Pub Date : 2022-08-06DOI: 10.1177/02646196221112796
Justin T. Kaiser, Danene Fast, Jasamyn Nichols DeGrant
This research explored the instructional practices and strategies used by orientation and mobility (O&M) specialists in March and April 2020 during the COVID-19 pandemic. The Access and Engagement survey from the American Foundation for the Blind included open-ended responses from 318 O&M specialists. The authors used thematic analysis to examine the main themes regarding instructional practices consistent throughout the responses. This article focused on the themes of collaboration between families and professionals and the creative instructional strategies used for adaptive O&M lessons. Parents took on a more active role and professionals found creative ways to make instruction useful in most cases. There were fundamental changes to the content and structure of O&M lessons when they were moved from in-person to online instruction. Creative and collaborative practices were used to adapt for the absence of the travel environment. Virtual instruction in O&M will continue to be used in certain circumstances when in-person services are not possible, but we need to better explore how to ensure it is safe and effective.
{"title":"Orientation and mobility for children with visual impairments during COVID-19: Creative and collaborative curriculum and instruction","authors":"Justin T. Kaiser, Danene Fast, Jasamyn Nichols DeGrant","doi":"10.1177/02646196221112796","DOIUrl":"https://doi.org/10.1177/02646196221112796","url":null,"abstract":"This research explored the instructional practices and strategies used by orientation and mobility (O&M) specialists in March and April 2020 during the COVID-19 pandemic. The Access and Engagement survey from the American Foundation for the Blind included open-ended responses from 318 O&M specialists. The authors used thematic analysis to examine the main themes regarding instructional practices consistent throughout the responses. This article focused on the themes of collaboration between families and professionals and the creative instructional strategies used for adaptive O&M lessons. Parents took on a more active role and professionals found creative ways to make instruction useful in most cases. There were fundamental changes to the content and structure of O&M lessons when they were moved from in-person to online instruction. Creative and collaborative practices were used to adapt for the absence of the travel environment. Virtual instruction in O&M will continue to be used in certain circumstances when in-person services are not possible, but we need to better explore how to ensure it is safe and effective.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"80 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83849274","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 : 2022-07-28DOI: 10.1177/02646196221111282
Letitia Peat, Nancy Higgins
This New Zealand study explored the research literature about quiet motor vehicles, like electric and hybrid cars, and the safety of pedestrians with vision impairment when making road-crossing decisions through an integrative literature review. A search of four research databases, two public library databases, and the New Zealand and the United States’ Departments of Transport online resources, as well as three relevant journals was conducted using key words. A rapid critical appraisal tool was used to assess whether the 38 found articles were valid and important, provided any answers to the research questions, and met the study’s inclusion criteria. A thematic analysis of 25 studies, which were included in this study, was completed to answer the following research questions: (1) What does the current literature say, as a whole, about the potential effects of ‘quiet vehicles’ on road-crossing procedures for pedestrians with a vision impairment? and (2) what remedies may exist to alleviate these effects, including possible changes to orientation and mobility (O&M) practice? Five emerging themes were found in the research: (1) crossing the road as a pedestrian with a vision impairment with quiet cars; (2) O&M instruction needs to change; (3) environmental access to road crossings; (4) developing and adapting technology and car sounds; and (5) rights of people with a vision impairment, policy, and legislation. The literature also confirmed that road crossings, when quiet vehicles are present, are dangerous for pedestrians with a vision impairment because such pedestrians rely on vehicular sounds for safe crossings. However, the review concluded that further research is needed in order to answer the research questions in this study. There were no studies about road-crossing procedures and quiet cars, and little research about possible remedies and O&M practice.
