Self-Perception and Locus of Control in Visually Impaired College Students with Different Types of Vision Loss

2002 ◽  
Vol 96 (4) ◽  
pp. 254-266 ◽  
Author(s):  
Archie W. N. Roy ◽  
Gilbert F. MacKay
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Visually Impaired ◽  
Vision Loss ◽  
Low Vision ◽  
Control Test ◽  
Self Perception ◽  
Positive View ◽  
Different Types

This study used the Twenty Statements Test (TST), a locus of control test, and open-ended questions to elicit responses from 16 college students who were blind or had low vision. A generally positive view of self emerged, but negative TST responses focusing on disability also occurred and sometimes were associated with deteriorating vision loss and recency of onset. Locus-of-control responses were highly external across the group.

scholarly journals Exploring the patient perspective of fatigue in adults with visual impairment: a qualitative study

BMJ Open ◽  
2017 ◽  
Vol 7 (8) ◽  
pp. e015023 ◽  
Author(s):  
Wouter Schakel ◽  
Christina Bode ◽  
Hilde P A van der Aa ◽  
Carel T J Hulshof ◽  
Judith E Bosmans ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Visual Impairment ◽  
Coping Strategies ◽  
Visually Impaired ◽  
Patient Perspective ◽  
Vision Loss ◽  
Low Vision ◽  
Research Question ◽  
External Support ◽  
Future Research

ObjectivesFatigue is an often mentioned symptom by patients with irreversible visual impairment. This study explored the patient perspective of fatigue in visually impaired adults with a focus on symptoms of fatigue, causes, consequences and coping strategies.SettingTwo large Dutch low vision multidisciplinary rehabilitation organisations.Participants16 visually impaired adults with severe symptoms of fatigue selected by purposive sampling.MethodsA qualitative study involving semistructured interviews. A total of four first-level codes were top–down predetermined in correspondence with the topics of the research question. Verbatim transcribed interviews were analysed with a combination of a deductive and inductive approach using open and axial coding.ResultsParticipants often described the symptoms of fatigue as a mental, daily and physical experience. The most often mentioned causes of fatigue were a high cognitive load, the intensity and amount of activities, the high effort necessary to establish visual perception, difficulty with light intensity and negative cognitions. Fatigue had the greatest impact on the ability to carry out social roles and participation, emotional functioning and cognitive functioning. The most common coping strategies were relaxation, external support, socialising and physical exercise and the acceptance of fatigue.ConclusionsOur results indicate that low vision-related fatigue is mainly caused by population specific determinants that seem different from the fatigue experience described in studies with other patient populations. Fatigue may be central to the way patients react, adapt and compensate to the consequences of vision loss. These findings indicate a need for future research aimed at interventions specifically tailored to the unique aspects of fatigue related to vision loss.

Teachers of Students with Visual Impairments Share Experiences and Advice for Supporting Students in Understanding Graphics

2018 ◽  
Vol 112 (5) ◽  
pp. 475-487 ◽  
Author(s):  
L. Penny Rosenblum ◽  
Li Cheng ◽  
Carole R. Beal
Keyword(s):  
Student Teaching ◽  
Visually Impaired ◽  
Vision Loss ◽  
Low Vision ◽  
Visual Impairments ◽  
Systematic Instruction ◽  
Mathematics Problems ◽  
Field Of Vision ◽  
Wide Range ◽  
Visually Impaired Students

Introduction Knowing how to gather information from graphics and to use that information to solve mathematics problems is an important skill. Prior research indicates that many students with visual impairments face considerable challenges when attempting to locate information in math graphics. Little is known about how teachers of students with visual impairments support their students in acquiring graphics skills. Methods Eleven teachers of visually impaired students participated in focus groups. Sessions were audio-recorded and transcribed. Themes were identified. Results The teachers described the importance of individualizing instruction for the student, teaching a systematic approach, and ensuring that graphics are clear to them. Discussion From an early age, visually impaired students need explicit instruction in how to access information in graphics. The use of prescribed low vision devices, manipulatives, and systematic instruction are integral to student success, as are the design and production of clear and accurate graphics. Implications for practitioners Teachers of visually impaired students utilize a variety of strategies to support students in accessing information in graphics. A curriculum and guidelines to assist them in supporting a wide range of learners would be valuable to the field of vision loss.

