Pub Date : 2022-12-01DOI: 10.1177/02646196221139779
M. Overbeek, Mariska Stokla-Wulfse, P. Lievense, Yvonne Kruithof, Florine Pilon, S. Kef
Cerebral visual impairment (CVI) is one of the most common causes of visual impairment in children. CVI is a complex visual disorder to understand and explain to others. Understanding one’s diagnosis and being able to explain it to others may facilitate adaptive functioning. To educate children and young people on their CVI and accompanying needs, the computerized psycho-educational programme ‘My CVI’ has been developed. A mixed-methods study was conducted to evaluate the effect of this programme. The aims of the programme are to increase participants’ knowledge of CVI, as well as self-esteem (SDQ), adaptive coping (SCQ), and well-being (Cantril, PERIK, HRQoL). Thirty-nine children (aged 7–16 years; 51% boys) participated in a pre-test, post-test, and follow-up assessment. Qualitative interviews were conducted for a subjective evaluation of the programme. Participation in the psycho-educational programme resulted in increased knowledge of CVI, as well as a better teacher-reported social and academic self-concept and less self-reported feelings of social exclusion. No effects of participation were found on self-reported self-esteem, coping or other measures for well-being. An increase in knowledge of CVI was not associated with changes in psychosocial functioning. Qualitative data revealed that children enjoyed participating in the programme; they learned there are others with CVI, and gained more knowledge and practical tools on how to deal with their CVI. The results provide preliminary evidence that participation in the psycho-educational programme ‘My CVI’ increases children’s knowledge of their visual impairment as well as improves social outcomes and feelings of inclusion. The highest gains may be achieved through a personalized approach, depending on a child’s (developmental) age and parental involvement.
{"title":"A mixed-methods study into the effect of a psycho-educational programme for children with cerebral visual impairment (CVI)","authors":"M. Overbeek, Mariska Stokla-Wulfse, P. Lievense, Yvonne Kruithof, Florine Pilon, S. Kef","doi":"10.1177/02646196221139779","DOIUrl":"https://doi.org/10.1177/02646196221139779","url":null,"abstract":"Cerebral visual impairment (CVI) is one of the most common causes of visual impairment in children. CVI is a complex visual disorder to understand and explain to others. Understanding one’s diagnosis and being able to explain it to others may facilitate adaptive functioning. To educate children and young people on their CVI and accompanying needs, the computerized psycho-educational programme ‘My CVI’ has been developed. A mixed-methods study was conducted to evaluate the effect of this programme. The aims of the programme are to increase participants’ knowledge of CVI, as well as self-esteem (SDQ), adaptive coping (SCQ), and well-being (Cantril, PERIK, HRQoL). Thirty-nine children (aged 7–16 years; 51% boys) participated in a pre-test, post-test, and follow-up assessment. Qualitative interviews were conducted for a subjective evaluation of the programme. Participation in the psycho-educational programme resulted in increased knowledge of CVI, as well as a better teacher-reported social and academic self-concept and less self-reported feelings of social exclusion. No effects of participation were found on self-reported self-esteem, coping or other measures for well-being. An increase in knowledge of CVI was not associated with changes in psychosocial functioning. Qualitative data revealed that children enjoyed participating in the programme; they learned there are others with CVI, and gained more knowledge and practical tools on how to deal with their CVI. The results provide preliminary evidence that participation in the psycho-educational programme ‘My CVI’ increases children’s knowledge of their visual impairment as well as improves social outcomes and feelings of inclusion. The highest gains may be achieved through a personalized approach, depending on a child’s (developmental) age and parental involvement.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"2 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86798839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-11DOI: 10.1177/02646196221135009
Aiman Zaheer, N. Rauf, Verona
This study aimed to explore the role of organizational virtuousness and psychological capital in predicting job satisfaction among employees with visual impairment ( N = 160) in all provinces of Pakistan. Significant positive relationship was observed among study variables. Mediation analysis demonstrated that psychological capital mediates the relationship between organizational virtuousness and job satisfaction. The study highlights factors leading to job satisfaction among employees with visual impairment in an inclusive environment.
