Pub Date : 2023-04-27DOI: 10.1177/02646196231170521
V. Argyropoulos, Katherine Riga
The purpose of the present study was to investigate parents’ profile, both at personal and familial levels, who live with and raise children with blindness or visual impairment. Twenty families participated in this study. Data were collected through semistructured interviews, while its analysis was based on qualitative methods focusing on terms of tracing categories and subcategories. The findings highlighted that the great number of parents’ responsibilities had a negative impact on their emotional state. This outcome may be reasonably attributed either to lack of effective management of their negative emotions or to recorded difficulties in obtaining all substantial information regarding their child’s life prospective well as in devoting too much effort to keep a balance in their family environment. In addition, parents underscored the vital role that professionals, friends, and unions play in their family cohesion and wellbeing. In conclusion, the results can add to the content of existing or future family support programs enriching them with even more constructive theoretical background from the field of counseling and inclusive practices.
{"title":"Personal needs of parents who raise children with blindness or visual impairment","authors":"V. Argyropoulos, Katherine Riga","doi":"10.1177/02646196231170521","DOIUrl":"https://doi.org/10.1177/02646196231170521","url":null,"abstract":"The purpose of the present study was to investigate parents’ profile, both at personal and familial levels, who live with and raise children with blindness or visual impairment. Twenty families participated in this study. Data were collected through semistructured interviews, while its analysis was based on qualitative methods focusing on terms of tracing categories and subcategories. The findings highlighted that the great number of parents’ responsibilities had a negative impact on their emotional state. This outcome may be reasonably attributed either to lack of effective management of their negative emotions or to recorded difficulties in obtaining all substantial information regarding their child’s life prospective well as in devoting too much effort to keep a balance in their family environment. In addition, parents underscored the vital role that professionals, friends, and unions play in their family cohesion and wellbeing. In conclusion, the results can add to the content of existing or future family support programs enriching them with even more constructive theoretical background from the field of counseling and inclusive practices.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83100291","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 : 2023-04-24DOI: 10.1177/02646196231165615
E. Çavdar, S. Bilgin, Ogulcan Cetin
The aim of this study is to comprehensively evaluate the effect of smartphone use on the eye. Twenty-two children, aged 8-16 years, participated in this study. A self-administered questionnaire about smartphone usage time, outdoor activities, and sleep time to obtain dry eye was applied to the child and parents. An ocular surface disease index (OSDI), tear break-up time (TBUT), blink time, autorefractometer, optical biometry, accommodation, contrast sensitivity, and optical coherence tomography tests were applied before a 5-min video watching, and during the video session we counted the complete -incomplete blinks. After video watching, we did the tests. After the tests, we again applied a 5-min video watching and after the video we tested all the parameters again, and finally, following a 5-min resting period, we tested the parameters again. We found no difference between the groups in terms of OSDI scores. Children with punctate epithelial erosions and time spent on the phone have a statistical relation. TBUT also differs statistically before and after test periods ( p = .014), since complete blinks did not differ but incomplete blinks differed before and after video watching. The nearpoint of convergence also differs after video watching ( p = .008) and anterior chamber depth (ACD) decreases even after the short-time video watching period. On the contrary, we did not find any effect of short-time smartphone watching on auto-keratometer values and retinal-choroidal thickness. This is the first comprehensive study on the short-term effects of smartphone on the paediatric age group. Even 10 min of smartphone can have an effect on TBUT, incomplete blinks, nearpoint of convergence break-recovery, and ACD. During this coronavirus disease 2019 pandemic, we must be mindful of the time our children spend on the phone and keep in mind that even 10 min can have ocular effects.
