Pub Date : 2023-09-29DOI: 10.1177/02646196231199916
Ailton B da Costa, Nassim C Elias, Monalisa Muniz, Maria Stella C de A Gil
Mathematics training is a challenge for students with visual impairments (VI). However, there are few protocols to assess math skills for them, especially the content related to counting and measurement. The objective of this article was to develop and test the applicability of a protocol to assess math skills in counting and measuring for children and adolescents with VI. The work was organized into two studies. The first dealt with the development of a protocol for assessing pre-arithmetic skills and knowledge and the second study assessed its applicability. In the first study, the protocol was developed from the few papers found on a literature review. In the second study, the protocol was applied to 12 participants with VI aged 5 and 16 years. The results showed that 8 of the 12 participants had performance ranging from 83% to 100% of correct responses in the protocol application, both for counting and measuring skills. The protocol applicability and difference in participants’ performance are discussed. The study concludes that the protocol can be used as a tool to assess math knowledge for children at the end of Early Childhood Education or at the beginning of Elementary School, with or without VI.
{"title":"Assessment of pre-arithmetic relations in children and adolescents with visual impairment","authors":"Ailton B da Costa, Nassim C Elias, Monalisa Muniz, Maria Stella C de A Gil","doi":"10.1177/02646196231199916","DOIUrl":"https://doi.org/10.1177/02646196231199916","url":null,"abstract":"Mathematics training is a challenge for students with visual impairments (VI). However, there are few protocols to assess math skills for them, especially the content related to counting and measurement. The objective of this article was to develop and test the applicability of a protocol to assess math skills in counting and measuring for children and adolescents with VI. The work was organized into two studies. The first dealt with the development of a protocol for assessing pre-arithmetic skills and knowledge and the second study assessed its applicability. In the first study, the protocol was developed from the few papers found on a literature review. In the second study, the protocol was applied to 12 participants with VI aged 5 and 16 years. The results showed that 8 of the 12 participants had performance ranging from 83% to 100% of correct responses in the protocol application, both for counting and measuring skills. The protocol applicability and difference in participants’ performance are discussed. The study concludes that the protocol can be used as a tool to assess math knowledge for children at the end of Early Childhood Education or at the beginning of Elementary School, with or without VI.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135244204","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 : 2023-09-23DOI: 10.1177/02646196231197940
Sahar Salem Abu Shokhedim
The objective of this study is to identify the impact of a training program in Reading and Writing Braille symbols in English language for students with visual disability in the elementary stage in Jordan. Participants are 60 students with visual disability, from Grades 1–6, studying at the blind school in Abdoun. Members were divided into two groups: control and experimental. In order to evaluate the efficacy of the training program, the researcher developed a scale to measure pre- and post-ability to read and write Braille symbols in English language. Means and standard deviations were calculated for both groups. Analysis was carried out using two-way analysis of variance. The results indicate statistically significant differences on reading and writing dimensions and on the total score, as well as on the post training results in favor of the experimental group indicating significant impact of the training program. The results did not show any significant differences between blind and partial visual disability in the experimental group on reading and writing scores and on the total score. Findings demonstrated the efficacy of the training program, which introduced reading and writing in a simple and interesting way according to certain levels ranging in difficulty, in addition to using different forms of reinforcement to motivate students. As for the implications for practitioners, teachers in inclusive schools of schools of visually disabled students can use the training program to teach both blind and partially sighted students reading and writing English Braille using both the hands.
