Pub Date : 2023-07-22DOI: 10.1177/02646196231188634
L. Jones, Matthew Lee, Renata SM Gomes
Vision rehabilitation services are increasingly being delivered remotely (i.e., telerehabilitation); yet, limited research has explored practitioners’ attitudes towards this approach or considered the wider implications of re-designing services. This qualitative study investigates perspectives on delivering telerehabilitation among sight loss support organisations. Twelve participants from 9 sight loss charities in the United Kingdom took part in a semi-structured interview. Participants were professionals from large national rehabilitation service providers ( n = 5), regional charities ( n = 3), or local community organisations ( n = 4). Qualitative data were analysed using thematic analysis. Four themes were identified (1) Delivery of telerehabilitation; (2) Opportunities associated with telerehabilitation; (3) challenges associated with telerehabilitation; and (4) wider challenges in the vision rehabilitation sector. Greater utilisation of telerehabilitation was viewed positively; however, questions arose regarding cost-effectiveness and the appropriateness of this method of service delivery. Factors such as workforce decline, access to training, and understanding of vision rehabilitation were identified as wider problems affecting the future landscape of vision rehabilitation. Digital innovation has facilitated local and national organisations to provide largely successful and accessible telerehabilitation services. Wider challenges call for investment in strategies and policies to ensure people with visual impairment can continue to benefit from vision rehabilitation services.
{"title":"Remote rehabilitation (telerehabilitation) in the sight loss sector: Reflections on challenges and opportunities from service providers in the United Kingdom","authors":"L. Jones, Matthew Lee, Renata SM Gomes","doi":"10.1177/02646196231188634","DOIUrl":"https://doi.org/10.1177/02646196231188634","url":null,"abstract":"Vision rehabilitation services are increasingly being delivered remotely (i.e., telerehabilitation); yet, limited research has explored practitioners’ attitudes towards this approach or considered the wider implications of re-designing services. This qualitative study investigates perspectives on delivering telerehabilitation among sight loss support organisations. Twelve participants from 9 sight loss charities in the United Kingdom took part in a semi-structured interview. Participants were professionals from large national rehabilitation service providers ( n = 5), regional charities ( n = 3), or local community organisations ( n = 4). Qualitative data were analysed using thematic analysis. Four themes were identified (1) Delivery of telerehabilitation; (2) Opportunities associated with telerehabilitation; (3) challenges associated with telerehabilitation; and (4) wider challenges in the vision rehabilitation sector. Greater utilisation of telerehabilitation was viewed positively; however, questions arose regarding cost-effectiveness and the appropriateness of this method of service delivery. Factors such as workforce decline, access to training, and understanding of vision rehabilitation were identified as wider problems affecting the future landscape of vision rehabilitation. Digital innovation has facilitated local and national organisations to provide largely successful and accessible telerehabilitation services. Wider challenges call for investment in strategies and policies to ensure people with visual impairment can continue to benefit from vision rehabilitation services.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"61 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88309148","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: 10.1177/02646196231183889
Bianca Della Líbera, Millene Barros Guimarães de Sousa, C. Jurberg
People with visual impairments faced great challenges during the COVID-19 pandemic, including a great sense of loneliness, negative feelings, and misinformation concerning the disease. This study describes and discusses the process of creating audio-visual content about vaccination against COVID-19 by and for teenagers with visual impairments. We carried out two working groups with students aged 14–18 years, who were enrolled in a school for the blind and visually impaired in Rio de Janeiro, Brazil. During meetings with these groups, we had informal conversations about how they experienced the pandemic. They then watched and evaluated videos related to COVID-19 vaccines and wrote scripts for animated videos on the importance of COVID-19 vaccination. The videos were produced by a specialized company, and the students evaluated the final product. The participants seemed to be well informed about the health crisis and were aware of the scientific recommendations. As a result, the two videos contained relevant information about COVID-19 vaccines and were intended to encourage different audiences to be vaccinated. Participants also prepared audio descriptions for the videos, which gave them the opportunity to discuss future job careers. The outcomes of activities designed according to participants’ experiences and needs offered tangible evidence that meaningful activities have positive impacts on students’ learning, as well as on their self-esteem.