{"title":"Safe access to road crossings and the issue of quiet vehicles in relation to pedestrians with a vision impairment: A literature review","authors":"Letitia Peat, Nancy Higgins","doi":"10.1177/02646196221111282","DOIUrl":"https://doi.org/10.1177/02646196221111282","url":null,"abstract":"This New Zealand study explored the research literature about quiet motor vehicles, like electric and hybrid cars, and the safety of pedestrians with vision impairment when making road-crossing decisions through an integrative literature review. A search of four research databases, two public library databases, and the New Zealand and the United States’ Departments of Transport online resources, as well as three relevant journals was conducted using key words. A rapid critical appraisal tool was used to assess whether the 38 found articles were valid and important, provided any answers to the research questions, and met the study’s inclusion criteria. A thematic analysis of 25 studies, which were included in this study, was completed to answer the following research questions: (1) What does the current literature say, as a whole, about the potential effects of ‘quiet vehicles’ on road-crossing procedures for pedestrians with a vision impairment? and (2) what remedies may exist to alleviate these effects, including possible changes to orientation and mobility (O&M) practice? Five emerging themes were found in the research: (1) crossing the road as a pedestrian with a vision impairment with quiet cars; (2) O&M instruction needs to change; (3) environmental access to road crossings; (4) developing and adapting technology and car sounds; and (5) rights of people with a vision impairment, policy, and legislation. The literature also confirmed that road crossings, when quiet vehicles are present, are dangerous for pedestrians with a vision impairment because such pedestrians rely on vehicular sounds for safe crossings. However, the review concluded that further research is needed in order to answer the research questions in this study. There were no studies about road-crossing procedures and quiet cars, and little research about possible remedies and O&M practice.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"15 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88805886","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 : 2022-07-21DOI: 10.1177/02646196221109079
T. Wild, Tina S. Herzberg, Michelle Hicks
Schools abruptly closed throughout in response to the COVID-19 pandemic. Although legal requirements remained unchanged, service delivery models and how teachers of students with visual impairments supported their students changed. Teachers of students with visual impairments answered a series of questions about how district policies impacted their work, what materials they could not access and the subsequent impact on their students, and changes in their caseloads during the initial shutdown of schools. Four overall themes emerged from the data: (1) district policies often impeded the work of teachers of students with visual impairments; (2) teachers did not have the materials needed to ensure that their students could access instruction; (3) teachers were concerned that they could not locate some of their students; and (4) teachers experienced changes in their direct and consultative caseloads due to a variety of factors. The work of teachers of students with visual impairments was dramatically impacted by the COVID-19 pandemic. As the shutdown continued, district policies changed and often impeded their efforts to support students on their caseload. In addition, many teachers struggled to locate all of their students and lacked the basic supplies to ensure instruction was accessible. However, teachers of students with visual impairments were creative and provided instruction that incorporated online resources and readily available home materials, collaborated with colleagues, and engaged the community in order to support their students. The experiences of teachers and lessons learned during the pandemic can be used to advocate for policy that protects the rights of students with visual impairments to an education during future unanticipated events such as a pandemic or inclement weather.
{"title":"The changing role of teachers of students with visual impairments in North America during the initial response to the COVID-19 pandemic","authors":"T. Wild, Tina S. Herzberg, Michelle Hicks","doi":"10.1177/02646196221109079","DOIUrl":"https://doi.org/10.1177/02646196221109079","url":null,"abstract":"Schools abruptly closed throughout in response to the COVID-19 pandemic. Although legal requirements remained unchanged, service delivery models and how teachers of students with visual impairments supported their students changed. Teachers of students with visual impairments answered a series of questions about how district policies impacted their work, what materials they could not access and the subsequent impact on their students, and changes in their caseloads during the initial shutdown of schools. Four overall themes emerged from the data: (1) district policies often impeded the work of teachers of students with visual impairments; (2) teachers did not have the materials needed to ensure that their students could access instruction; (3) teachers were concerned that they could not locate some of their students; and (4) teachers experienced changes in their direct and consultative caseloads due to a variety of factors. The work of teachers of students with visual impairments was dramatically impacted by the COVID-19 pandemic. As the shutdown continued, district policies changed and often impeded their efforts to support students on their caseload. In addition, many teachers struggled to locate all of their students and lacked the basic supplies to ensure instruction was accessible. However, teachers of students with visual impairments were creative and provided instruction that incorporated online resources and readily available home materials, collaborated with colleagues, and engaged the community in order to support their students. The experiences of teachers and lessons learned during the pandemic can be used to advocate for policy that protects the rights of students with visual impairments to an education during future unanticipated events such as a pandemic or inclement weather.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"88 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76291429","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 : 2022-07-18DOI: 10.1177/02646196221109082
Silvia M Correa-Torres, Anitha Muthukumaran
With schools under intense pressure to deliver high-quality instruction during the Coronavirus (COVID-19) pandemic, education in the 2020–2021 school year was different than typical, especially for students with disabilities including those who are visually impaired (VI). Schools all over the world struggled to figure out the best ways to provide services for students and meet their needs, from fully online learning to hybrid education and in-person school. The purpose of this qualitative study was to understand the experiences of professionals who work with students with VI during the early days of the COVID-19 pandemic. Fifteen educators of students with VI participated in this study. Participants were asked to share their experiences when providing services to students who are VI during the first 9 months of the COVID-19 pandemic. Findings for this study identified four major themes as follows: (1) changes in delivery of services; (2) challenges in teaching and learning; (3) opportunities for teaching and learning; and (4) learnings to apply in the future. Recommendations for professionals working with students who are VI highlighting the importance of professional development training on technologies and maintaining strong connection with families will be discussed. Suggestions for personnel preparation programs and school districts on how to support pre-service and in-service educators of students with VI will also be addressed.
