuals with VI, both socially and academically. Differences in the school atmosphere and culture regarding the inclusion of students with VI acted as either a promoting or impeding factor in motivating students with VI to succeed in their foreign language learning.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":" 6","pages":"819 - 830"},"PeriodicalIF":0.8,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138617239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.1177/02646196221099156
Hisham E Bilal Salih, T. Kakizawa
This study explores the impact of using auditory media in school curricula on the braille-related skills of students who are blind at a Sudanese school. Three sets of braille-related skills (6-dot braille writing, Arabic alphabet writing, and Arabic text reading) were used to evaluate and compare the students’ ability to read braille versus listening to text via audio media. The purpose of testing full cells of braille writing was to determine writing speed while that of testing braille writing of the Arabic alphabet was to examine students’ accuracy and proficiency in writing. Arabic text reading was tested to determine braille-reading speed. The three braille-related skills were evaluated for a total of 34 students in two groups (Group 1: grades 3 and 4; Group 2: grades 5–8), but the listening speed test was only administered to the second group. T-tests were used to compare the results for the braille-related tests with those for the listening speed test to determine whether braille-related skills were affected by the use of auditory media when accessing school curricula in the early grades of elementary school. The statistical results indicated there were significant differences between the two groups in 6-dot writing and Arabic text reading, whereas there was no significant difference in Arabic alphabet writing. As mastery of braille is an integrated process that requires instruction towards the parallel development of all braille-related skills, the ratio of instructional time devoted to listening compared to that devoted to braille may require adjustment.
{"title":"Assessing the impact of auditory media on Braille reading and writing skills: The case of elementary school students who are blind in Sudan","authors":"Hisham E Bilal Salih, T. Kakizawa","doi":"10.1177/02646196221099156","DOIUrl":"https://doi.org/10.1177/02646196221099156","url":null,"abstract":"This study explores the impact of using auditory media in school curricula on the braille-related skills of students who are blind at a Sudanese school. Three sets of braille-related skills (6-dot braille writing, Arabic alphabet writing, and Arabic text reading) were used to evaluate and compare the students’ ability to read braille versus listening to text via audio media. The purpose of testing full cells of braille writing was to determine writing speed while that of testing braille writing of the Arabic alphabet was to examine students’ accuracy and proficiency in writing. Arabic text reading was tested to determine braille-reading speed. The three braille-related skills were evaluated for a total of 34 students in two groups (Group 1: grades 3 and 4; Group 2: grades 5–8), but the listening speed test was only administered to the second group. T-tests were used to compare the results for the braille-related tests with those for the listening speed test to determine whether braille-related skills were affected by the use of auditory media when accessing school curricula in the early grades of elementary school. The statistical results indicated there were significant differences between the two groups in 6-dot writing and Arabic text reading, whereas there was no significant difference in Arabic alphabet writing. As mastery of braille is an integrated process that requires instruction towards the parallel development of all braille-related skills, the ratio of instructional time devoted to listening compared to that devoted to braille may require adjustment.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":" 9","pages":"726 - 736"},"PeriodicalIF":0.8,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138613882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.1177/02646196221099152
Soraia Ramos Cunha, Maria de Fátima Bizarra
Aim: The present study aims to evaluate oral health knowledge and habits of children with visual impairment by comparison with their sighted counterparts and also evaluates parental knowledge and involvement in children’s oral hygiene routines. Methods: This observational and transversal study included the participation of 68 children (34 were visually impaired and 34 were sighted), from seven schools from Lisbon. The participants with visual impairment were age and gender-matched with their sighted counterparts to minimize variations in the analysis. In all, 52.9% of children were male, with average age of 11.15 (±3.413) years [6; 18]. The children and parents completed one survey each. Children were submitted to an oral examination to evaluate oral health. Results: Participants with visual impairment showed a non-significant increase in the decayed, missing, and filled teeth index (dmft), gingival, and oral hygiene indexes. Both groups’ gingival state was mostly classified as excellent, and oral hygiene was mainly classified as excellent/good. More children with visual impairment (85.7%) needed help with teeth brushing (p = .046) and were more likely to miss dentist check-ups more often (p = .025). Also, sighted children and their parents demonstrated more knowledge about oral health. Conclusion: Children with visual impairment and their parents showed less favorable results, justifying the need to promote oral health education to this demographic.