{"title":"Organizational virtuousness and job satisfaction among employees with visual impairment: Role of psychological capital","authors":"Aiman Zaheer, N. Rauf, Verona","doi":"10.1177/02646196221135009","DOIUrl":"https://doi.org/10.1177/02646196221135009","url":null,"abstract":"This study aimed to explore the role of organizational virtuousness and psychological capital in predicting job satisfaction among employees with visual impairment ( N = 160) in all provinces of Pakistan. Significant positive relationship was observed among study variables. Mediation analysis demonstrated that psychological capital mediates the relationship between organizational virtuousness and job satisfaction. The study highlights factors leading to job satisfaction among employees with visual impairment in an inclusive environment.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"13 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91107583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-09DOI: 10.1177/02646196221135719
R. Robertson, Kristen Buonomo, Tessa McCarthy
Students with visual impairments (VI) and multiple disabilities (MD) often exhibit challenging behavior, yet school staff’s use of evidence-based practices in behavior management is reportedly low. In this article, we share the results of a collaborative professional development (PD) aimed at increasing school staff buy-in and use of individualized positive behavior interventions and supports (I-PBIS) with students with VI and MD. Ten staff, including teachers, paraeducators, and related services, working in a self-contained school for students with VI participated in four weekly, collaborative small group modules on research-based I-PBIS strategies. The Covid-19 pandemic occurred mid-study, which affected implementation of the program and collection of outcome data; however, pre- to post-PD participants’ supportive beliefs regarding I-PBIS increased significantly. Participant-reported knowledge and use of I-PBIS also increased but did not reach significance. In addition, participants found the PD highly acceptable and useful in their work with students with VI and MD who engage in challenging behavior. Implications for increasing school staff support for and use of I-PBIS with students with VI and MD are discussed.
{"title":"Results of a collaborative professional development for school staff working with students with visual impairments and challenging behavior","authors":"R. Robertson, Kristen Buonomo, Tessa McCarthy","doi":"10.1177/02646196221135719","DOIUrl":"https://doi.org/10.1177/02646196221135719","url":null,"abstract":"Students with visual impairments (VI) and multiple disabilities (MD) often exhibit challenging behavior, yet school staff’s use of evidence-based practices in behavior management is reportedly low. In this article, we share the results of a collaborative professional development (PD) aimed at increasing school staff buy-in and use of individualized positive behavior interventions and supports (I-PBIS) with students with VI and MD. Ten staff, including teachers, paraeducators, and related services, working in a self-contained school for students with VI participated in four weekly, collaborative small group modules on research-based I-PBIS strategies. The Covid-19 pandemic occurred mid-study, which affected implementation of the program and collection of outcome data; however, pre- to post-PD participants’ supportive beliefs regarding I-PBIS increased significantly. Participant-reported knowledge and use of I-PBIS also increased but did not reach significance. In addition, participants found the PD highly acceptable and useful in their work with students with VI and MD who engage in challenging behavior. Implications for increasing school staff support for and use of I-PBIS with students with VI and MD are discussed.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"187 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79716062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-09DOI: 10.1177/02646196221135726
J. Brooks, Bing Li, Casey Jenkins, Loreta Dylgjeri, Sarath Krishna, Arjun K Ajayan, Madhuri Ghodekar, Sarvesh Nikhal, Akshay Anil Rana, Zongming Yang
Individuals with visual impairments encounter many obstacles with passenger vehicles. This study aimed to increase the understanding of challenges specifically related to vehicles including ingress, in-vehicle considerations, comfort, and acceptance of ridesharing and transportation options for individuals who are visually impaired. Ten participants who are visually impaired, with an average age of 57.5 years, completed a semi-structured interview. The interview took place over Zoom or over the phone and focused on their passenger vehicle preferences and challenges, as well as what they would want for them to look like in the future. All of the participants typically requested rides from family and friends for local transportation, while only two used rideshare services. Half of the participants described the most common challenge when getting into a vehicle as hitting one’s head. All of the participants used their sense of touch to locate the seat belt, and most used touch and hearing to locate the vehicle and door they were getting into. When asked what they would like in the future for broader transportation needs, examples ranged from a talking cane, to an electronic guide dog, or to ear buds that could provide directions. Throughout the interviews, participants expressed the importance of transportation for them. This study increased the understanding of the challenges used when walking from an indoor environment to get to and into a vehicle. Understanding how individuals who are visually impaired currently get to and into a vehicle may aid engineers, new technology developers and O&M providers to create more processes and/or training that can help increase transportation options for those who are visually impaired.