{"title":"Impact of COVID-19 on services for students with visual impairment: Experiences and lessons from the field","authors":"Silvia M Correa-Torres, Anitha Muthukumaran","doi":"10.1177/02646196221109082","DOIUrl":"https://doi.org/10.1177/02646196221109082","url":null,"abstract":"With schools under intense pressure to deliver high-quality instruction during the Coronavirus (COVID-19) pandemic, education in the 2020–2021 school year was different than typical, especially for students with disabilities including those who are visually impaired (VI). Schools all over the world struggled to figure out the best ways to provide services for students and meet their needs, from fully online learning to hybrid education and in-person school. The purpose of this qualitative study was to understand the experiences of professionals who work with students with VI during the early days of the COVID-19 pandemic. Fifteen educators of students with VI participated in this study. Participants were asked to share their experiences when providing services to students who are VI during the first 9 months of the COVID-19 pandemic. Findings for this study identified four major themes as follows: (1) changes in delivery of services; (2) challenges in teaching and learning; (3) opportunities for teaching and learning; and (4) learnings to apply in the future. Recommendations for professionals working with students who are VI highlighting the importance of professional development training on technologies and maintaining strong connection with families will be discussed. Suggestions for personnel preparation programs and school districts on how to support pre-service and in-service educators of students with VI will also be addressed.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"16 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82053388","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 : 2022-07-15DOI: 10.1177/02646196221109080
J. Park, Sunggye Hong
This study investigated training experience, self-reported competence, challenges, and future support needs of Teachers of Students With Visual Impairments (TVIs) in creating tactile graphics. The researchers developed an online survey to gain information about what training the teachers previously experienced, how competent they perceived in tactile graphic creation skills, and their challenges and support needs. Almost half of the participants had no training experience in creating tactile graphics. Participants with training responded that attending conference or workshop sessions and searching online resources were relatively more helpful. The participants with more than 3 days of training experiences self-rated their competencies than those with less training. As a lack of time and resources was identified as challenges, we suggest using online tactile graphics supporting TVIs to save time and efforts for creation work across various subject areas. Supporting the needs in three-dimensional printing requires more training experiences in hardware/software skills and collaborations with experts to create realistic hands-on materials for learning of students with visual impairments.