{"title":"Yes, we can! Students with visual impairments making videos for social media","authors":"Bianca Della Líbera, Millene Barros Guimarães de Sousa, C. Jurberg","doi":"10.1177/02646196231183889","DOIUrl":"https://doi.org/10.1177/02646196231183889","url":null,"abstract":"People with visual impairments faced great challenges during the COVID-19 pandemic, including a great sense of loneliness, negative feelings, and misinformation concerning the disease. This study describes and discusses the process of creating audio-visual content about vaccination against COVID-19 by and for teenagers with visual impairments. We carried out two working groups with students aged 14–18 years, who were enrolled in a school for the blind and visually impaired in Rio de Janeiro, Brazil. During meetings with these groups, we had informal conversations about how they experienced the pandemic. They then watched and evaluated videos related to COVID-19 vaccines and wrote scripts for animated videos on the importance of COVID-19 vaccination. The videos were produced by a specialized company, and the students evaluated the final product. The participants seemed to be well informed about the health crisis and were aware of the scientific recommendations. As a result, the two videos contained relevant information about COVID-19 vaccines and were intended to encourage different audiences to be vaccinated. Participants also prepared audio descriptions for the videos, which gave them the opportunity to discuss future job careers. The outcomes of activities designed according to participants’ experiences and needs offered tangible evidence that meaningful activities have positive impacts on students’ learning, as well as on their self-esteem.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"50 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79121155","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: 10.1177/02646196231187558
Gezie Ketema Dabi, Dawit Negassa Golga
This study sought to explore the web-based information accessibility experiences of students with visual impairment (SVIs) enrolled in two senior universities in Ethiopia. To achieve this, the study used a descriptive phenomenological design. A total of 11 undergraduate fourth-year SVIs, 5 from Haramaya University and 6 from Addis Ababa University, were purposively chosen for the study. Using semi-structured interviews and Colaizzi’s method of data analysis, four overarching themes were generated inductively: web capability experience, social connection, venue of academic achievement, and disabling web environment. Accordingly, the study came with variations in the capability to access web-based information among SVIs observed due to differences in foreknowledge on basic computers and exposure to web interfaces. Routine use of social media, technical, and material support, and follow-up improves the SVIs’ website browsing ability, resulting in a sense of academic agency, social competence, and persistent ingenuity to academic success. However, complex web designs, incompatible assistive technologies (ATs), inaccessible document formats, poor infrastructure, and undifferentiated information flux on the website create a disabling web environment for SVIs, promoting inequality in web-based information access and hence academic achievement. Thus, findings from this inquiry necessitate universities to work to make web designs accessible and compatible with ATs, provide technical and material support to SVIs based on the severity of their impairment, improve infrastructure, and encourage them to regularly practice website use for academic purposes.