{"title":"Passenger vehicle preferences, challenges, and opportunities for users who are visually impaired: An exploratory study","authors":"J. Brooks, Bing Li, Casey Jenkins, Loreta Dylgjeri, Sarath Krishna, Arjun K Ajayan, Madhuri Ghodekar, Sarvesh Nikhal, Akshay Anil Rana, Zongming Yang","doi":"10.1177/02646196221135726","DOIUrl":"https://doi.org/10.1177/02646196221135726","url":null,"abstract":"Individuals with visual impairments encounter many obstacles with passenger vehicles. This study aimed to increase the understanding of challenges specifically related to vehicles including ingress, in-vehicle considerations, comfort, and acceptance of ridesharing and transportation options for individuals who are visually impaired. Ten participants who are visually impaired, with an average age of 57.5 years, completed a semi-structured interview. The interview took place over Zoom or over the phone and focused on their passenger vehicle preferences and challenges, as well as what they would want for them to look like in the future. All of the participants typically requested rides from family and friends for local transportation, while only two used rideshare services. Half of the participants described the most common challenge when getting into a vehicle as hitting one’s head. All of the participants used their sense of touch to locate the seat belt, and most used touch and hearing to locate the vehicle and door they were getting into. When asked what they would like in the future for broader transportation needs, examples ranged from a talking cane, to an electronic guide dog, or to ear buds that could provide directions. Throughout the interviews, participants expressed the importance of transportation for them. This study increased the understanding of the challenges used when walking from an indoor environment to get to and into a vehicle. Understanding how individuals who are visually impaired currently get to and into a vehicle may aid engineers, new technology developers and O&M providers to create more processes and/or training that can help increase transportation options for those who are visually impaired.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"47 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79396497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-09DOI: 10.1177/02646196221131737
U. P. Okonkwo, Daniel Okechukwu Daniel, I. Onwuakagba, E. Okoye, E. S. Igwe, S. Maduagwu, K. U. Ani, E. Ekechukwu, Ifeoma Adaigwe Amaechi, I. Nwosu
It is evident from clinical practice that visual disorders are prevalent in stroke medicine and are involved in all stages. The visual disorder may form all or part of the initial presentation, and subsequently, visual problems may be a rehabilitation issue or affect the quality of life and activities of daily living (ADLs) after stroke. This study aimed to determine the level of knowledge and perception of the clinical students of the Department of Medical Rehabilitation, Nnamdi Azikiwe University, about stroke survivors with visual impairment (SSVI) and the physiotherapy management of stroke survivors who are visually impaired. This study was a cross-sectional survey involving 136 respondents who were selected from the 270 clinical students of the Department of Medical Rehabilitation at Nnamdi Azikiwe University. A 25-item questionnaire was administered to assess their level of knowledge and perception of SSVI as well as the physiotherapy management methods involved. Descriptive statistics of tables, mean, and standard deviation were used to summarize participants’ responses. The Spearman rank-order correlation was used to test for correlations. Mann–Whitney U test was used to assess sex differences. Alpha was set at .05. There was a high level of knowledge and high perception (94.1% and 91.9%) of physiotherapy management of SSVI among the clinical physiotherapy students. The level of the study did not significantly influence the knowledge ( p = .386) and perception ( p = .686) of the visually impaired stroke survivor. There was a significant ( p = .008) relationship between age and knowledge of stroke survivors. No significant gender difference was observed in all results. The student’s age and gender did not influence their knowledge or perception of physiotherapy management for SSVI, the student’s level of study did influence the two variables.