{"title":"Oral health and knowledge of sighted children and children with visual impairment and their parents’ role in it: A comparative study","authors":"Soraia Ramos Cunha, Maria de Fátima Bizarra","doi":"10.1177/02646196221099152","DOIUrl":"https://doi.org/10.1177/02646196221099152","url":null,"abstract":"Aim: The present study aims to evaluate oral health knowledge and habits of children with visual impairment by comparison with their sighted counterparts and also evaluates parental knowledge and involvement in children’s oral hygiene routines. Methods: This observational and transversal study included the participation of 68 children (34 were visually impaired and 34 were sighted), from seven schools from Lisbon. The participants with visual impairment were age and gender-matched with their sighted counterparts to minimize variations in the analysis. In all, 52.9% of children were male, with average age of 11.15 (±3.413) years [6; 18]. The children and parents completed one survey each. Children were submitted to an oral examination to evaluate oral health. Results: Participants with visual impairment showed a non-significant increase in the decayed, missing, and filled teeth index (dmft), gingival, and oral hygiene indexes. Both groups’ gingival state was mostly classified as excellent, and oral hygiene was mainly classified as excellent/good. More children with visual impairment (85.7%) needed help with teeth brushing (p = .046) and were more likely to miss dentist check-ups more often (p = .025). Also, sighted children and their parents demonstrated more knowledge about oral health. Conclusion: Children with visual impairment and their parents showed less favorable results, justifying the need to promote oral health education to this demographic.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":" 21","pages":"749 - 760"},"PeriodicalIF":0.8,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138619455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-25DOI: 10.1177/02646196231212740
M. Grenier, Lauren J. Lieberman, Pamela Beach
Currently, 3% of children in the United States have a visual impairment. An estimated 50%–75% of these children have additional moderate to severe disabilities. Unfortunately, many physical education teachers and teachers of the visually impaired have difficulty including children with visual impairment and additional disabilities. A lack of appropriate training limits students’ opportunities to improve motor skills and engagement in physical activity. The purpose of this research was to determine the training needs of teachers and support staff of children with visual impairment and additional disabilities through the voices of parents and educators. Focus group interviews were conducted with findings organized under two broad sections entitled (a) barriers to participation and (b) training needs to support students with disabilities. A Universal Design for Learning framework was used to analyze the results revealing the need for a variety of trainings and the use of flexible curricula to effectively instruct and support children with visual impairment and additional disabilities.
{"title":"Training needs of educators for students with visual impairments and additional disabilities: A qualitative inquiry","authors":"M. Grenier, Lauren J. Lieberman, Pamela Beach","doi":"10.1177/02646196231212740","DOIUrl":"https://doi.org/10.1177/02646196231212740","url":null,"abstract":"Currently, 3% of children in the United States have a visual impairment. An estimated 50%–75% of these children have additional moderate to severe disabilities. Unfortunately, many physical education teachers and teachers of the visually impaired have difficulty including children with visual impairment and additional disabilities. A lack of appropriate training limits students’ opportunities to improve motor skills and engagement in physical activity. The purpose of this research was to determine the training needs of teachers and support staff of children with visual impairment and additional disabilities through the voices of parents and educators. Focus group interviews were conducted with findings organized under two broad sections entitled (a) barriers to participation and (b) training needs to support students with disabilities. A Universal Design for Learning framework was used to analyze the results revealing the need for a variety of trainings and the use of flexible curricula to effectively instruct and support children with visual impairment and additional disabilities.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"13 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139236503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-24DOI: 10.1177/02646196231212736
Megan Loveys, Cathal Butler