{"title":"Digital inclusion: Lived experiences of students with visual impairment accessibility to web-based information in higher education institutions of Ethiopia","authors":"Gezie Ketema Dabi, Dawit Negassa Golga","doi":"10.1177/02646196231187558","DOIUrl":"https://doi.org/10.1177/02646196231187558","url":null,"abstract":"This study sought to explore the web-based information accessibility experiences of students with visual impairment (SVIs) enrolled in two senior universities in Ethiopia. To achieve this, the study used a descriptive phenomenological design. A total of 11 undergraduate fourth-year SVIs, 5 from Haramaya University and 6 from Addis Ababa University, were purposively chosen for the study. Using semi-structured interviews and Colaizzi’s method of data analysis, four overarching themes were generated inductively: web capability experience, social connection, venue of academic achievement, and disabling web environment. Accordingly, the study came with variations in the capability to access web-based information among SVIs observed due to differences in foreknowledge on basic computers and exposure to web interfaces. Routine use of social media, technical, and material support, and follow-up improves the SVIs’ website browsing ability, resulting in a sense of academic agency, social competence, and persistent ingenuity to academic success. However, complex web designs, incompatible assistive technologies (ATs), inaccessible document formats, poor infrastructure, and undifferentiated information flux on the website create a disabling web environment for SVIs, promoting inequality in web-based information access and hence academic achievement. Thus, findings from this inquiry necessitate universities to work to make web designs accessible and compatible with ATs, provide technical and material support to SVIs based on the severity of their impairment, improve infrastructure, and encourage them to regularly practice website use for academic purposes.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"146 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80432874","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 : 2023-07-12DOI: 10.1177/02646196231183892
Elena Chronopoulou, D. Stamovlasis, Konstantinos Papadopoulos
This study aims to investigate the effect of lockdowns on self-esteem and the locus of control (LoC) of individuals with visual impairments. This research question is important to be answered, as there is no previous research on the topic, and the findings of this study add significant elements to our knowledge on the subject. It is the first time that a study examines the effect of the pandemic on the self-esteem and LoC of individuals with visual impairments. The sample of the research consisted of 321 individuals with visual impairments; 176 of them participated in the pre-COVID period, 50 in the first wave of COVID period, and 95 in the second wave of COVID period. Two research instruments were used: the Rosenberg Self-Esteem Scale and the Rotter Internal–External LoC Scale. High self-esteem and a more internal LoC are positively associated with the pre-COVID period and negatively associated with first- and second-wave COVID periods. The participants with high self-esteem and internal LoC are most likely males, people with blindness, people who work, people who have a university degree, and people who frequently move independently. However, the individuals with low self-esteem and a more external LoC are most likely older people or people with higher age at onset of visual impairment. The first- and second-wave COVID periods are negatively associated with self-esteem and LoC of individuals with visual impairments.
{"title":"Self-esteem and locus of control of individuals with visual impairments before and during the COVID-19 pandemic: A latent class analysis","authors":"Elena Chronopoulou, D. Stamovlasis, Konstantinos Papadopoulos","doi":"10.1177/02646196231183892","DOIUrl":"https://doi.org/10.1177/02646196231183892","url":null,"abstract":"This study aims to investigate the effect of lockdowns on self-esteem and the locus of control (LoC) of individuals with visual impairments. This research question is important to be answered, as there is no previous research on the topic, and the findings of this study add significant elements to our knowledge on the subject. It is the first time that a study examines the effect of the pandemic on the self-esteem and LoC of individuals with visual impairments. The sample of the research consisted of 321 individuals with visual impairments; 176 of them participated in the pre-COVID period, 50 in the first wave of COVID period, and 95 in the second wave of COVID period. Two research instruments were used: the Rosenberg Self-Esteem Scale and the Rotter Internal–External LoC Scale. High self-esteem and a more internal LoC are positively associated with the pre-COVID period and negatively associated with first- and second-wave COVID periods. The participants with high self-esteem and internal LoC are most likely males, people with blindness, people who work, people who have a university degree, and people who frequently move independently. However, the individuals with low self-esteem and a more external LoC are most likely older people or people with higher age at onset of visual impairment. The first- and second-wave COVID periods are negatively associated with self-esteem and LoC of individuals with visual impairments.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47545894","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 : 2023-07-06DOI: 10.1177/02646196231183891
Hwei Lan Tan, T. Aplin, Hannah L Gullo, Tomomi McAuliffe
Smartphones and applications (apps) are replacing traditional assistive technology devices for people with vision impairment (PVI) to support their mobility and independence in daily life. However, training and learning support to enable PVI to use this technology to its full advantage requires further research. A better understanding of what, and how, training and learning support is currently being provided is required to inform the future development of training and best practice in the area. This study, using an interpretive descriptive qualitative approach, aimed to explore the perspectives of trainers on the current provision of smartphone training in Australia, Canada, and Singapore. Semi-structured interviews with 22 trainers, including 13 trainers with a vision impairment, discussed how training is currently conducted, the challenges, and their ideas on what would constitute a high-quality or ideal training programme. The data were analysed using thematic analysis and six themes emerged: structure and content of training; training provides hope, independence and connection; trainers’ approach and attributes influence training; informal support and other avenues for learning; challenges associated with providing training; and suggestions to improve training. Participants highlighted that smartphone training was a source of hope for PVI and that it enabled independence. The importance of responding to clients’ emotional needs, in addition to their learning needs in an individualised and graded approach, was discussed as critical to the success of training. Trainers with vision impairment who weaved their lived experience into the training sessions found this to be beneficial to their clients’ learning and adjustment to vision loss.