{"title":"The short-term influences of paediatric smartphone use on the eye","authors":"E. Çavdar, S. Bilgin, Ogulcan Cetin","doi":"10.1177/02646196231165615","DOIUrl":"https://doi.org/10.1177/02646196231165615","url":null,"abstract":"The aim of this study is to comprehensively evaluate the effect of smartphone use on the eye. Twenty-two children, aged 8-16 years, participated in this study. A self-administered questionnaire about smartphone usage time, outdoor activities, and sleep time to obtain dry eye was applied to the child and parents. An ocular surface disease index (OSDI), tear break-up time (TBUT), blink time, autorefractometer, optical biometry, accommodation, contrast sensitivity, and optical coherence tomography tests were applied before a 5-min video watching, and during the video session we counted the complete -incomplete blinks. After video watching, we did the tests. After the tests, we again applied a 5-min video watching and after the video we tested all the parameters again, and finally, following a 5-min resting period, we tested the parameters again. We found no difference between the groups in terms of OSDI scores. Children with punctate epithelial erosions and time spent on the phone have a statistical relation. TBUT also differs statistically before and after test periods ( p = .014), since complete blinks did not differ but incomplete blinks differed before and after video watching. The nearpoint of convergence also differs after video watching ( p = .008) and anterior chamber depth (ACD) decreases even after the short-time video watching period. On the contrary, we did not find any effect of short-time smartphone watching on auto-keratometer values and retinal-choroidal thickness. This is the first comprehensive study on the short-term effects of smartphone on the paediatric age group. Even 10 min of smartphone can have an effect on TBUT, incomplete blinks, nearpoint of convergence break-recovery, and ACD. During this coronavirus disease 2019 pandemic, we must be mindful of the time our children spend on the phone and keep in mind that even 10 min can have ocular effects.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"349 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79733482","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 : 2023-04-24DOI: 10.1177/02646196231163491
H. N. Kim
Many people including those with visual impairment and blindness take advantage of video conferencing tools to meet people. Video conferencing tools enable them to share facial expressions that are considered as one of the most important aspects of human communication. This study aims to advance knowledge of how those with visual impairment and blindness share their facial expressions of emotions virtually. This study invited a convenience sample of 28 adults with visual impairment and blindness to Zoom video conferencing. The participants were instructed to pose facial expressions of basic human emotions (anger, fear, disgust, happiness, surprise, neutrality, calmness, and sadness), which were video recorded. The facial expressions were analyzed using the Facial Action Coding System (FACS) that encodes the movement of specific facial muscles called Action Units (AUs). This study found that there was a particular set of AUs significantly engaged in expressing each emotion, except for sadness. Individual differences were also found in AUs influenced by the participants’ visual acuity levels and emotional characteristics such as valence and arousal levels. The research findings are anticipated to serve as the foundation of knowledge, contributing to developing emotion-sensing technologies for those with visual impairment and blindness.
{"title":"Facial expressions of emotions by people with visual impairment and blindness via video conferencing","authors":"H. N. Kim","doi":"10.1177/02646196231163491","DOIUrl":"https://doi.org/10.1177/02646196231163491","url":null,"abstract":"Many people including those with visual impairment and blindness take advantage of video conferencing tools to meet people. Video conferencing tools enable them to share facial expressions that are considered as one of the most important aspects of human communication. This study aims to advance knowledge of how those with visual impairment and blindness share their facial expressions of emotions virtually. This study invited a convenience sample of 28 adults with visual impairment and blindness to Zoom video conferencing. The participants were instructed to pose facial expressions of basic human emotions (anger, fear, disgust, happiness, surprise, neutrality, calmness, and sadness), which were video recorded. The facial expressions were analyzed using the Facial Action Coding System (FACS) that encodes the movement of specific facial muscles called Action Units (AUs). This study found that there was a particular set of AUs significantly engaged in expressing each emotion, except for sadness. Individual differences were also found in AUs influenced by the participants’ visual acuity levels and emotional characteristics such as valence and arousal levels. The research findings are anticipated to serve as the foundation of knowledge, contributing to developing emotion-sensing technologies for those with visual impairment and blindness.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85094295","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 : 2023-04-21DOI: 10.1177/02646196231167072
S. Boadi-Kusi, R. Amoako-Sakyi, C. Abraham, N. Addo, Asantewaa Aboagye-McCarthy, Bright Opoku Gyan
Public transport is a viable option that can help persons with visual disability to overcome mobility challenges. The main aim of the review is to identify existing provisions, barriers, and/or access to public transport services for persons with visual disability. A scoping review was conducted based on the framework proposed by Arskey and O’Malley. A total of 16 studies were systematically selected out of 273 published literatures which was obtained from electronic database searches. Four themes emerged from the selected studies. The major theme was challenges related to accessing public transport from the perspective of persons with visual disability (PVD) with presentation of information, drivers/workers attitude, bus design, technological barriers, and accessibility of public spaces being the subthemes. The other three themes were the challenges reported by the transport drivers, available facilities/adaptations and resolutions, and policies and recommendations. In conclusion, the current review suggests that access to public transportation for persons with visual disability is considerably inadequate. Poor presentation of information, inappropriate driver attitude, and inconsistent bus design seem to be the major barriers persons with visual disability encounter during public transport travel.