{"title":"Developing a training program in reading and writing Braille symbols in English language for students with visual disability in low elementary grades and measuring its effectiveness","authors":"Sahar Salem Abu Shokhedim","doi":"10.1177/02646196231197940","DOIUrl":"https://doi.org/10.1177/02646196231197940","url":null,"abstract":"The objective of this study is to identify the impact of a training program in Reading and Writing Braille symbols in English language for students with visual disability in the elementary stage in Jordan. Participants are 60 students with visual disability, from Grades 1–6, studying at the blind school in Abdoun. Members were divided into two groups: control and experimental. In order to evaluate the efficacy of the training program, the researcher developed a scale to measure pre- and post-ability to read and write Braille symbols in English language. Means and standard deviations were calculated for both groups. Analysis was carried out using two-way analysis of variance. The results indicate statistically significant differences on reading and writing dimensions and on the total score, as well as on the post training results in favor of the experimental group indicating significant impact of the training program. The results did not show any significant differences between blind and partial visual disability in the experimental group on reading and writing scores and on the total score. Findings demonstrated the efficacy of the training program, which introduced reading and writing in a simple and interesting way according to certain levels ranging in difficulty, in addition to using different forms of reinforcement to motivate students. As for the implications for practitioners, teachers in inclusive schools of schools of visually disabled students can use the training program to teach both blind and partially sighted students reading and writing English Braille using both the hands.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135959713","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 : 2023-09-09DOI: 10.1177/02646196231198437
Alfredo Campos, Emma Mayo
In this study, we ask whether a subject rates some sensory images change with time. We tested an adult female, aged 43 years, who became blind at 20 years of age. Her imagery had been previously measured on two occasions, at age 23, after 3 years of blindness, and at age 34, after 14 years of blindness. Several tests were now conducted to measure her imagery vividness, imagery control, and mental images linked to several other senses. She was found to score lower than the confidence interval obtained in the reference groups of sighted subjects on mental images that are linked to a sense involving vision, such as visual images. Conversely, the participant scored much higher than the confidence interval obtained in a reference group on mental images, such as auditory, cutaneous, gustatory, olfactory, and organic imagery. Scores on imagery tests may lower with blindness duration, and ratings of images related to other senses may increase.
{"title":"What mental images remain after 23 years of blindness?","authors":"Alfredo Campos, Emma Mayo","doi":"10.1177/02646196231198437","DOIUrl":"https://doi.org/10.1177/02646196231198437","url":null,"abstract":"In this study, we ask whether a subject rates some sensory images change with time. We tested an adult female, aged 43 years, who became blind at 20 years of age. Her imagery had been previously measured on two occasions, at age 23, after 3 years of blindness, and at age 34, after 14 years of blindness. Several tests were now conducted to measure her imagery vividness, imagery control, and mental images linked to several other senses. She was found to score lower than the confidence interval obtained in the reference groups of sighted subjects on mental images that are linked to a sense involving vision, such as visual images. Conversely, the participant scored much higher than the confidence interval obtained in a reference group on mental images, such as auditory, cutaneous, gustatory, olfactory, and organic imagery. Scores on imagery tests may lower with blindness duration, and ratings of images related to other senses may increase.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136192776","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 : 2023-09-05DOI: 10.1177/02646196231195695
Hamed Momeni Moghaddam, Javad Heravian Shandiz, J. Wolffsohn, Maliheh Karimpour
Low-vision quality-of-life (LVQOL) questionnaire was recently translated to Persian. Its model fit and construct validity were assessed by exploratory and confirmatory analysis for adults with visual impairment, before. In this study, we aimed to test the reliability of the Persian LVQOL questionnaire based on Rasch analysis. Overall, 100 low-vision patients and 100 demographic statue-matched control subjects were participated for evaluating reliability aspects. All the participants were asked to complete the Persian LVQOL questionnaire. The low-vision group was asked to fill out the LVQOL 3 months after rehabilitation to determine how rehabilitation changed the quality of life. Rasch analyses of the survey items were conducted using WINSTEPS. All items fitted the Rasch model. Point-measure correlations values varied from .13 to .70, providing a preliminary indication of adequate construct validity. All factor loadings found more than .4. infit values for all other participants were in the acceptable range. All items obtained infit and outfit MSQ values of < 2.0. Patients’ abilities relative to the item difficulty were analyzed. Item difficulty was estimated and item characteristic curves were included. Sufficient unidimensionality, hierarchical order, and equal interval scaring were obtained. The Persian LVQOL questionnaire was reliable enough and it will be valuable in both clinical practice and research.