{"title":"Training and learning support to use smartphones and apps for people with vision impairment (PVI): A multi-site qualitative study on trainers’ perspectives from Australia, Canada, and Singapore","authors":"Hwei Lan Tan, T. Aplin, Hannah L Gullo, Tomomi McAuliffe","doi":"10.1177/02646196231183891","DOIUrl":"https://doi.org/10.1177/02646196231183891","url":null,"abstract":"Smartphones and applications (apps) are replacing traditional assistive technology devices for people with vision impairment (PVI) to support their mobility and independence in daily life. However, training and learning support to enable PVI to use this technology to its full advantage requires further research. A better understanding of what, and how, training and learning support is currently being provided is required to inform the future development of training and best practice in the area. This study, using an interpretive descriptive qualitative approach, aimed to explore the perspectives of trainers on the current provision of smartphone training in Australia, Canada, and Singapore. Semi-structured interviews with 22 trainers, including 13 trainers with a vision impairment, discussed how training is currently conducted, the challenges, and their ideas on what would constitute a high-quality or ideal training programme. The data were analysed using thematic analysis and six themes emerged: structure and content of training; training provides hope, independence and connection; trainers’ approach and attributes influence training; informal support and other avenues for learning; challenges associated with providing training; and suggestions to improve training. Participants highlighted that smartphone training was a source of hope for PVI and that it enabled independence. The importance of responding to clients’ emotional needs, in addition to their learning needs in an individualised and graded approach, was discussed as critical to the success of training. Trainers with vision impairment who weaved their lived experience into the training sessions found this to be beneficial to their clients’ learning and adjustment to vision loss.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"94 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81802325","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 : 2023-07-06DOI: 10.1177/02646196231183888
I. Manitsa, Fiona Barlow-Brown, M. Livanou
Adolescents with vision impairment report deficient feelings of school belonging and challenges in developing social relationships with teachers and classmates. These challenges negatively affect other aspects of their school lives such as their academic learning. However, there is very little empirical research into the social dimensions of school inclusion in adolescents with vision impairment and their role in socio-emotional development and academic inclusion. The authors conducted two empirical studies to examine the following two dimensions of social inclusion in school: school belonging and close relationships at school. The relationship between school belonging and self-esteem and the relationship between close relationships at school and academic inclusion were also examined. Both studies recruited adolescents with severe sight impairment, sight impairment, and sighted adolescents. Study 1 involved 44 adolescents aged 12–18 years attending both mainstream and special schools in the United Kingdom. In Study 2, 42 adolescents aged 12–14 years, attending only mainstream schools in the United Kingdom, participated. The first study took place in seven UK schools, whereas the second study was conducted online. Adolescents were asked to complete questionnaires that examined school belonging, close relationships at school, self-esteem, and academic inclusion. The findings indicated that adolescents with sight impairment felt significantly less socially included compared to their peers. School belonging significantly influenced specific areas of self-esteem and the social relationships with close friends had a significant effect on academic inclusion. No group differences were found in the self-esteem and development of close social relationships between adolescents with and without vision impairment. Overall, our research highlighted the school experiences of adolescents with vision impairment and underlined the positive role of school inclusion in their academic experiences and socio-emotional development. Unexpectedly, it appears that adolescents with sight impairment experience socio-emotional challenges in their school inclusion, which should be addressed in future research and practice.