{"title":"Access to public transport to persons with visual disability: A scoping review","authors":"S. Boadi-Kusi, R. Amoako-Sakyi, C. Abraham, N. Addo, Asantewaa Aboagye-McCarthy, Bright Opoku Gyan","doi":"10.1177/02646196231167072","DOIUrl":"https://doi.org/10.1177/02646196231167072","url":null,"abstract":"Public transport is a viable option that can help persons with visual disability to overcome mobility challenges. The main aim of the review is to identify existing provisions, barriers, and/or access to public transport services for persons with visual disability. A scoping review was conducted based on the framework proposed by Arskey and O’Malley. A total of 16 studies were systematically selected out of 273 published literatures which was obtained from electronic database searches. Four themes emerged from the selected studies. The major theme was challenges related to accessing public transport from the perspective of persons with visual disability (PVD) with presentation of information, drivers/workers attitude, bus design, technological barriers, and accessibility of public spaces being the subthemes. The other three themes were the challenges reported by the transport drivers, available facilities/adaptations and resolutions, and policies and recommendations. In conclusion, the current review suggests that access to public transportation for persons with visual disability is considerably inadequate. Poor presentation of information, inappropriate driver attitude, and inconsistent bus design seem to be the major barriers persons with visual disability encounter during public transport travel.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"70 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77163619","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 : 2023-04-07DOI: 10.1177/02646196231163652
L. Merabet, J. Ravenscroft
Cerebral visual impairment (CVI) is an umbrella term for a heterogeneous, brain-based visual disorder. We propose that a network or “systems” neuroscience perspective may be helpful to further our understanding of the complex visual dysfunctions and clinical profile that characterizes CVI. In the same way that a more holistic approach is needed to assess a child’s needs, there should also be a more holistic whole brain approach to understanding the complex behavioral profile of CVI. The past decades have seen a dramatic shift in the etiological profile of children with visual impairment and blindness. CVI now represents the most common cause of pediatric visual impairment and blindness in developing countries (Solebo et al., 2017). Accordingly, the shift from primarily ocular to brain-based causes of visual impairment has important clinical, habilitative, and educational consequences for the well-being of these individuals. A recent meta-analysis has led to a proposed definition of CVI as “verifiable visual dysfunction that cannot be attributed to disorders of the anterior visual pathways or any potentially co-occurring ocular impairment” (Sakki et al., 2017). As an umbrella term, this definition emphasizes the role of neurological and/or developmental injury as the primary cause of visual dysfunctions in CVI. However, given the broad and heterogeneous clinical profile that typically accompanies this population, we now ask ourselves, “what exactly does this definition mean from a functional perspective?” For some individuals, impaired visual functions include reduced visual acuity, visual field, and contrast sensitivity which can be captured in the clinical setting. For others, higher order perceptual impairments represent their main visual difficulties, despite having visual acuities within normal/near-normal ranges. There are also individuals with CVI who present with severe comorbidities (such as cerebral palsy, autism spectrum disorder, or a history of developmental and cognitive delays) that can make visual functions more challenging to assess and can mask higher order perceptual impairments. This poses challenges with respect to disentangling the association between these comorbidities from underlying visual perceptual deficits (Hyvärinen, 2019). The causes of brain injury and/or maldevelopment in CVI (e.g., hypoxic/ischemic damage, trauma, and genetic/metabolic disorders) are also very heterogeneous in terms of type, severity, and extent. In some cases, CVI can present without evidence of clear neurological injury (observable by standard magnetic resonance imaging [MRI]). The broad etiology of CVI highlights the importance of understanding the contribution of central brain structures at all levels (including subcortical, cortical, and white matter pathways) as well as accounting for potential co-occurring impairments due to pathology at the level of the eye. An early description by Good and Rutherford (1994) proposed that individuals with