{"title":"Creating tactile graphics in school settings: A survey of training experience, competence, challenges, and future support needs","authors":"J. Park, Sunggye Hong","doi":"10.1177/02646196221109080","DOIUrl":"https://doi.org/10.1177/02646196221109080","url":null,"abstract":"This study investigated training experience, self-reported competence, challenges, and future support needs of Teachers of Students With Visual Impairments (TVIs) in creating tactile graphics. The researchers developed an online survey to gain information about what training the teachers previously experienced, how competent they perceived in tactile graphic creation skills, and their challenges and support needs. Almost half of the participants had no training experience in creating tactile graphics. Participants with training responded that attending conference or workshop sessions and searching online resources were relatively more helpful. The participants with more than 3 days of training experiences self-rated their competencies than those with less training. As a lack of time and resources was identified as challenges, we suggest using online tactile graphics supporting TVIs to save time and efforts for creation work across various subject areas. Supporting the needs in three-dimensional printing requires more training experiences in hardware/software skills and collaborations with experts to create realistic hands-on materials for learning of students with visual impairments.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"38 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82896007","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 : 2022-07-13DOI: 10.1177/02646196221109084
Shaista Majid, H. Noor, Shamaila Mahmud, Saima Shaheen
Social intelligence (SI) helps the visually impaired adolescents (VIAs) to adjust in social environment by maintaining healthy interpersonal relationship. The purpose of the study was to explore differences in SI of VIAs and varying demographic factors. For this purpose, sample of 385 VIAs (204 males, 181 females) of age range 11 to 19 years, was taken from two divisions of Punjab, that is, Rawalpindi and Lahore, Pakistan. Translated Urdu version of Tromso Social Intelligence Scale (TSIS) containing 21 items was used to get responses on Likert-type scale from 1 ( describes me extremely poorly) to 7 ( describes me extremely well). The tool was found to be reliable for the given population as alpha reliability of Urdu-translated TSIS was 0.91 and test–retest reliability was 0.748. Mean, frequencies, and percentages were used to summarize the results. Multiple comparison analysis was computed to assess significant differences regarding gender, socioeconomic status (SES), education, and SI of VIAs. Results revealed that there was no significant difference in SI among VIAs across gender. In addition, significant difference was indicated in SI among VIAs belonging to different SES. VIAs belonging to high SES revealed to have high level of SI. Furthermore, there was significant difference in parents’ education and SI of VIAs. It was recommended that social intervention training programs might help to create awareness and development of skills and capabilities related to SI.
{"title":"Comparison of social intelligence among adolescents with visual impairment regarding varying demographic factors","authors":"Shaista Majid, H. Noor, Shamaila Mahmud, Saima Shaheen","doi":"10.1177/02646196221109084","DOIUrl":"https://doi.org/10.1177/02646196221109084","url":null,"abstract":"Social intelligence (SI) helps the visually impaired adolescents (VIAs) to adjust in social environment by maintaining healthy interpersonal relationship. The purpose of the study was to explore differences in SI of VIAs and varying demographic factors. For this purpose, sample of 385 VIAs (204 males, 181 females) of age range 11 to 19 years, was taken from two divisions of Punjab, that is, Rawalpindi and Lahore, Pakistan. Translated Urdu version of Tromso Social Intelligence Scale (TSIS) containing 21 items was used to get responses on Likert-type scale from 1 ( describes me extremely poorly) to 7 ( describes me extremely well). The tool was found to be reliable for the given population as alpha reliability of Urdu-translated TSIS was 0.91 and test–retest reliability was 0.748. Mean, frequencies, and percentages were used to summarize the results. Multiple comparison analysis was computed to assess significant differences regarding gender, socioeconomic status (SES), education, and SI of VIAs. Results revealed that there was no significant difference in SI among VIAs across gender. In addition, significant difference was indicated in SI among VIAs belonging to different SES. VIAs belonging to high SES revealed to have high level of SI. Furthermore, there was significant difference in parents’ education and SI of VIAs. It was recommended that social intervention training programs might help to create awareness and development of skills and capabilities related to SI.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"95 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76658879","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 : 2022-06-23DOI: 10.1177/02646196221104898
Danene Fast, Justin T. Kaiser
After lockdowns and school closings associated with COVID-19 began throughout the United States and Canada in March 2020, this research was completed to explore how the pandemic affected access to orientation and mobility (O&M) services. Using qualititave responses from a mixed methodology study, this article reports the findings from 318 individuals, including both O&M specialists and dually certified teachers of students with visual impairments (TVIs) and O&M specialists. Four major themes emerged through data analysis, including (1) prioritization of O&M goals for students with visual impairments, (2) personal factors affecting access to O&M training, (3) access to O&M services through virtual learning, and (4) creative approaches to O&M instruction during the pandemic. Within these themes, professionals, students, and families alike were asked to assume roles that went beyond traditional expectations. Questions and concerns that professionals in the field need to consider when looking at the future of O&M services were raised as part of this research, including a number of ideas for future studies.