{"title":"Evaluating the role of social inclusion in the self-esteem and academic inclusion of adolescents with vision impairment","authors":"I. Manitsa, Fiona Barlow-Brown, M. Livanou","doi":"10.1177/02646196231183888","DOIUrl":"https://doi.org/10.1177/02646196231183888","url":null,"abstract":"Adolescents with vision impairment report deficient feelings of school belonging and challenges in developing social relationships with teachers and classmates. These challenges negatively affect other aspects of their school lives such as their academic learning. However, there is very little empirical research into the social dimensions of school inclusion in adolescents with vision impairment and their role in socio-emotional development and academic inclusion. The authors conducted two empirical studies to examine the following two dimensions of social inclusion in school: school belonging and close relationships at school. The relationship between school belonging and self-esteem and the relationship between close relationships at school and academic inclusion were also examined. Both studies recruited adolescents with severe sight impairment, sight impairment, and sighted adolescents. Study 1 involved 44 adolescents aged 12–18 years attending both mainstream and special schools in the United Kingdom. In Study 2, 42 adolescents aged 12–14 years, attending only mainstream schools in the United Kingdom, participated. The first study took place in seven UK schools, whereas the second study was conducted online. Adolescents were asked to complete questionnaires that examined school belonging, close relationships at school, self-esteem, and academic inclusion. The findings indicated that adolescents with sight impairment felt significantly less socially included compared to their peers. School belonging significantly influenced specific areas of self-esteem and the social relationships with close friends had a significant effect on academic inclusion. No group differences were found in the self-esteem and development of close social relationships between adolescents with and without vision impairment. Overall, our research highlighted the school experiences of adolescents with vision impairment and underlined the positive role of school inclusion in their academic experiences and socio-emotional development. Unexpectedly, it appears that adolescents with sight impairment experience socio-emotional challenges in their school inclusion, which should be addressed in future research and practice.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"12 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86534582","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 : 2023-06-30DOI: 10.1177/02646196231183890
Nicola Woolvine
With vision being our most powerful sense and cerebral vision impairment (CVI) being a growing concern in our special schools, it is crucial that support staff working with children have a thorough understanding of both CVI and how to support their individual levels of functional vision. Creating an inspiring new innovation to support learners with profound and multiple learning difficulties (PMLD) was the focus of this research. Using an approach provided by the Education Endowment Foundation, questionnaires were given to all 49 support staff; training via PowerPoint was then provided to volunteer participants who also spent time using the innovation in the classroom. The main findings were that the training increased participants’ overall confidence in CVI and how to support learners with a visual impairment. Using the innovation in the classroom also positively impacted the participants’ daily practice. Potential challenges such as ensuring staff all have a thorough understanding of the innovation and having a suitable learning environment for visual work were identified.