Assistive Technologies (ATs) are extensively used and integrated into society, mainstream and specialist education settings, more so with students who have learning disabilities. Everyone has a perspective on the extent to which these devices provide students with disabilities and specifically in this case study, students with visual impairments (VI) independence during their education. This case study indicates the importance of researching emerging technologies within specialist education such as tablets, multiple forms of braille, and screen readers, while utilising a constructivist paradigm to undertake the mixed methods research. This study triangulates through the use of qualitative and quantitative research tools to discover mixed views on the extent to which AT promotes the independence of students with vision impairment, ultimately discovering the extent is somewhat individualised to each and every student. This study was conducted in an English, special-mainstream partnership further education college. Four students and five teaching staff members were interviewed, alongside five classroom observations of each staff member interviewed. The foci of this article are teacher and student perspectives on the extent to which ATs provide students with VIs independence in their learning, and if ATs play a crucial role in these students’ educations. The findings revealed largely positive views surrounding ATs potential for students with VI. The extent to which the students benefit from these advantages is dependent on the individual. The students focused much of their attention on their personal feelings towards using technology, whereas the teachers elaborated on their feelings and went into detail about particular students’ successes and pitfalls when using ATs. As technology is constantly changing, the participants expressed their concerns for keeping up to date. Recommendations for further research include a longitudinal study at the college where this research took place to discover whether partnership further education facilitates inclusion.
{"title":"Teachers’ and students’ perspectives on the extent to which assistive technology maximises independence","authors":"Megan Loveys, Cathal Butler","doi":"10.1177/02646196231212736","DOIUrl":"https://doi.org/10.1177/02646196231212736","url":null,"abstract":"Assistive Technologies (ATs) are extensively used and integrated into society, mainstream and specialist education settings, more so with students who have learning disabilities. Everyone has a perspective on the extent to which these devices provide students with disabilities and specifically in this case study, students with visual impairments (VI) independence during their education. This case study indicates the importance of researching emerging technologies within specialist education such as tablets, multiple forms of braille, and screen readers, while utilising a constructivist paradigm to undertake the mixed methods research. This study triangulates through the use of qualitative and quantitative research tools to discover mixed views on the extent to which AT promotes the independence of students with vision impairment, ultimately discovering the extent is somewhat individualised to each and every student. This study was conducted in an English, special-mainstream partnership further education college. Four students and five teaching staff members were interviewed, alongside five classroom observations of each staff member interviewed. The foci of this article are teacher and student perspectives on the extent to which ATs provide students with VIs independence in their learning, and if ATs play a crucial role in these students’ educations. The findings revealed largely positive views surrounding ATs potential for students with VI. The extent to which the students benefit from these advantages is dependent on the individual. The students focused much of their attention on their personal feelings towards using technology, whereas the teachers elaborated on their feelings and went into detail about particular students’ successes and pitfalls when using ATs. As technology is constantly changing, the participants expressed their concerns for keeping up to date. Recommendations for further research include a longitudinal study at the college where this research took place to discover whether partnership further education facilitates inclusion.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"4 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139240942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-19DOI: 10.1177/02646196231212735
Md Mozadded Hossen, Roy K Chen, Nahal Salimi, Jane L Nichols
Students with disabilities face myriad barriers and hurdles to success in higher education settings. Institutions in developing nations often lack the necessary resources to provide accessible instruction, and the absence of clearly defined policies further impedes upholding the educational rights of such a special population. The purpose of this study was to examine how undergraduate students with visual impairments in Bangladesh felt about their experiences related to social justice and challenges in learning during the COVID-19 pandemic. A convenience sample of 133 students was recruited from two public universities. The authors developed two instruments, namely, the Social Justice Experiences in Higher Education Scale and the Social Justice Challenges in Higher Education Scale, to measure how the participants felt. The results showed that most of the participants experienced some sort of difficulty in receiving social justice in higher education. However, the differences in the group mean score on social justice experiences and challenges in higher education were not statistically significant between the male and female participants of this study. The outcomes of the study and their implications for rehabilitation research and practice have also been addressed in this paper.
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