{"title":"Orientation and mobility for children with visual impairments during COVID-19: Responses from O&M professionals to a disruption of traditional services","authors":"Danene Fast, Justin T. Kaiser","doi":"10.1177/02646196221104898","DOIUrl":"https://doi.org/10.1177/02646196221104898","url":null,"abstract":"After lockdowns and school closings associated with COVID-19 began throughout the United States and Canada in March 2020, this research was completed to explore how the pandemic affected access to orientation and mobility (O&M) services. Using qualititave responses from a mixed methodology study, this article reports the findings from 318 individuals, including both O&M specialists and dually certified teachers of students with visual impairments (TVIs) and O&M specialists. Four major themes emerged through data analysis, including (1) prioritization of O&M goals for students with visual impairments, (2) personal factors affecting access to O&M training, (3) access to O&M services through virtual learning, and (4) creative approaches to O&M instruction during the pandemic. Within these themes, professionals, students, and families alike were asked to assume roles that went beyond traditional expectations. Questions and concerns that professionals in the field need to consider when looking at the future of O&M services were raised as part of this research, including a number of ideas for future studies.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"67 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75255535","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 : 2022-06-23DOI: 10.1177/02646196221104902
M. P. Oviedo-Cáceres, Samuel Arias-Valencia, Andrea Hernández-Quirama, M. Ruíz-Rodríguez, Laura Guisasola-Valencia
Low vision is a condition of visual impairment, generated by an underlying pathology that affects visual functioning and the development of daily activities. In the field of visual impairment, the developments in the analysis of access to rehabilitation services are scarce and incipient. The study approaches the understanding of the experiences of people with low vision in Medellín, Colombia, in their search for visual rehabilitation services. Ethnographic collective case study was conducted. Intersectionality was adopted to explore people’s experiences with low vision management health services. Five women and four men with low vision who attended the healthcare center participated in the study. Twenty-nine interviews and 16 participant observation exercises were carried out. Three categories emerged in the study: (1) I had never heard of low vision services; (2) Interaction with the health system: A path of struggles; and (3) Barriers that are exacerbated by the intersection of multiple identities and systems of oppression. The Colombian health system acts as an axis of structural oppression that interacts with the economic condition, educational level, and geographical location to generate greater difficulties for the identification of low vision management options, which also interact with the multiple and dynamic identities of each subject.
{"title":"Intersectionality and access to visual rehabilitation services: Experiences of people with low vision, a qualitative study","authors":"M. P. Oviedo-Cáceres, Samuel Arias-Valencia, Andrea Hernández-Quirama, M. Ruíz-Rodríguez, Laura Guisasola-Valencia","doi":"10.1177/02646196221104902","DOIUrl":"https://doi.org/10.1177/02646196221104902","url":null,"abstract":"Low vision is a condition of visual impairment, generated by an underlying pathology that affects visual functioning and the development of daily activities. In the field of visual impairment, the developments in the analysis of access to rehabilitation services are scarce and incipient. The study approaches the understanding of the experiences of people with low vision in Medellín, Colombia, in their search for visual rehabilitation services. Ethnographic collective case study was conducted. Intersectionality was adopted to explore people’s experiences with low vision management health services. Five women and four men with low vision who attended the healthcare center participated in the study. Twenty-nine interviews and 16 participant observation exercises were carried out. Three categories emerged in the study: (1) I had never heard of low vision services; (2) Interaction with the health system: A path of struggles; and (3) Barriers that are exacerbated by the intersection of multiple identities and systems of oppression. The Colombian health system acts as an axis of structural oppression that interacts with the economic condition, educational level, and geographical location to generate greater difficulties for the identification of low vision management options, which also interact with the multiple and dynamic identities of each subject.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"119 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85635830","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 : 2022-06-16DOI: 10.1177/02646196221102833
Cirta Tooth, P. Cackett
For patients to enjoy the benefits of vision impairment registration, they need to be certified by an ophthalmologist. There have been concerns about barriers and a lack of awareness of benefits and certification criteria among ophthalmologists leading to under-registration. The purpose of this study was to gain insight into the certification process in terms of potential barriers, clinical decision-making, and understanding of current guidelines and registration benefits. Ophthalmologists completed a survey on understanding registration benefits and barriers for certification ( n = 22) and a survey on clinical decision-making in certification ( n = 21). Furthermore, visual function and registration data were collected at a hospital Low Vision Clinic in Edinburgh from all new referrals ( n = 89) over a 4-month period from August to November 2020. Our study showed that the main barriers for vision impairment certification were insufficient awareness of registration benefits, uncertainty of when to certify, and a lack of time in clinic. Ophthalmologists were more confident about certification of ocular versus neurological visual impairment. In terms of clinical decision-making, the ophthalmologists’ survey placed most importance on visual-field assessments, followed by visual acuity. Very little importance was placed on contrast sensitivity. Our findings suggest that ophthalmologists would benefit from more education into the benefits of registration and more guidance when registering patients with neurological conditions affecting functional vision in particular. It may be beneficial to highlight the role of contrast sensitivity during the certification process to ophthalmologists.