{"title":"Reliability testing of the Persian low-vision quality-of-life questionnaire based on Rasch analysis","authors":"Hamed Momeni Moghaddam, Javad Heravian Shandiz, J. Wolffsohn, Maliheh Karimpour","doi":"10.1177/02646196231195695","DOIUrl":"https://doi.org/10.1177/02646196231195695","url":null,"abstract":"Low-vision quality-of-life (LVQOL) questionnaire was recently translated to Persian. Its model fit and construct validity were assessed by exploratory and confirmatory analysis for adults with visual impairment, before. In this study, we aimed to test the reliability of the Persian LVQOL questionnaire based on Rasch analysis. Overall, 100 low-vision patients and 100 demographic statue-matched control subjects were participated for evaluating reliability aspects. All the participants were asked to complete the Persian LVQOL questionnaire. The low-vision group was asked to fill out the LVQOL 3 months after rehabilitation to determine how rehabilitation changed the quality of life. Rasch analyses of the survey items were conducted using WINSTEPS. All items fitted the Rasch model. Point-measure correlations values varied from .13 to .70, providing a preliminary indication of adequate construct validity. All factor loadings found more than .4. infit values for all other participants were in the acceptable range. All items obtained infit and outfit MSQ values of < 2.0. Patients’ abilities relative to the item difficulty were analyzed. Item difficulty was estimated and item characteristic curves were included. Sufficient unidimensionality, hierarchical order, and equal interval scaring were obtained. The Persian LVQOL questionnaire was reliable enough and it will be valuable in both clinical practice and research.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"368 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82736813","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 : 2023-09-05DOI: 10.1177/02646196231195703
R. Schraauwers, ME Ketelaar, P. Sterkenburg
Children and adolescents with a functional neurological disorder (such as functional visual disorder [FVD]) experience a lower psychological quality of life with more mental health problems than healthy controls. While there is ample research about functional neurological disorder in general, there is also a general lack of research concerning FVD and the effectiveness of treatments given to children and adolescents suffering from it. Our aim was to provide a visual overview of common topics concerning treatments of children and adolescents with an FVD. VOSviewer is a programme that extracts information (terms) from the titles and abstracts of articles to generate bibliometric networks. The results show that common subject terms are paediatrics and children. The common diagnostic terms include conversion disorder, hysterical vision disturbance, somatoform disorders, hysterical disorders, and functional (psychogenic) visual loss. Common therapeutic terms are suggestion therapy, brief psychotherapy, hypnosis, psychiatry, therapeutic processes, and suggestibility. The results give insight into the treatments that children and adolescents with FVD currently receive. We also provide directions for future studies into the treatment of FVD in children and adolescents.
{"title":"Bibliometric mapping of current therapies for children and adolescents with a functional visual disorder (FVD)","authors":"R. Schraauwers, ME Ketelaar, P. Sterkenburg","doi":"10.1177/02646196231195703","DOIUrl":"https://doi.org/10.1177/02646196231195703","url":null,"abstract":"Children and adolescents with a functional neurological disorder (such as functional visual disorder [FVD]) experience a lower psychological quality of life with more mental health problems than healthy controls. While there is ample research about functional neurological disorder in general, there is also a general lack of research concerning FVD and the effectiveness of treatments given to children and adolescents suffering from it. Our aim was to provide a visual overview of common topics concerning treatments of children and adolescents with an FVD. VOSviewer is a programme that extracts information (terms) from the titles and abstracts of articles to generate bibliometric networks. The results show that common subject terms are paediatrics and children. The common diagnostic terms include conversion disorder, hysterical vision disturbance, somatoform disorders, hysterical disorders, and functional (psychogenic) visual loss. Common therapeutic terms are suggestion therapy, brief psychotherapy, hypnosis, psychiatry, therapeutic processes, and suggestibility. The results give insight into the treatments that children and adolescents with FVD currently receive. We also provide directions for future studies into the treatment of FVD in children and adolescents.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"6 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89695309","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 : 2023-09-01DOI: 10.1177/02646196221099157
Alkistis Zacharogiorga-Sourdi, M. Kokla, E. Tomai
The pilot survey presented herein explores the possibilities given by three-dimensional (3D)-printed maps to students with visual impairment (VI) for learning the spatial distribution of geographic phenomena. The main research questions are: (a) whether students with VI can perceive two phenomena depicted on the same 3D-printed map and (b) whether they perform better when interacting with individual tactile maps for each spatial phenomenon than when interacting with a single 3D-printed map displaying the two spatial phenomena simultaneously. Our analysis indicates that 3D-printed maps can be a valuable alternative for the education of students with VI even when they represent two spatial phenomena simultaneously.