{"title":"Knowledge and perception of clinical physiotherapy students about physiotherapy management of stroke survivors with visual impairment","authors":"U. P. Okonkwo, Daniel Okechukwu Daniel, I. Onwuakagba, E. Okoye, E. S. Igwe, S. Maduagwu, K. U. Ani, E. Ekechukwu, Ifeoma Adaigwe Amaechi, I. Nwosu","doi":"10.1177/02646196221131737","DOIUrl":"https://doi.org/10.1177/02646196221131737","url":null,"abstract":"It is evident from clinical practice that visual disorders are prevalent in stroke medicine and are involved in all stages. The visual disorder may form all or part of the initial presentation, and subsequently, visual problems may be a rehabilitation issue or affect the quality of life and activities of daily living (ADLs) after stroke. This study aimed to determine the level of knowledge and perception of the clinical students of the Department of Medical Rehabilitation, Nnamdi Azikiwe University, about stroke survivors with visual impairment (SSVI) and the physiotherapy management of stroke survivors who are visually impaired. This study was a cross-sectional survey involving 136 respondents who were selected from the 270 clinical students of the Department of Medical Rehabilitation at Nnamdi Azikiwe University. A 25-item questionnaire was administered to assess their level of knowledge and perception of SSVI as well as the physiotherapy management methods involved. Descriptive statistics of tables, mean, and standard deviation were used to summarize participants’ responses. The Spearman rank-order correlation was used to test for correlations. Mann–Whitney U test was used to assess sex differences. Alpha was set at .05. There was a high level of knowledge and high perception (94.1% and 91.9%) of physiotherapy management of SSVI among the clinical physiotherapy students. The level of the study did not significantly influence the knowledge ( p = .386) and perception ( p = .686) of the visually impaired stroke survivor. There was a significant ( p = .008) relationship between age and knowledge of stroke survivors. No significant gender difference was observed in all results. The student’s age and gender did not influence their knowledge or perception of physiotherapy management for SSVI, the student’s level of study did influence the two variables.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"93 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79019440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.1177/02646196221131735
L. Read, L. Deverell
Echolocation is used by people with low vision or blindness to support their navigation. Internationally, Orientation and Mobility (O&M) Specialists have learned echolocation skills and how to teach them to clients, through formal workshops with a subject matter expert. However, COVID-19 has limited access to these in-person professional development opportunities. This study investigated whether an O&M professional could learn echolocation skills in a self-paced programme with only the support of a lay assistant. We developed the EchoRead Programme to equip an individual O&M Specialist to learn basic echolocation skills in 4 hours. This auto-ethnographical perspective describes how the draft programme was trialled by one trainee O&M Specialist in her home and local neighbourhood. She developed sufficient skills to complete most of the seated, standing, and walking tasks in the programme, but needed more support developing tongue-clicking and recognising driveways when shorelining fences. She found it was important to use learning environments that were graduated in physical and audio complexity. The EchoRead Programme was then trialled and revised by an experienced O&M Specialist, beginning at home, then exploring a range of venues available within a 5 km radius – the roaming range allowed during COVID lockdown. The resulting EchoRead Programme can equip O&M professionals to be self-directed in learning early echolocation skills, using online and locally available resources. This programme could be especially useful for vision professionals and their clients, who have limited access to in-person learning opportunities with colleagues or peers because of geographical isolation, low resources, or a global pandemic.
{"title":"EchoRead Programme: Learning echolocation skills through self-paced professional development during the COVID-19 pandemic","authors":"L. Read, L. Deverell","doi":"10.1177/02646196221131735","DOIUrl":"https://doi.org/10.1177/02646196221131735","url":null,"abstract":"Echolocation is used by people with low vision or blindness to support their navigation. Internationally, Orientation and Mobility (O&M) Specialists have learned echolocation skills and how to teach them to clients, through formal workshops with a subject matter expert. However, COVID-19 has limited access to these in-person professional development opportunities. This study investigated whether an O&M professional could learn echolocation skills in a self-paced programme with only the support of a lay assistant. We developed the EchoRead Programme to equip an individual O&M Specialist to learn basic echolocation skills in 4 hours. This auto-ethnographical perspective describes how the draft programme was trialled by one trainee O&M Specialist in her home and local neighbourhood. She developed sufficient skills to complete most of the seated, standing, and walking tasks in the programme, but needed more support developing tongue-clicking and recognising driveways when shorelining fences. She found it was important to use learning environments that were graduated in physical and audio complexity. The EchoRead Programme was then trialled and revised by an experienced O&M Specialist, beginning at home, then exploring a range of venues available within a 5 km radius – the roaming range allowed during COVID lockdown. The resulting EchoRead Programme can equip O&M professionals to be self-directed in learning early echolocation skills, using online and locally available resources. This programme could be especially useful for vision professionals and their clients, who have limited access to in-person learning opportunities with colleagues or peers because of geographical isolation, low resources, or a global pandemic.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48057885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-27DOI: 10.1177/02646196221131746
Isabelle Liang, Ben Spencer, Meike Scheller, M. Proulx, K. Petrini
Assistive technology (AT) devices are designed to help people with visual impairments (PVIs) perform activities that would otherwise be difficult or impossible. Devices specifically designed to assist PVIs by attempting to restore sight or substitute it for another sense have a very low uptake rate. This study, conducted in England, aimed to investigate why this is the case by assessing accessibility to knowledge, awareness, and satisfaction with AT in general and with sensory restoration and substitution devices in particular. From a sample of 25 PVIs, ranging from 21 to 68 years old, results showed that participants knew where to find AT information; however, health care providers were not the main source of this information. Participants reported good awareness of different ATs, and of technologies they would not use, but reported poor awareness of specific sensory substitution and restoration devices. Only three participants reported using AT, each with different devices and varying levels of satisfaction. The results from this study suggest a possible breakdown in communication between health care providers and PVIs, and dissociation between reported AT awareness and reported access to AT information. Moreover, awareness of sensory restoration and substitution devices is poor, which may explain the limited use of such technology.