{"title":"An evolving explanatory framework for understanding the complex profile of cerebral visual impairment","authors":"L. Merabet, J. Ravenscroft","doi":"10.1177/02646196231163652","DOIUrl":"https://doi.org/10.1177/02646196231163652","url":null,"abstract":"Cerebral visual impairment (CVI) is an umbrella term for a heterogeneous, brain-based visual disorder. We propose that a network or “systems” neuroscience perspective may be helpful to further our understanding of the complex visual dysfunctions and clinical profile that characterizes CVI. In the same way that a more holistic approach is needed to assess a child’s needs, there should also be a more holistic whole brain approach to understanding the complex behavioral profile of CVI. The past decades have seen a dramatic shift in the etiological profile of children with visual impairment and blindness. CVI now represents the most common cause of pediatric visual impairment and blindness in developing countries (Solebo et al., 2017). Accordingly, the shift from primarily ocular to brain-based causes of visual impairment has important clinical, habilitative, and educational consequences for the well-being of these individuals. A recent meta-analysis has led to a proposed definition of CVI as “verifiable visual dysfunction that cannot be attributed to disorders of the anterior visual pathways or any potentially co-occurring ocular impairment” (Sakki et al., 2017). As an umbrella term, this definition emphasizes the role of neurological and/or developmental injury as the primary cause of visual dysfunctions in CVI. However, given the broad and heterogeneous clinical profile that typically accompanies this population, we now ask ourselves, “what exactly does this definition mean from a functional perspective?” For some individuals, impaired visual functions include reduced visual acuity, visual field, and contrast sensitivity which can be captured in the clinical setting. For others, higher order perceptual impairments represent their main visual difficulties, despite having visual acuities within normal/near-normal ranges. There are also individuals with CVI who present with severe comorbidities (such as cerebral palsy, autism spectrum disorder, or a history of developmental and cognitive delays) that can make visual functions more challenging to assess and can mask higher order perceptual impairments. This poses challenges with respect to disentangling the association between these comorbidities from underlying visual perceptual deficits (Hyvärinen, 2019). The causes of brain injury and/or maldevelopment in CVI (e.g., hypoxic/ischemic damage, trauma, and genetic/metabolic disorders) are also very heterogeneous in terms of type, severity, and extent. In some cases, CVI can present without evidence of clear neurological injury (observable by standard magnetic resonance imaging [MRI]). The broad etiology of CVI highlights the importance of understanding the contribution of central brain structures at all levels (including subcortical, cortical, and white matter pathways) as well as accounting for potential co-occurring impairments due to pathology at the level of the eye. An early description by Good and Rutherford (1994) proposed that individuals with ","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"28 1","pages":"197 - 199"},"PeriodicalIF":0.8,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77927659","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 : 2023-03-16DOI: 10.1177/02646196231158922
Gezie Ketema Dabi, Dawit Negassa Golga
This integrative literature review examined how assistive technology (AT) can help students with visual impairment (VI) in middle primary and secondary schools (aged 11–18 years) engage in learning Mathematics. To collate the relevant findings across studies, an integrative literature review approach was employed and supported by an evidence-based synthesis method. Automatic search phrases were used to find research articles related to the topic in the Google Scholar, Web of Science, Scopus, and Springer Link databases. A total of 628 articles were identified during the initial search of which only 11 were included after putting them under rigorous selection criteria. In addition, a mixed-method appraisal technique (MMAT) was used to examine the methodological quality of the papers that were included. The synthesis result came up with three overarching themes: the availability of AT to support learning mathematics, the usability of AT in mathematics classes, and the role of AT in the inclusion of visually impaired students. The findings based on the results of the 11 academic articles published from 2007 to 2021 revealed that effective engagement of students with VIs in Mathematics instruction is achieved by providing students with VI equitable access to the swiftly evolving AT, addressing issues related to affordability, testing the usability and appropriateness of existing AT and enhancing accessibility of AT for all by breaking the social stigma against students with VI in using AT. It is concluded that easily affordable and accessible assistive technologies with multiple non-visual display formats that enable students with VI to access mathematical symbols, notations, expressions, and tactual contents should be in place to actively engage students with VI in learning mathematics.