{"title":"Evaluating the usability of 3D thematic maps: A survey with visually impaired students","authors":"Alkistis Zacharogiorga-Sourdi, M. Kokla, E. Tomai","doi":"10.1177/02646196221099157","DOIUrl":"https://doi.org/10.1177/02646196221099157","url":null,"abstract":"The pilot survey presented herein explores the possibilities given by three-dimensional (3D)-printed maps to students with visual impairment (VI) for learning the spatial distribution of geographic phenomena. The main research questions are: (a) whether students with VI can perceive two phenomena depicted on the same 3D-printed map and (b) whether they perform better when interacting with individual tactile maps for each spatial phenomenon than when interacting with a single 3D-printed map displaying the two spatial phenomena simultaneously. Our analysis indicates that 3D-printed maps can be a valuable alternative for the education of students with VI even when they represent two spatial phenomena simultaneously.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"22 1","pages":"646 - 661"},"PeriodicalIF":0.8,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81025623","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 : 2023-08-26DOI: 10.1177/02646196231194879
Nara Khamkhom
This study aims to investigate what causes persons with self-reported visual impairment in Thailand to have different levels of functional disability. The study sample included 6327 older persons aged 60 and above, extracted from the ‘2021 Survey of Older Persons in Thailand’ project. A multinomial logistic model was employed to investigate the relationship between demographic characteristics, living arrangements, and household conditions with the level of functional disability. The study found that gender had only a mild effect on functional disability level, while age had a high influence on every functional disability category. Interestingly, older persons living with their children were more likely to lose their functional ability than those living with other family members. This pattern indicates the dependency of older persons with visual impairment in Thailand on their children. In addition, older persons with self-reported visual impairment with a bedroom on the upper floor and those who had no rails in the house to support their movement were less likely to have a high level of functional disability than other groups of older persons. This may be a strategy for a family to help older persons with visual impairment to be able to perform activities of daily living (ADL) by arranging for them to live in a location in the house that is easy for them to be mobile and perform ADL as recommended in the social model of disability.