{"title":"Assessing people with visual impairments’ access to information, awareness and satisfaction with high-tech assistive technology","authors":"Isabelle Liang, Ben Spencer, Meike Scheller, M. Proulx, K. Petrini","doi":"10.1177/02646196221131746","DOIUrl":"https://doi.org/10.1177/02646196221131746","url":null,"abstract":"Assistive technology (AT) devices are designed to help people with visual impairments (PVIs) perform activities that would otherwise be difficult or impossible. Devices specifically designed to assist PVIs by attempting to restore sight or substitute it for another sense have a very low uptake rate. This study, conducted in England, aimed to investigate why this is the case by assessing accessibility to knowledge, awareness, and satisfaction with AT in general and with sensory restoration and substitution devices in particular. From a sample of 25 PVIs, ranging from 21 to 68 years old, results showed that participants knew where to find AT information; however, health care providers were not the main source of this information. Participants reported good awareness of different ATs, and of technologies they would not use, but reported poor awareness of specific sensory substitution and restoration devices. Only three participants reported using AT, each with different devices and varying levels of satisfaction. The results from this study suggest a possible breakdown in communication between health care providers and PVIs, and dissociation between reported AT awareness and reported access to AT information. Moreover, awareness of sensory restoration and substitution devices is poor, which may explain the limited use of such technology.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88290671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-26DOI: 10.1177/02646196221131739
P. Theodorou, K. Tsiligkos, A. Meliones, A. Tsigris
Navigating indoor spaces is especially challenging for individuals with blindness and visual impairments. Although many solutions currently exist, the acceptance of most of them is extremely poor due to their technical limitations and the complete lack of taking into consideration factors, such as usability and the perceived experience among others, which influence adoption rates. To alleviate this problem, we created BlindMuseumTourer, a state-of-the-art indoor navigation smartphone application that tracks and navigates the user inside the spaces of a museum. At the same time, it provides services for narration and description of the exhibits. The proposed system consists of an Android application that leverages the sensors found on smartphones and utilizes a novel pedestrian dead reckoning (PDR) mechanism that optionally takes input from the Bluetooth low energy (BLE) beacons specially mounted on the exhibits. This article presents the extended Usability and User Experience evaluation of BlindMuseumTourer and the findings carried out with 30 participants having varying degrees of blindness. Throughout this process, we received feedback for improving both the available functionality and the specialized user-centred training sessions in which blind users are first exposed to our application’s functionality. The methodology of this evaluation employs standardized questionnaires and semi-structured interviews, and the results indicate an overall positive attitude from the users. In the future, we intend to extend the number and type of indoor spaces supported by our application.
{"title":"An extended usability and UX evaluation of a mobile application for the navigation of individuals with blindness and visual impairments indoors: An evaluation approach combined with training sessions","authors":"P. Theodorou, K. Tsiligkos, A. Meliones, A. Tsigris","doi":"10.1177/02646196221131739","DOIUrl":"https://doi.org/10.1177/02646196221131739","url":null,"abstract":"Navigating indoor spaces is especially challenging for individuals with blindness and visual impairments. Although many solutions currently exist, the acceptance of most of them is extremely poor due to their technical limitations and the complete lack of taking into consideration factors, such as usability and the perceived experience among others, which influence adoption rates. To alleviate this problem, we created BlindMuseumTourer, a state-of-the-art indoor navigation smartphone application that tracks and navigates the user inside the spaces of a museum. At the same time, it provides services for narration and description of the exhibits. The proposed system consists of an Android application that leverages the sensors found on smartphones and utilizes a novel pedestrian dead reckoning (PDR) mechanism that optionally takes input from the Bluetooth low energy (BLE) beacons specially mounted on the exhibits. This article presents the extended Usability and User Experience evaluation of BlindMuseumTourer and the findings carried out with 30 participants having varying degrees of blindness. Throughout this process, we received feedback for improving both the available functionality and the specialized user-centred training sessions in which blind users are first exposed to our application’s functionality. The methodology of this evaluation employs standardized questionnaires and semi-structured interviews, and the results indicate an overall positive attitude from the users. In the future, we intend to extend the number and type of indoor spaces supported by our application.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"11 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80902852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-19DOI: 10.1177/02646196221131741
Talitha Clements, Jodie Cochrane Wilkie, Janet E Richmond
Australian children with visual impairment (VI) are underrepresented in studies exploring engagement in physical activities. Existing research documents that children with VI do not meet recommendations for physical activity guidelines which negatively impacts their physical and mental health. To improve participation, information is needed on what physical activities children with VI participate in and why. The objective of this study was to explore what physical activities children with VI participate in and why how they first got involved in them. A larger study was designed to explore multiple aspects of physical activity participation. This article presents findings relevant to what activities Western Australian children with VI participate in and factors which initiated participation. Findings were collected through a survey returned by 38 families and interviews with 22 families including parents and children with VI. School physical education, swimming, play equipment, and walking were the activities with the highest number of participants. Parent factors which motivated participation were having strong values/beliefs which supported engagement, modelling participation in activities, and seeking specific benefits/outcomes. Child factors which motivated participation included impact of their VI and the child’s choice/interest. External factors included advertisements and accessibility of information. Many Australian children with VI and their parents are motivated to engage in physical activities, with initial participation commonly catalysed by external factors.
