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.

Development and Standardization of an Alienation Scale for Visually Impaired Students

2017 ◽  
Vol 111 (5) ◽  
pp. 427-439 ◽  
Author(s):  
Poonam Punia ◽  
Sandeep Berwal
Keyword(s):  
Visually Impaired ◽  
Low Vision ◽  
Item Analysis ◽  
Visual Impairments ◽  
Reliability And Validity ◽  
Future Research ◽  
Rehabilitation Professionals ◽  
Cultural Estrangement ◽  
Visually Impaired Students ◽  
Context Specific

Introduction The present study was undertaken to develop a valid and reliable scale for measuring a feeling of alienation in students with visual impairments (that is, those who are blind or have low vision). Methods In this study, a pool of 60 items was generated to develop an Alienation Scale for Visually Impaired Students (AL-VI) based on a review of the literature and discussions with colleagues and experts in the field. The items were organized into six dimensions of alienation, namely powerlessness, meaninglessness, normlessness, social isolation, self-estrangement, and cultural estrangement, and were rated on the five-point Likert scale. The standardization of the scale was completed with 118 students with visual impairments in the age group of 10 to 25 years, selected randomly from specialized and inclusive schools in the state of Haryana, India. Results The item analysis was done by calculating t- and r-values; seven items were deleted, and a final 45 items were retained. The calculated value of Cronbach's alpha and split-half correlation came out to be 0.87 and 0.86, respectively. The construct validity was determined by computing the coefficient of correlation between scores of this scale and the scores obtained by using the Student Alienation scale (SAS) of R. R. Sharma (Sharma, 2012). The percentile norm for the scale was determined after verifying normality of the scores by using a Q-Q plot. Discussion The findings of the present study suggest that the AL-VI may serve as a useful tool in future research to assess alienation in persons with visual impairments in India. The findings further demonstrate that the AL-VI produced scores that are reliable and valid. The AL-VI can be used outside India after determining its reliability and validity in context-specific conditions. Implications for practitioners The AL-VI scale is applicable to students with visual impairments, teachers of students with visual impairments, principals, social workers, psychologists, and rehabilitation professionals. Practitioners could use this tool for assessing and understanding the level of alienation among students with visual impairments, thereby helping them in planning and executing strategies for remediating alienation.

scholarly journals Evaluation of the Effectiveness of a Tablet Computer Application (App) in Helping Students with Visual Impairments Solve Mathematics Problems

2018 ◽  
Vol 112 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Carole R. Beal ◽  
L. Penny Rosenblum
Keyword(s):  
Visually Impaired ◽  
Low Vision ◽  
Computer Application ◽  
Tablet Computer ◽  
Mathematics Problems ◽  
Study Results ◽  
Mathematical Word Problems ◽  
Visually Impaired Students ◽  
Ipad App ◽  
Almost All

Introduction The authors examined a tablet computer application (iPad app) for its effectiveness in helping students studying pre-algebra to solve mathematical word problems. Methods Forty-three visually impaired students (that is, those who are blind or have low vision) completed eight alternating mathematics units presented using their traditional literacy medium or an iPad app. Twenty percent of the mathematics problems included graphics such as maps, line graphs, and bar graphs. During each session, teachers of visually impaired students rated the amount of support they provided for students and the student motivation. Results Students answered more mathematics problems correctly when using the iPad app and, overall, teachers reported that their students were more motivated with the app than with their traditional literacy medium. Students often used the hints provided in the app when they did not solve a problem correctly the first time. Discussion Visually impaired students and their teachers found the app and graphics to be easy to use and motivating. The built-in Scratch pad was used by almost all students who were print users. Implications for practitioners The study results contribute to the growing body of knowledge about the potential value of tablet-type devices for use by visually impaired students.

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.