{"title":"Vision impairment: To register or not to register? That is the question","authors":"Cirta Tooth, P. Cackett","doi":"10.1177/02646196221102833","DOIUrl":"https://doi.org/10.1177/02646196221102833","url":null,"abstract":"For patients to enjoy the benefits of vision impairment registration, they need to be certified by an ophthalmologist. There have been concerns about barriers and a lack of awareness of benefits and certification criteria among ophthalmologists leading to under-registration. The purpose of this study was to gain insight into the certification process in terms of potential barriers, clinical decision-making, and understanding of current guidelines and registration benefits. Ophthalmologists completed a survey on understanding registration benefits and barriers for certification ( n = 22) and a survey on clinical decision-making in certification ( n = 21). Furthermore, visual function and registration data were collected at a hospital Low Vision Clinic in Edinburgh from all new referrals ( n = 89) over a 4-month period from August to November 2020. Our study showed that the main barriers for vision impairment certification were insufficient awareness of registration benefits, uncertainty of when to certify, and a lack of time in clinic. Ophthalmologists were more confident about certification of ocular versus neurological visual impairment. In terms of clinical decision-making, the ophthalmologists’ survey placed most importance on visual-field assessments, followed by visual acuity. Very little importance was placed on contrast sensitivity. Our findings suggest that ophthalmologists would benefit from more education into the benefits of registration and more guidance when registering patients with neurological conditions affecting functional vision in particular. It may be beneficial to highlight the role of contrast sensitivity during the certification process to ophthalmologists.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"56 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76193823","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 : 2022-06-08DOI: 10.1177/02646196221099155
Mahya Zamani Varkaneh, A. khodabakhshi-koolaee, M. Sheikhi
Albinism refers to a group of genetic disorders that, following genetic mutations, lead to impaired melanin production, resulting in skin allergies and visual impairment in affected people. Visual impairment brings not only physical limitations and challenges but also many social problems, including psychosocial challenges, leading to different experiences in the lives of these people. To this end, using a qualitative content analysis approach, the present study aimed to identify psychosocial challenges and introduce coping strategies for people with albinism living in Tehran in 2021. The participants were people with albinism aged 20 to 40 years in Tehran. The participants were selected from among members of the Iranian Albinism Association (AMAL) using purposive sampling. The data were saturated through semi-structured interviews with 20 participants in the research sample. The collected data were analyzed using conventional content analysis. Analysis of the participants’ experiences revealed three main themes: (1) The challenges and difficulties of living with albinism, (2) welfare, specialized facilities, and support seeking, and (3) strategies for coping with psychosocial challenges. According to the findings, albinism, due to its limitations, brings many bitter and painful experiences in education, job finding, and marriage for affected patients. The condition is also associated with some limitations such as visual impairment affecting various aspects of the patient’s life and different developmental periods. Each person may have different interpretations of their challenges and thus seek unique strategies for coping with the challenges. The findings of this study can have some implications for mental health professionals and managers of relevant institutions and to become aware of the nature and complications of albinism, the challenges faced by people with albinism, and the special needs of these people. Findings from this study can be used to identify the relationship between albinism, the challenges of living with albinism, and the special needs of these individuals, by mental health professionals, related institutions, and psychosocial environments.
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