{"title":"Functional disability in Thai older persons with self-reported visual impairment","authors":"Nara Khamkhom","doi":"10.1177/02646196231194879","DOIUrl":"https://doi.org/10.1177/02646196231194879","url":null,"abstract":"This study aims to investigate what causes persons with self-reported visual impairment in Thailand to have different levels of functional disability. The study sample included 6327 older persons aged 60 and above, extracted from the ‘2021 Survey of Older Persons in Thailand’ project. A multinomial logistic model was employed to investigate the relationship between demographic characteristics, living arrangements, and household conditions with the level of functional disability. The study found that gender had only a mild effect on functional disability level, while age had a high influence on every functional disability category. Interestingly, older persons living with their children were more likely to lose their functional ability than those living with other family members. This pattern indicates the dependency of older persons with visual impairment in Thailand on their children. In addition, older persons with self-reported visual impairment with a bedroom on the upper floor and those who had no rails in the house to support their movement were less likely to have a high level of functional disability than other groups of older persons. This may be a strategy for a family to help older persons with visual impairment to be able to perform activities of daily living (ADL) by arranging for them to live in a location in the house that is easy for them to be mobile and perform ADL as recommended in the social model of disability.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"279 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86754251","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 : 2023-08-26DOI: 10.1177/02646196231194878
Kubra Akbayrak
Despite recent emphasis within the literature on developing personal agency of learners with vision impairment through specialist educational provision to enable them to have control over their own life as independent and active individuals, little attention seems to be given to investigating how learners with vision impairment promote their independence skills in schools in Turkey. This study examined the views of 12 young people with vision impairment (aged between 16 and 19) studying at upper-level secondary schools through semi-structured interviews to gain an insight into how young people with vision impairment perceive enablers and barriers to their independence prior to starting higher education in Turkey. Interpretative phenomenological analysis revealed the following four superordinate themes relating to young people’s perceptions on internal and external factors affecting their independence and readiness for higher education: (1) personal characteristics (i.e., maturity, level of vision), (2) parental factors (i.e., feeling dependent to parents, parental attitudes), (3) educational support (i.e., access to curriculum, independent living skills training), and (4) people’s attitudes (i.e., low expectation, limited knowledge). Demonstrating the views of young people with vision impairment, this article has significance for inclusive educational practice and policy in Turkey since it provides evidence for professionals in considering how they may well provide educational support in order for young people with vision impairment to develop their personal agency. This article also offers valuable insights to previous research in different national contexts as it presents distinctive insights into how young people with vision impairment in Turkey identify the factors that enable or hinder their independence and participation.
{"title":"‘Not now but in the future’ investigating enablers and barriers to independence and readiness for higher education of learners with vision impairment in Turkey","authors":"Kubra Akbayrak","doi":"10.1177/02646196231194878","DOIUrl":"https://doi.org/10.1177/02646196231194878","url":null,"abstract":"Despite recent emphasis within the literature on developing personal agency of learners with vision impairment through specialist educational provision to enable them to have control over their own life as independent and active individuals, little attention seems to be given to investigating how learners with vision impairment promote their independence skills in schools in Turkey. This study examined the views of 12 young people with vision impairment (aged between 16 and 19) studying at upper-level secondary schools through semi-structured interviews to gain an insight into how young people with vision impairment perceive enablers and barriers to their independence prior to starting higher education in Turkey. Interpretative phenomenological analysis revealed the following four superordinate themes relating to young people’s perceptions on internal and external factors affecting their independence and readiness for higher education: (1) personal characteristics (i.e., maturity, level of vision), (2) parental factors (i.e., feeling dependent to parents, parental attitudes), (3) educational support (i.e., access to curriculum, independent living skills training), and (4) people’s attitudes (i.e., low expectation, limited knowledge). Demonstrating the views of young people with vision impairment, this article has significance for inclusive educational practice and policy in Turkey since it provides evidence for professionals in considering how they may well provide educational support in order for young people with vision impairment to develop their personal agency. This article also offers valuable insights to previous research in different national contexts as it presents distinctive insights into how young people with vision impairment in Turkey identify the factors that enable or hinder their independence and participation.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"64 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83144206","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 : 2023-08-01DOI: 10.1177/02646196231189393
Katerina Gkatzola, Konstantinos Papadopoulos
Social media use is an integral part of people’s daily routine nowadays. Obviously, individuals with visual impairment are not excluded and use social media as well, even though they still face accessibility issues. The purpose of this review was to provide an overview of the existing literature on social media used by individuals with visual impairment and of the ways social media have been conceptualized throughout it. A literature search took place in the databases EBSCOhost, ERIC, Scopus and ResearchGate as well as the search engine Google Scholar. A total of 13 studies, published from 2011 to 2022 met our criteria and were included in this scoping review. According to our results, Facebook is the most used social media website by individuals with visual impairment as it was referenced in almost every single one of the studies reviewed and was recognized as the most used by individuals with visual impairment in the majority of them. Twitter is the second most popular social media website among individuals with visual impairment, followed by YouTube, WhatsApp, LinkedIn, Instagram, and Skype. Consequently, the statement that Facebook is the most popular social media website based on the number of its users is also confirmed with regard to users with visual impairment. However, the fact that an instant messaging service, such as WhatsApp, is recognized among researchers as a social medium when various social media definitions in the existing literature exclude this type of services showcases the confusion prevailing among researchers in this field. Thus, the literature would greatly benefit if researchers proposed a more thorough and robust definition for the widely, often inaccurately, used term social media.