Study Skills of Undergraduates as a Function of Academic Locus of Control, Self-Perception, and Social Interdependence

1998 ◽  
Vol 83 (2) ◽  
pp. 595-598 ◽  
Author(s):  
Anthony J. Onwuegbuzie ◽  
Christine E. Daley
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Study Skills ◽  
Developmental Psychology ◽  
Intellectual Ability ◽  
Self Perception ◽  
Social Interdependence ◽  
Introductory Course ◽  
Self Worth ◽  
Academic Locus Of Control

To investigate whether undergraduates' study skills are related to scores on academic locus of control, self-perception, and social interdependence 154 students from varied disciplinary backgrounds and enrolled in an introductory course in developmental psychology completed the Study Habits Inventory, the Academic Locus of Control Scale for College Students, the Self-perception Profile for College Students, and The Social Interdependence Scale. Correlations showed students with the best study skills tended to have an internal academic locus of control, more individualistic tendencies, higher perceived scholastic competence, higher perceived self-worth, and higher perceived intellectual ability.

Making the Grade: College Students with Visual Impairments

1997 ◽  
Vol 91 (3) ◽  
pp. 261-270 ◽  
Author(s):  
L.W. McBroom
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Students With Disabilities ◽  
Visually Impaired ◽  
Low Vision ◽  
Visual Impairments ◽  
School Students ◽  
Transition Experiences

This study of the transition experiences of 102 college students with visual impairments (including students who are blind and students with low vision) and of the services offered for students with disabilities at 66 colleges found that the colleges provided most of the services students need to be successful. The students also described the numerous areas for which visually impaired high school students should prepare before they enter college and the skills they should develop or hone.

Transporting People with Visual Impairments: Knowledge of University Campus Public Transportation Workers

2019 ◽  
Vol 113 (2) ◽  
pp. 156-164
Author(s):  
Danene K. Fast ◽  
Tiffany A. Wild
Keyword(s):  
Visual Impairment ◽  
Public Transportation ◽  
Visually Impaired ◽  
Vision Loss ◽  
Low Vision ◽  
Visual Impairments ◽  
University Campus ◽  
Bus Drivers ◽  
Service Training ◽  
Independent Travel

Introduction: To support independent travel skills and accessibility for people with visual impairments (i.e., those who are blind or have low vision), this research acknowledges bus driver perceptions of visual impairment and investigates how bus drivers interact with visually impaired travelers who ride public transportation. Methods: This study utilized the Social Responsibility about Blindness Scale and a researcher-created instrument to explore how bus drivers interact with visually impaired travelers. Results: Fifty-five drivers participated in this study, with 94.55% of these drivers reporting that they have had experiences interacting with visually impaired passengers. The top concern drivers reported was ensuring these passengers located the correct stop (26.56%). Using Likert-type scale ratings to assess driver knowledge and role in assisting passengers with vision loss, overall mean average of driver knowledge was 3.33 ( SD = 1.09, V = 1.23), indicating, as a whole, driver knowledge was in the range of “unsure/don’t know.” Discussion: Although many campus area bus drivers have experience interacting with passengers who are visually impaired, the attitude of drivers toward visual impairment is varied, and their knowledge of visual impairments is limited. Implications for practitioners: Based on results, drivers recognize that accommodations may be needed for passengers with vision loss, and they have an interest in learning how to assist passengers who are visually impaired who ride campus transportation. Based on this outcome, in-service training for drivers to address interactions and accommodations for passengers with vision loss may be warranted within public transportation operations.

Instruction and Course Content in Sex Knowledge and Attitudes and Internal Locus of Control

1986 ◽  
Vol 58 (1) ◽  
pp. 91-94 ◽  
Author(s):  
Daniel D. Adame
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Control Test ◽  
Course Content ◽  
Internal Locus ◽  
Internal Locus Of Control ◽  
Knowledge And Attitudes ◽  
Attitude Test ◽  
Knowledge And Attitude ◽  
Sex Knowledge

Scores of 297 college students from 3 different courses taught by different instructors on Lief and Reed's Sex Knowledge and Attitude Test and Levenson's Locus of Control test at Weeks 1 and 15 did not change significantly on Levenson's subscales but attitudes of students in the sexuality class changed on masturbation, abortion, and heterosexual relations. No change in knowledge was noted.