本综合文献综述探讨了辅助技术(AT)如何帮助中小学(11-18岁)视障学生学习数学。为了整理各研究的相关发现，采用了综合文献综述方法，并辅以循证综合方法。自动搜索短语用于在谷歌Scholar、Web of Science、Scopus和施普林格Link数据库中查找与该主题相关的研究文章。在最初的检索中，共发现了628篇文章，经过严格的筛选标准，只有11篇文章被纳入。此外，使用混合方法评估技术(MMAT)来检查所纳入论文的方法学质量。综合结果提出了三个主要主题:辅助学习数学的可用性，辅助学习在数学课上的可用性，辅助学习在包容视障学生方面的作用。基于2007年至2021年发表的11篇学术文章的结果，研究结果表明，通过为学生提供VI公平获取快速发展的AT的机会，解决与负担能力相关的问题，测试现有AT的可用性和适当性，以及通过打破对VI学生使用AT的社会耻辱来提高所有人对AT的可及性，可以实现VI学生在数学教学中的有效参与。结论是，应该采用多种非视觉显示格式的辅助技术，使具有VI的学生能够访问数学符号、符号、表达式和触摸内容，从而使具有VI的学生积极参与数学学习。
{"title":"The role of assistive technology in supporting the engagement of students with visual impairment in learning mathematics: An integrative literature review","authors":"Gezie Ketema Dabi, Dawit Negassa Golga","doi":"10.1177/02646196231158922","DOIUrl":"https://doi.org/10.1177/02646196231158922","url":null,"abstract":"This integrative literature review examined how assistive technology (AT) can help students with visual impairment (VI) in middle primary and secondary schools (aged 11–18 years) engage in learning Mathematics. To collate the relevant findings across studies, an integrative literature review approach was employed and supported by an evidence-based synthesis method. Automatic search phrases were used to find research articles related to the topic in the Google Scholar, Web of Science, Scopus, and Springer Link databases. A total of 628 articles were identified during the initial search of which only 11 were included after putting them under rigorous selection criteria. In addition, a mixed-method appraisal technique (MMAT) was used to examine the methodological quality of the papers that were included. The synthesis result came up with three overarching themes: the availability of AT to support learning mathematics, the usability of AT in mathematics classes, and the role of AT in the inclusion of visually impaired students. The findings based on the results of the 11 academic articles published from 2007 to 2021 revealed that effective engagement of students with VIs in Mathematics instruction is achieved by providing students with VI equitable access to the swiftly evolving AT, addressing issues related to affordability, testing the usability and appropriateness of existing AT and enhancing accessibility of AT for all by breaking the social stigma against students with VI in using AT. It is concluded that easily affordable and accessible assistive technologies with multiple non-visual display formats that enable students with VI to access mathematical symbols, notations, expressions, and tactual contents should be in place to actively engage students with VI in learning mathematics.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"40 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81008082","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 : 2023-03-10DOI: 10.1177/02646196231158919
H. Khan, Khaldon F. Abbas, Hamza N. Khan
We present a comprehensive review of the various challenges that individuals with visual impairment (VI) face during the COVID-19 pandemic. A structured review was done using online databases PubMed, EMBASE, and grey literature databases between 19 April 2021 and 4 August 2021, using search terms ‘COVID-19’, ‘SARS-CoV-2’, ‘Coronavirus’, or ‘pandemic’ combined with ‘visually impaired’, ‘visual impairment’, or ‘Blind’. Studies included were written in English, published after the World Health Organization (WHO) declaration of the COVID-19 Pandemic (11 March 2020), and focused on the VI population during the pandemic. The initial search yielded 702 publications, of which 20 met our inclusion criteria and were included in analysis. Emotional distress from deteriorating mental health and social isolation were considerably higher in the VI population. For a community that relies on spatial awareness and touch, regulations related to social distancing and avoiding contact were considerable barriers. Further challenges were noted in accessing healthcare, care, receiving timely health information and changes in regulations, adequately sanitizing, using technology, and completing activities of daily living. In the unprecedented times of the COVID-19 pandemic, the VI community has faced unique challenges. A more holistic and inclusive approach needs to be adopted to ensure that more vulnerable populations are adequately cared for.