{"title":"An investigation into the process and impact of introducing the ‘colour coded eye’ to learning assistants working with pupils with profound and multiple learning difficulties and cerebral visual impairment","authors":"Nicola Woolvine","doi":"10.1177/02646196231183890","DOIUrl":"https://doi.org/10.1177/02646196231183890","url":null,"abstract":"With vision being our most powerful sense and cerebral vision impairment (CVI) being a growing concern in our special schools, it is crucial that support staff working with children have a thorough understanding of both CVI and how to support their individual levels of functional vision. Creating an inspiring new innovation to support learners with profound and multiple learning difficulties (PMLD) was the focus of this research. Using an approach provided by the Education Endowment Foundation, questionnaires were given to all 49 support staff; training via PowerPoint was then provided to volunteer participants who also spent time using the innovation in the classroom. The main findings were that the training increased participants’ overall confidence in CVI and how to support learners with a visual impairment. Using the innovation in the classroom also positively impacted the participants’ daily practice. Potential challenges such as ensuring staff all have a thorough understanding of the innovation and having a suitable learning environment for visual work were identified.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"30 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83287033","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 : 2023-06-23DOI: 10.1177/02646196231157168
Rachel Hewett, G. Douglas, M. McLinden, L. James
This article presents the research and development that underpins the Curriculum Framework for Children and Young People with Vision Impairment (CFVI): a new unifying framework that outlines the breadth of support that should be received by children and young people with vision impairment (CYPVI) in the United Kingdom (UK). The study used the Delphi method as a systematic process of participatory consultation with key stakeholders. Three rounds of consultation took place with a panel of 48 participants including young people, parents, professionals, and professional training providers. This process resulted in the agreed 11 curriculum areas of the CFVI with high levels of agreement and satisfaction among participants. The development of the CFVI responds to established evidence of the distinctive challenges to learning associated with childhood vision impairment, and the importance of addressing these through targeted intervention approaches. Drawing on a dual model of access (‘access to learning’ and ‘learning to access’), the framework acknowledges that these approaches should promote inclusive education by balancing universal inclusive practice with specialist skills-based interventions. Such an approach captures ‘what matters’ to the field of vision impairment education – ensuring fair access to a shared curriculum and education system while developing the specialist skills to develop personal agency and increase independence. The article is original in reporting on the development of the first curriculum framework for CYPVI in the UK. The CFVI was launched in March 2022 and provides clarity about what should be taught, when, and by whom. The CFVI promises a transformative contribution to UK policies and practice in ensuring CYPVI and their families will more easily be able to navigate complex education systems and secure equitable access to the services to which they are entitled.
{"title":"Development of a new curriculum framework for children and young people with vision impairment: A United Kingdom consultation using the Delphi approach","authors":"Rachel Hewett, G. Douglas, M. McLinden, L. James","doi":"10.1177/02646196231157168","DOIUrl":"https://doi.org/10.1177/02646196231157168","url":null,"abstract":"This article presents the research and development that underpins the Curriculum Framework for Children and Young People with Vision Impairment (CFVI): a new unifying framework that outlines the breadth of support that should be received by children and young people with vision impairment (CYPVI) in the United Kingdom (UK). The study used the Delphi method as a systematic process of participatory consultation with key stakeholders. Three rounds of consultation took place with a panel of 48 participants including young people, parents, professionals, and professional training providers. This process resulted in the agreed 11 curriculum areas of the CFVI with high levels of agreement and satisfaction among participants. The development of the CFVI responds to established evidence of the distinctive challenges to learning associated with childhood vision impairment, and the importance of addressing these through targeted intervention approaches. Drawing on a dual model of access (‘access to learning’ and ‘learning to access’), the framework acknowledges that these approaches should promote inclusive education by balancing universal inclusive practice with specialist skills-based interventions. Such an approach captures ‘what matters’ to the field of vision impairment education – ensuring fair access to a shared curriculum and education system while developing the specialist skills to develop personal agency and increase independence. The article is original in reporting on the development of the first curriculum framework for CYPVI in the UK. The CFVI was launched in March 2022 and provides clarity about what should be taught, when, and by whom. The CFVI promises a transformative contribution to UK policies and practice in ensuring CYPVI and their families will more easily be able to navigate complex education systems and secure equitable access to the services to which they are entitled.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"27 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85105080","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 : 2023-05-16DOI: 10.1177/02646196231175327
Gamze Baykaldı, M. Corlu, Defne Yabaş
Inclusive education strives to support all students, regardless of their differences, so no child is left behind. However, some teachers, especially those in high schools, may oppose inclusive education. This study aimed to examine the experiences and actions of high school mathematics teachers as they taught students with visual impairments to understand the challenges they faced and how these affected their willingness to embrace the inclusion of these students. Researchers conducted semi-structured interviews with eight mathematics teachers experienced in teaching students with visual impairments. The findings were organized into five themes: mathematics teaching practices, curriculum, material preparation, assessment practices, and beliefs about inclusive education and students with visual impairments. The results revealed that while mathematics teachers were conscious of not being adequately equipped to implement inclusive education, those with strong teaching efficacy beliefs were more inclined to teach rigorous mathematics to students with visual impairments.