{"title":"The types of physical activities children with visual impairment participate in and the reasons why","authors":"Talitha Clements, Jodie Cochrane Wilkie, Janet E Richmond","doi":"10.1177/02646196221131741","DOIUrl":"https://doi.org/10.1177/02646196221131741","url":null,"abstract":"Australian children with visual impairment (VI) are underrepresented in studies exploring engagement in physical activities. Existing research documents that children with VI do not meet recommendations for physical activity guidelines which negatively impacts their physical and mental health. To improve participation, information is needed on what physical activities children with VI participate in and why. The objective of this study was to explore what physical activities children with VI participate in and why how they first got involved in them. A larger study was designed to explore multiple aspects of physical activity participation. This article presents findings relevant to what activities Western Australian children with VI participate in and factors which initiated participation. Findings were collected through a survey returned by 38 families and interviews with 22 families including parents and children with VI. School physical education, swimming, play equipment, and walking were the activities with the highest number of participants. Parent factors which motivated participation were having strong values/beliefs which supported engagement, modelling participation in activities, and seeking specific benefits/outcomes. Child factors which motivated participation included impact of their VI and the child’s choice/interest. External factors included advertisements and accessibility of information. Many Australian children with VI and their parents are motivated to engage in physical activities, with initial participation commonly catalysed by external factors.","PeriodicalId":51836,"journal":{"name":"British Journal of Visual Impairment","volume":"16 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76974753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-14DOI: 10.1177/02646196221125643
A. Alsaqr, Saleh Ali Alribai, Khaled Humod Almutiri, E. Almutleb, Ali A. Abusharha
Low-vision quality-of-life questionnaire (LVQOL) has not been developed in the Arabic language, and none has been translated into Arabic. This study would demonstrate the effectiveness of the translated questionnaire. The English LVQOL was translated into Arabic (ARB-LVQOL) through five stages. A total of 52 low vision and 30 normally sighted individuals participated in this study. The internal consistency reliability, item-total correlation reliability, construct validity, convergent validity, discriminative validity, and respondent burden of the ARB-LVQOL were calculated. The translation team recommended that the ARB-LVQOL replicated the meaning of the LVQOL. The cultural differences were also noted during the translation process. Cronbach’s coefficient was α = 0.90 in both low vision (LV) and simulated groups. The item-total correlation ranged from 0.50 to 0.70 in both groups. The intra-class correlation coefficient indicated good test–retest reliability (LV group, ranged 0.82–0.93; control group ranged 0.83–0.94). The factor analysis, using varimax rotation, of the ARB-VQOL identified seven factors. A moderate to a strong relationship between the score of each domain with the total index score was observed, indicating an adequate convergent validity. The ARB-LVQOL discriminated between normally sighted and simulated low-vision participants and also to some extent between the simulated and real low-vision individuals. The respondent burden was less than 15 min in most responses. The ARB-LVQOL was found to relate well with patients’ visual functions and some patients’ characteristics, providing further evidence of the validity of ARB-LVQOL. The ARB-LVQOL showed psychometric properties analogous to the English version. The ARB-LVQOL could be used in clinical settings and research in adults with low vision in Arabic populations.
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