Braille Reading Accuracy in Chinese Students with Visual Impairments: The Effects of Visual Status and Braille Reading Patterns

Author(s):  
Xiaomeng Chen ◽  
Lelin Liang ◽  
Minghui Lu
2019 ◽  
Author(s):  
ALANNAH Mary SAVAGE ◽  
Peter Lock ◽  
Martin Walls ◽  
Matthew Rodger

Vision is important for development of action and coordination, but the impact of visual impairments on perceptual-motor development is not well understood due to mixed findings and limited research. To compare the performance of young people (aged 5-18) with different levels of visual impairment (VI) at different perceptual-motor (ball) skills, in comparison to sighted young people either using vision or blindfolded. Participants performed different ball skills: interception; bounce and catch; throwing. They were grouped for comparison by visual status: Sighted; Sighted Blindfolded; VI with Negligible Acuity (1/60 or below); VI with Residual Acuity (above 1/60). Task performance and motion capture analysis showed that across the different tasks, the Sighted group and Residual Acuity group produced the highest levels of performance, the Sighted Blindfolded group slightly lower, while the Negligible Acuity group produced the lowest performance and also adopted different movement strategies to the other three groups. Perceptual-motor development appeared to be substantially impacted in participants with severe visual impairments, whereas those with more moderate visual impairments were able to perform within the range of young people with full vision. This implies a complex relationship between visual impairments and perceptual-motor development.


2003 ◽  
Vol 97 (8) ◽  
pp. 453-474 ◽  
Author(s):  
Elaine McHugh ◽  
Lauren Lieberman

Of 52 children who attended a sports camp for children with visual impairments, 15 demonstrated stereotypic rocking currently or in the past. Three factors were associated with rocking: etiology of visual impairment, visual status, and early medical history. Children who were the most likely to exhibit rocking were those with retinopathy of prematurity who underwent lengthy hospital stays and multiple surgeries early in their lives and who were totally blind from birth.


2021 ◽  
Vol 5 (ISS) ◽  
pp. 1-33
Author(s):  
Dr-Ing Lauren Thevin ◽  
Nicolas Rodier ◽  
Bernard Oriola ◽  
Martin HACHET ◽  
Christophe Jouffrais ◽  
...  

Board games allow us to share collective entertainment experiences. They entertain because of the interactions between players, physical manipulation of tokens and decision making. Unfortunately, most board games exclude people with visual impairments as they were not initially designed for players with special needs. Through a user-centered design process with an accessible game library and visually impaired players, we observed challenges and solutions in making existing board games accessible through handcrafted solutions (tactile stickers, braille labels, etc.). In a second step, we used Spatial Augmented Reality (SAR), to make existing board games inclusive by adding interactivity (GameARt). In a case study with an existing board game considered as not accessible (Jamaica), we designed an interactive SAR version with touch detection (JamaicAR). We evaluated this prototype in a user study with 5 groups of 3 players each, including sighted, low vision and blind players. All players, independent of visual status, were able to play the Augmented Reality game. Moreover, the game was rated positively by all players regarding attractiveness, play engrossment, enjoyment and social connectivity. Our work shows that Spatial Augmented Reality has the potential to make board games accessible to people with visual impairments when handcrafted adaptations fall short.


1988 ◽  
Vol 82 (3) ◽  
pp. 94-99 ◽  
Author(s):  
V.E. Bishop

Functional vision evaluations are appropriate components of the special assessments for visually handicapped children and youth. The best procedures are sometimes difficult to select, however, because of the wide range in age, ability, and visual status of the subjects. This paper offers an organized approach to performing functional vision evaluations by clarifying the types of data collection and by suggesting protocols for three broad categories of subjects: “normal” visually handicapped students of school age, “normal” preschool visually handicapped children, and multiply handicapped/visually handicapped pupils. Infants with visual impairments are classified with multiply handicapped children, since the procedures for evaluation are similar.


2017 ◽  
Vol 2 (1) ◽  
pp. 86-94 ◽  
Author(s):  
Lindsay Heggie ◽  
Lesly Wade-Woolley

Students with persistent reading difficulties are often especially challenged by multisyllabic words; they tend to have neither a systematic approach for reading these words nor the confidence to persevere (Archer, Gleason, & Vachon, 2003; Carlisle & Katz, 2006; Moats, 1998). This challenge is magnified by the fact that the vast majority of English words are multisyllabic and constitute an increasingly large proportion of the words in elementary school texts beginning as early as grade 3 (Hiebert, Martin, & Menon, 2005; Kerns et al., 2016). Multisyllabic words are more difficult to read simply because they are long, posing challenges for working memory capacity. In addition, syllable boundaries, word stress, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexity all contribute to long words' difficulty. Research suggests that explicit instruction in both syllabification and morphological knowledge improve poor readers' multisyllabic word reading accuracy; several examples of instructional programs involving one or both of these elements are provided.


2007 ◽  
Vol 12 (3) ◽  
pp. 196-205 ◽  
Author(s):  
Géry d'Ydewalle ◽  
Wim De Bruycker

Abstract. Eye movements of children (Grade 5-6) and adults were monitored while they were watching a foreign language movie with either standard (foreign language soundtrack and native language subtitling) or reversed (foreign language subtitles and native language soundtrack) subtitling. With standard subtitling, reading behavior in the subtitle was observed, but there was a difference between one- and two-line subtitles. As two lines of text contain verbal information that cannot easily be inferred from the pictures on the screen, more regular reading occurred; a single text line is often redundant to the information in the picture, and accordingly less reading of one-line text was apparent. Reversed subtitling showed even more irregular reading patterns (e.g., more subtitles skipped, fewer fixations, longer latencies). No substantial age differences emerged, except that children took longer to shift attention to the subtitle at its onset, and showed longer fixations and shorter saccades in the text. On the whole, the results demonstrated the flexibility of the attentional system and its tuning to the several information sources available (image, soundtrack, and subtitles).


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