{"title":"Social media actually used by people with visual impairment: A scoping review","authors":"Katerina Gkatzola, Konstantinos Papadopoulos","doi":"10.1177/02646196231189393","DOIUrl":"https://doi.org/10.1177/02646196231189393","url":null,"abstract":"Social media use is an integral part of people’s daily routine nowadays. Obviously, individuals with visual impairment are not excluded and use social media as well, even though they still face accessibility issues. The purpose of this review was to provide an overview of the existing literature on social media used by individuals with visual impairment and of the ways social media have been conceptualized throughout it. A literature search took place in the databases EBSCOhost, ERIC, Scopus and ResearchGate as well as the search engine Google Scholar. A total of 13 studies, published from 2011 to 2022 met our criteria and were included in this scoping review. According to our results, Facebook is the most used social media website by individuals with visual impairment as it was referenced in almost every single one of the studies reviewed and was recognized as the most used by individuals with visual impairment in the majority of them. Twitter is the second most popular social media website among individuals with visual impairment, followed by YouTube, WhatsApp, LinkedIn, Instagram, and Skype. Consequently, the statement that Facebook is the most popular social media website based on the number of its users is also confirmed with regard to users with visual impairment. However, the fact that an instant messaging service, such as WhatsApp, is recognized among researchers as a social medium when various social media definitions in the existing literature exclude this type of services showcases the confusion prevailing among researchers in this field. Thus, the literature would greatly benefit if researchers proposed a more thorough and robust definition for the widely, often inaccurately, used term social media.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"54 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88270788","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 : 2023-07-22DOI: 10.1177/02646196231187543
Valérie Caron, Lara Allegranza, L. Lieberman, Pamela Haibach-Beach
Camp Abilities (CA) is an educational summer camp for children and youth with visual impairment (VI), developed in 1996 by Dr Lauren Lieberman at The State University of New York at Brockport and implemented internationally. The uniqueness of the program is that it provides opportunities for sports exposure and motor development, teaching physical education (PE) and adapted physical education (APE) for undergraduate and graduate students and research. CA has contributed to numerous publications but, to date, no systematic review has been published. Therefore, the aim of this study was to conduct a systematic review of quantitative studies conducted in CA, to document the themes investigated, to analyze the characteristics of the studies and the effects of interventions delivered, and to synthesize the results. This process identified 24 articles that examined 11 research themes. It identified several key findings, research gaps to guide future research, as well as practical implications for practitioners.
{"title":"Camp Abilities – an educational sports camp for children and youth with visual impairment: A systematic review","authors":"Valérie Caron, Lara Allegranza, L. Lieberman, Pamela Haibach-Beach","doi":"10.1177/02646196231187543","DOIUrl":"https://doi.org/10.1177/02646196231187543","url":null,"abstract":"Camp Abilities (CA) is an educational summer camp for children and youth with visual impairment (VI), developed in 1996 by Dr Lauren Lieberman at The State University of New York at Brockport and implemented internationally. The uniqueness of the program is that it provides opportunities for sports exposure and motor development, teaching physical education (PE) and adapted physical education (APE) for undergraduate and graduate students and research. CA has contributed to numerous publications but, to date, no systematic review has been published. Therefore, the aim of this study was to conduct a systematic review of quantitative studies conducted in CA, to document the themes investigated, to analyze the characteristics of the studies and the effects of interventions delivered, and to synthesize the results. This process identified 24 articles that examined 11 research themes. It identified several key findings, research gaps to guide future research, as well as practical implications for practitioners.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"3 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89586224","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}
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