A Survey of Blind Orientation and Mobility Specialists about the Accommodations and Teaching Strategies They Use when Providing Orientation and Mobility Services

2021 ◽  
pp. 0145482X2110180
Author(s):  
Nora Griffin-Shirley ◽  
Laura Bozeman ◽  
The Nguyen ◽  
Vitalis Othuon ◽  
Anita Page ◽  
...  
Keyword(s):  
Visually Impaired ◽  
Online Survey ◽  
Low Vision ◽  
Visual Impairments ◽  
Teaching Techniques ◽  
Preparation Programs ◽  
Self Advocacy ◽  
Blind And Visually Impaired ◽  
Orientation And Mobility ◽  
Immersion Training

Introduction: The purpose of the study was to survey orientation and mobility (O&M) instructors who are blind concerning the identification of accommodations, teaching techniques, and resources to teach students with visual impairments (i.e., blindness or low vision). Methods: The study utilized an online survey via Qualtrics (2019) with 27 closed- and open-ended items to identify accommodations, teaching techniques, and resources needed. The survey was e-mailed to membership and certification organizations requesting O&M instructors who are blind to participate for 12 weeks. The participants were 15 O&M specialists, mostly male and Caucasian. Survey data were then analyzed using descriptive statistics. Results: Forty percentage of the participants reported that there were minimal standards that they had to demonstrate prior to their admittance into an O&M program. About one-fourth of the participants mentioned their program was modified because of their visual impairment. Eleven participants (73%) reported that their nonvisual instructional strategies and techniques were predominantly gained through their university programs or other visually impaired instructors (27%, n = 4). Discussion: Aspects of this study that are similar to the current literature are smaller faculty-to-student ratios for blindfold or simulation cane courses, accommodations used by participants, and suggestions for monitoring the safety of students. The results revealed the participants’ strong belief in the importance of immersion training, the use of the Structured Discovery Cane Travel (SDCT), nonvisual skills during O&M instruction, sleep shades, and students’ problem-solving abilities. Implication for practitioners: Although the participants had received SDCT immersion training, most personnel preparation programs approved by the Association for the Education and Rehabilitation of Blind and Visually Impaired do not use this method. For this reason, it is important for faculty to identify best teaching practices from among all programs and to integrate these practices into their curricula. Sharing best practices could strengthen all programs. Moreover, students with visual impairments should be taught early about self-advocacy and the ability to have helpful knowledge about one’s skills at a university and in the workplace.

Inquiry: A Teaching Approach for Gifted Visually Impaired Learners

2009 ◽  
Vol 25 (2) ◽  
pp. 172-187 ◽  
Author(s):  
Deborah L. Rooks ◽  
C. June Maker
Keyword(s):  
Visually Impaired ◽  
Inquiry Learning ◽  
Visual Impairments ◽  
Gifted Students ◽  
Natural World ◽  
Gifted Student ◽  
Gifted Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Visually Impaired Students

Inquiry is a dynamic approach to learning and teaching that involves a process of experiencing the natural world. As they pose questions about the information, learners conduct research for genuine reasons, make new discoveries, and test their discoveries to generate new knowledge and understanding. Inquiry is an approach that fits the learning needs of both visually impaired students and students who are gifted, and is especially important for gifted students with visual impairments. We introduce readers to inquiry approaches, review the theoretical framework, outline the characteristics of inquiry learning, explain how these approaches are important to use with gifted children with visual impairments, provide examples, summarize research on the effectiveness of inquiry learning, give an example of science teaching using an inquiry learning model in a regular classroom setting, and show how this lesson could be an effective way to involve and challenge a gifted student with a visual impairment.

Luminance Contrast of Accessible Tactile Indicators for People With Visual Impairment

2019 ◽  
Vol 28 (2) ◽  
pp. 4-15
Author(s):  
Aldyfra Luhulima Lukman ◽  
Catherine Bridge ◽  
Stephen John Dain ◽  
Mei-Ying Boon
Keyword(s):  
Visual Impairment ◽  
Empirical Research ◽  
Vision Loss ◽  
Low Vision ◽  
Visual Impairments ◽  
Ground Surface ◽  
Luminance Contrast ◽  
Safety Standard

Australia is one of only two known countries with a safety standard specifying levels of contrast required to provide accessible environments for people with visual impairment. However, these requirements were not developed based on empirical research involving people with vision loss. We investigated whether the level of luminance contrast in Australian accessibility standards, 30%, is adequate for people with visual impairments to detect and identify discrete tactile ground surface indicators over a range of contrasts with the background flooring before contact. We found that the 30% luminance contrast is adequate for people with low vision, although they preferred higher contrast.