Locus of Control and Adaptive Behavior in Visually Impaired Children

1987 ◽  
Vol 81 (9) ◽  
pp. 429-432 ◽  
Author(s):  
S. Parsons
Keyword(s):  
Locus Of Control ◽  
Adaptive Behavior ◽  
Visually Impaired ◽  
Low Vision ◽  
Vineland Adaptive Behavior Scales ◽  
Intellectual Achievement ◽  
Group Responsibility ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Vineland Adaptive Behavior

Locus of control for academic achievement and correlating competencies in adaptive behavior were measured in a group of residential school children of normal intelligence and singularly impaired. There were both low vision and totally blind students in the sample. The Intellectual Achievement Responsibility Questionnaire (IAR) and the new Vineland Adaptive Behavior Scales (VABS) were administered. For the total group, responsibility for positive intellectual achievement events correlated significantly with increase in Adaptive Behavior scores. Discussion highlights the importance of facilitating development of skills of independence to enhance self-responsibility for academic and other life events in visually impaired children.

Using Description to Convey Mathematics Content in Visual Images to Students who Are Visually Impaired

2018 ◽  
Vol 112 (2) ◽  
pp. 157-168 ◽  
Author(s):  
Robert Wall Emerson ◽  
Dawn L. Anderson
Keyword(s):  
Common Core ◽  
Visually Impaired ◽  
Low Vision ◽  
Visual Images ◽  
Line Graphs ◽  
Number Lines ◽  
Different Types ◽  
The Common ◽  
Textual Material ◽  
Improve Access

Introduction Because of the preponderance of visual images, many mathematics texts are wholly or largely inaccessible to students who are blind. This study investigated how much description is sufficient to communicate math content in different types of images. Methods Representative math textbooks from grades five, eight, and 11, aligned to the Common Core, were selected. Mutually exclusive and exhaustive image categories were identified. Clear examples of each image category were chosen, and digital files were created containing the examples and surrounding textual material. Files replicated the printed page as closely as possible, and all elements (words, math expressions, and descriptions of images) were readable by JAWS. Forty-four students who are visually impaired (that is, those who are blind or had low vision) listened to the math pages and answered questions related to the content contained in the images. Results Students answered content-related questions better with more description, but across four description conditions with varying amounts of description the highest correct rate was low (29%). In looking at individual image categories, students had the most correct answers for number lines (41.0%). Rates of 20% to 33% correct were demonstrated for image categories of shapes, tables, line graphs, bar graphs, and ray diagrams. Correct rates for equations, pie charts, and maps were inconsistent or lower than 15%. Students were positive about math and did not indicate many problems with math texts. Discussion Descriptions of visual images can communicate important math information, but there are images for which no level of description is sufficient. Many students in the study were not aware of how much visual math content to which they were not provided access. Implications for practitioners Math texts need to be more accessible for students who are visually impaired. Although describing visual images can improve access to content, that may not be sufficient. Materials should be provided in several formats simultaneously so students can approach material in the mode that fits their needs in a variety of contexts.

Effectiveness of Using Local Cues to Indicate Perspective in Tactile Diagrams for People with Visual Impairments

2018 ◽  
Vol 112 (6) ◽  
pp. 731-744
Author(s):  
Andrea M. Nguyen ◽  
Tyler J. Ferro ◽  
Dianne T. V. Pawluk
Keyword(s):  
Visually Impaired ◽  
Vision Loss ◽  
Low Vision ◽  
Critical Role ◽  
New Method ◽  
Visual Perspective ◽  
Main Task ◽  
Study Participants ◽  
Mathematics And Science ◽  
Local Cues

Introduction This study presents and evaluates the use of a method using local cues to indicate perspective in tactile diagrams as compared to the current use of visual perspective methods. Methods Perspective for an object using local cues is represented with standard visual perspective lines but with the thickness of the lines varying as a function of depth away from the viewer. Performance of visually impaired study participants (that is, those who are blind or have low vision), using the new method and the standard visual perspective method, were compared as functions of: onset of vision loss of a participant, perspective method used, repetition, and object and perspective of an object presented. Results For the main task, the method used—Wald χ2(1, 585) = 7.147, p = 0.008—and the method-repetition interaction—Wald χ2(1, 585) = 4.272, p = 0.039—had significant effects. Participants performed better with our new method and there was a significant improvement for (only) this method between repetitions. Discussion The findings demonstrate that our new method improved the performance of users for tasks involving perspective on diagrams over the standard visual perspective method. The data also indicates that with more repetition, improvement could become even greater than observed during this study. Implications for practitioners Perspective frequently plays a critical role in aiding the understanding of questions in mathematics and science. Adding local cues to a standard perspective diagram shows promise in improving users' ability to interpret objects.

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