{"title":"Investigating the impact of COVID-19 on individuals with visual impairment","authors":"H. Khan, Khaldon F. Abbas, Hamza N. Khan","doi":"10.1177/02646196231158919","DOIUrl":"https://doi.org/10.1177/02646196231158919","url":null,"abstract":"We present a comprehensive review of the various challenges that individuals with visual impairment (VI) face during the COVID-19 pandemic. A structured review was done using online databases PubMed, EMBASE, and grey literature databases between 19 April 2021 and 4 August 2021, using search terms ‘COVID-19’, ‘SARS-CoV-2’, ‘Coronavirus’, or ‘pandemic’ combined with ‘visually impaired’, ‘visual impairment’, or ‘Blind’. Studies included were written in English, published after the World Health Organization (WHO) declaration of the COVID-19 Pandemic (11 March 2020), and focused on the VI population during the pandemic. The initial search yielded 702 publications, of which 20 met our inclusion criteria and were included in analysis. Emotional distress from deteriorating mental health and social isolation were considerably higher in the VI population. For a community that relies on spatial awareness and touch, regulations related to social distancing and avoiding contact were considerable barriers. Further challenges were noted in accessing healthcare, care, receiving timely health information and changes in regulations, adequately sanitizing, using technology, and completing activities of daily living. In the unprecedented times of the COVID-19 pandemic, the VI community has faced unique challenges. A more holistic and inclusive approach needs to be adopted to ensure that more vulnerable populations are adequately cared for.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48862422","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 : 2023-03-07DOI: 10.1177/02646196231158923
K. Cummins, J. Hayton
The presence of childhood vision impairment has cascading effects on educational provision and global development across cognitive, physical, and mental health domains. Effective, appropriate, and targeted support in education is legislated across the United Kingdom, influenced by the ‘access to learning, learning to access’ model. Despite reasonable adjustment and specialist provision legislature, anecdotal parental reports suggest inconsistent and insufficient provision culminating in poor physical and mental health outcomes for school-aged children and young people with vision impairment in the United Kingdom. This pilot study aimed to evaluate the perceived effectiveness of provisional arrangement/specialist support from a parental viewpoint. We examined the questionnaire responses of parents/caregivers of children and young people with vision impairment to harness their views regarding provisional entitlement. An online questionnaire was developed in collaboration with parents/caregivers of children with vision impairment who identified a distinct need for research in this field. Forty-six parents/caregivers completed the questionnaire. Most parents reported their child accessing specialised provision; however, frequency of provision and qualification of staff administering provision was inconsistent. Parents reported that available provision more negatively impacted their child’s mental health, and resultingly, most parents lacked confidence in the arrangements their child received. We concluded that parental perception of provisional arrangements is seemingly influenced by the quality of the team supporting their child in educational domains. Future work triangulating parental views with that of the children receiving the support, and support staff, is needed for corroboration.
{"title":"‘Listen, learn, help’: Parental views on specialist vision impairment provision in the United Kingdom","authors":"K. Cummins, J. Hayton","doi":"10.1177/02646196231158923","DOIUrl":"https://doi.org/10.1177/02646196231158923","url":null,"abstract":"The presence of childhood vision impairment has cascading effects on educational provision and global development across cognitive, physical, and mental health domains. Effective, appropriate, and targeted support in education is legislated across the United Kingdom, influenced by the ‘access to learning, learning to access’ model. Despite reasonable adjustment and specialist provision legislature, anecdotal parental reports suggest inconsistent and insufficient provision culminating in poor physical and mental health outcomes for school-aged children and young people with vision impairment in the United Kingdom. This pilot study aimed to evaluate the perceived effectiveness of provisional arrangement/specialist support from a parental viewpoint. We examined the questionnaire responses of parents/caregivers of children and young people with vision impairment to harness their views regarding provisional entitlement. An online questionnaire was developed in collaboration with parents/caregivers of children with vision impairment who identified a distinct need for research in this field. Forty-six parents/caregivers completed the questionnaire. Most parents reported their child accessing specialised provision; however, frequency of provision and qualification of staff administering provision was inconsistent. Parents reported that available provision more negatively impacted their child’s mental health, and resultingly, most parents lacked confidence in the arrangements their child received. We concluded that parental perception of provisional arrangements is seemingly influenced by the quality of the team supporting their child in educational domains. Future work triangulating parental views with that of the children receiving the support, and support staff, is needed for corroboration.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"18 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89903860","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 : 2023-03-01DOI: 10.1177/02646196231154477
Peiwen Cao, Colleen McGrath, D. Rudman
Although research has shown that parenting an adolescent with a visual impairment may present unique challenges, a few studies have examined how parents negotiate such challenges and the meanings they derive from their parenting experiences. Using a constructivist narrative inquiry approach, this study explored how four parents of adolescents with visual impairments storied their psychosocial and occupational experiences of childrearing. A holistic-content analysis and thematic analysis of participants’ narrative accounts was conducted, resulting in the identification of the following five themes: (1) Grief, Uncertainty, and Frustration During the Early Years; (2) Identity as An Advocate; (3) Enabling Independence and Planning for the Future; (4) Navigating Challenges in Getting Required Support: Frustrations and Successes; and (5) Changed Perceptions Within the Context of Societal Misunderstanding. Findings of this study address a gap in the current body of literature by highlighting the complexity of parents’ experiences along the journey of raising an adolescent with a visual impairment. These complexities are important to address in low vision rehabilitation practice to best support parents and youth, and further research is required to inform such practice.