Effects of Training on CCTY Reading Rates of Visually Impaired Students

1981 ◽  
Vol 75 (9) ◽  
pp. 368-373 ◽  
Author(s):  
Steven J. Lagrow
Keyword(s):  
Visually Impaired ◽  
Multiple Baseline ◽  
Training Procedure ◽  
Systematic Instruction ◽  
Baseline Design ◽  
Reading Efficiency ◽  
Systematic Training ◽  
Visually Impaired Students ◽  
College Bound Students ◽  
Efficiency Rate

This study investigated the effects of a closed circuit television (CCTV) system on the reading rates of six visually impaired, college-bound students. Two conditions were imposed: (1) the students received no training in its use but were encouraged to practice with the system and (2) they were then exposed to a systematic training procedure. A multiple baseline design across subjects was used. The students exhibited inconsistent directions of change in reading rate when they were introduced to CCTV without training. These differences appeared to be a function of an interaction between reading efficiency (rate and comprehension) and visual acuity. After systematic instruction in the use of CCTV, however, the reading rates of all the students increased, regardless of the direction of change exhibited in the preceding phase.

Impact of the ADA on the Employment and Promotion of Persons who are Visually Impaired

1997 ◽  
Vol 91 (5) ◽  
pp. 460-466 ◽  
Author(s):  
P.D. Rumrill ◽  
C.M. Scheff
Keyword(s):  
Labor Market ◽  
Americans With Disabilities Act ◽  
Visually Impaired ◽  
Low Vision ◽  
Visual Impairments ◽  
Competitive Employment ◽  
Poor Access

Unemployment and underemployment have plagued people who are visually impaired (including those who are blind and those who have low vision) since long before the Randolph-Sheppard Act of 1936. Five years after the Americans with Disabilities Act (ADA) was implemented in 1992, persons who are visually impaired still have poor access to and are discriminated against in the labor market. This article examines the barriers to competitive employment for persons with visual impairments and presents an ADA-compatible strategy to help remove these barriers.

Fitting in or Feeling Excluded: The Experiences of High School Students with Visual Impairments

2018 ◽  
Vol 112 (3) ◽  
pp. 261-273 ◽  
Author(s):  
Glenda Jessup ◽  
Anita C. Bundy ◽  
Alex Broom ◽  
Nicola Hancock
Keyword(s):  
High School ◽  
High School Students ◽  
Visually Impaired ◽  
Social Impact ◽  
Low Vision ◽  
Visual Impairments ◽  
Internal Variables ◽  
School Students ◽  
Fitting In ◽  
Out Of School

Introduction This study compares the experiences of high school students with visual impairments (that is, those who are blind or have low vision) in and out of school. Methods Twelve visually impaired high school students completed the same in-the-moment survey seven times daily for seven consecutive days. The frequencies of their activities, interactions, and ratings of internal variables (fitting in, acceptance, loneliness, and enjoyment) were compared across three contexts: home, school, and other (neither home nor school) contexts. Results Participants spent much of their time out of school alone at home. They rated leisure and structured recreation in “other” locations as their most enjoyable activities. Doing nothing at school was the least positively rated activity. Participants fitted in significantly less and felt significantly less accepted at school than elsewhere. A large proportion of school interactions involved receiving help; few involved giving help. Participants with additional disabilities reported more school social challenges than their peers who were only visually impaired. Discussion and implications for practitioners This study highlights the subjective dimensions of choice in everyday life. The social impact of doing nothing at school provides an imperative for staff members to ensure that adolescents with visual impairments can participate in lessons. Staff may also need to facilitate opportunities for these students to reciprocate with peers. Adolescents with visual impairments highly value activities with friends out of home and, as with most adolescents, may need to lean on their families for assistance in this area until they can participate in such activities independently.

Selecting and Purchasing Clothing: The Experience of Visually Impaired People in Hong Kong

2000 ◽  
Vol 94 (1) ◽  
pp. 34-41 ◽  
Author(s):  
Ng Sau Fun Frency ◽  
Hui Chi Leung Patrick ◽  
Choy Lin Foong May
Keyword(s):  
Decision Making ◽  
Hong Kong ◽  
Visually Impaired ◽  
Selection Criteria ◽  
Low Vision ◽  
Visual Impairments ◽  
Decision Making Process ◽  
Relative Importance ◽  
Visually Impaired People ◽  
Impaired People

This study analyzes the decision-making process for selecting and purchasing clothing of 81 people in Hong Kong who are visually impaired. Data were collected through personal interviews. The results show that problems such as unsatisfactory sales services and insufficient clothing information still exist for people with visual impairments (both the group with blindness and the group with low vision), and also reveals that people who are visually impaired have different views on the relative importance of selection criteria for purchasing clothing than do their sighted peers.

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