{"title":"An investigation into high school mathematics teachers and inclusive education for students with visual impairments","authors":"Gamze Baykaldı, M. Corlu, Defne Yabaş","doi":"10.1177/02646196231175327","DOIUrl":"https://doi.org/10.1177/02646196231175327","url":null,"abstract":"Inclusive education strives to support all students, regardless of their differences, so no child is left behind. However, some teachers, especially those in high schools, may oppose inclusive education. This study aimed to examine the experiences and actions of high school mathematics teachers as they taught students with visual impairments to understand the challenges they faced and how these affected their willingness to embrace the inclusion of these students. Researchers conducted semi-structured interviews with eight mathematics teachers experienced in teaching students with visual impairments. The findings were organized into five themes: mathematics teaching practices, curriculum, material preparation, assessment practices, and beliefs about inclusive education and students with visual impairments. The results revealed that while mathematics teachers were conscious of not being adequately equipped to implement inclusive education, those with strong teaching efficacy beliefs were more inclined to teach rigorous mathematics to students with visual impairments.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"97 1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80983508","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 : 2023-05-13DOI: 10.1177/02646196231172071
Dannyelle Valente, Lola Chennaz, D. Archambault, Solène Négrerie, Sophie Blain, A. Galiano, E. Gentaz
Illustrations referring to the visible aspects of objects in tactile books may be difficult for children with visual impairments to understand. To solve this problem, a new illustration design was developed based on modalities other than vision. The objective of the study is to evaluate the comprehension by children with visual impairments of a multimodal book whose illustrations refer to haptic and audio modalities. To examine the role of residual visual experience in comprehension, the book was tested in children with two profiles of visual impairment: 5 blind children and 6 with low vision, aged 5–12 years. To assess their comprehension as they discovered the book, we observed a matching between the text and the exploration of the illustrations, and the production of expected manual explorations by children. After discovery, we asked the children about how they handled the objects in the book and the sounds they heard. The main results showed no significant difference between the two groups of children on the matching score, manual exploration expected, and description of sounds perceived or handling performed. The book was very well understood and appreciated by both groups. These results could indicate that residual visual experience is not necessary for this task. Results suggest that exploring other sensorial experiences could be a more inclusive way to represent objects in tactile books that are more suitable for all children, regardless of their visual experience.
{"title":"Comprehension of a multimodal book by children with visual impairments","authors":"Dannyelle Valente, Lola Chennaz, D. Archambault, Solène Négrerie, Sophie Blain, A. Galiano, E. Gentaz","doi":"10.1177/02646196231172071","DOIUrl":"https://doi.org/10.1177/02646196231172071","url":null,"abstract":"Illustrations referring to the visible aspects of objects in tactile books may be difficult for children with visual impairments to understand. To solve this problem, a new illustration design was developed based on modalities other than vision. The objective of the study is to evaluate the comprehension by children with visual impairments of a multimodal book whose illustrations refer to haptic and audio modalities. To examine the role of residual visual experience in comprehension, the book was tested in children with two profiles of visual impairment: 5 blind children and 6 with low vision, aged 5–12 years. To assess their comprehension as they discovered the book, we observed a matching between the text and the exploration of the illustrations, and the production of expected manual explorations by children. After discovery, we asked the children about how they handled the objects in the book and the sounds they heard. The main results showed no significant difference between the two groups of children on the matching score, manual exploration expected, and description of sounds perceived or handling performed. The book was very well understood and appreciated by both groups. These results could indicate that residual visual experience is not necessary for this task. Results suggest that exploring other sensorial experiences could be a more inclusive way to represent objects in tactile books that are more suitable for all children, regardless of their visual experience.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"41 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82820017","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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