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Pub Date : 2023-02-22DOI: 10.1177/02646196231154471
A. Adio, C. Bekibele
Sometimes even with the best efforts by the eye care worker (ECW), patients cannot be stopped from losing vision even in the best of centers anywhere in the world. However, in developing countries, most vision loss happens in rural and suburban areas away from where ECWs are majorly located due to poor facilities, adverse living conditions, and poverty. Once irreversible blindness happens, rehabilitation should follow. However, the numbers of those who are not referred for rehabilitation by far outstrips those who are, for various reasons. To find out why this is so, 150 ECWs with 1:2 M:F ratio were contacted through Google links sent through WhatsApp groups. Glaucoma was statistically the commonest cause of irreversible blindness (χ2 = 66.17, p-value < .0001) mostly from late presentation ( n = 146 of 150 responses, 97.7%). When patients go blind, most ( n = 132, 87.4%) of the ECW advise them to go to a blind school (81.2%). Only about a quarter of the respondents properly ensure that they go. A third admitted ( n = 78, 39%) that knowing the patients personally improved their willingness to refer. Many do not think the government is doing enough to help the blind ( n = 118, 78.7%). Even though many ECWs have given sensitization talks on blindness (124 of 164 responses), very few focus on what happens after blindness occurs (42.4% of respondents). A third of the ECW admitted to not doing enough for the blind in their practice ( n = 51, 34%). Majority have, however, heard about The Lens Eye Clinic (TLEC) rehab center, one of the foremost rehabilitation centers for the blind in Nigeria ( n = 103, 68.7%). ECW should ensure those who live in rural areas have poor socioeconomic background, less educated, female, elderly, or born blind should have regular screening and awareness programs in the areas of practice to catch the condition on time with provision made for early counseling and support services.
{"title":"What do eye care workers do when their patients go blind?","authors":"A. Adio, C. Bekibele","doi":"10.1177/02646196231154471","DOIUrl":"https://doi.org/10.1177/02646196231154471","url":null,"abstract":"Sometimes even with the best efforts by the eye care worker (ECW), patients cannot be stopped from losing vision even in the best of centers anywhere in the world. However, in developing countries, most vision loss happens in rural and suburban areas away from where ECWs are majorly located due to poor facilities, adverse living conditions, and poverty. Once irreversible blindness happens, rehabilitation should follow. However, the numbers of those who are not referred for rehabilitation by far outstrips those who are, for various reasons. To find out why this is so, 150 ECWs with 1:2 M:F ratio were contacted through Google links sent through WhatsApp groups. Glaucoma was statistically the commonest cause of irreversible blindness (χ2 = 66.17, p-value < .0001) mostly from late presentation ( n = 146 of 150 responses, 97.7%). When patients go blind, most ( n = 132, 87.4%) of the ECW advise them to go to a blind school (81.2%). Only about a quarter of the respondents properly ensure that they go. A third admitted ( n = 78, 39%) that knowing the patients personally improved their willingness to refer. Many do not think the government is doing enough to help the blind ( n = 118, 78.7%). Even though many ECWs have given sensitization talks on blindness (124 of 164 responses), very few focus on what happens after blindness occurs (42.4% of respondents). A third of the ECW admitted to not doing enough for the blind in their practice ( n = 51, 34%). Majority have, however, heard about The Lens Eye Clinic (TLEC) rehab center, one of the foremost rehabilitation centers for the blind in Nigeria ( n = 103, 68.7%). ECW should ensure those who live in rural areas have poor socioeconomic background, less educated, female, elderly, or born blind should have regular screening and awareness programs in the areas of practice to catch the condition on time with provision made for early counseling and support services.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"39 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86031417","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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