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.

The Orientation and Mobility Specialist and Braille: Point–Counter Point Arguments for and Against the Need for the Knowledge of Braille

2020 ◽  
Vol 114 (2) ◽  
pp. 127-137
Author(s):  
William M. Penrod ◽  
Nora Griffin-Shirley ◽  
Kevin Hollinger ◽  
Ximena Burgin ◽  
Samantha Smolka ◽  
...  
Keyword(s):  
Online Survey ◽  
Low Vision ◽  
Personnel Preparation ◽  
Preparation Programs ◽  
Education Professionals ◽  
Rehabilitation Professionals ◽  
Personnel Costs ◽  
Blind And Visually Impaired ◽  
Orientation And Mobility ◽  
Programs Of Study

Introduction: Few academic discussions are more contentious in the field of orientation and mobility than the notion of whether or not O&M specialists need to know braille. To help answer this question, we developed a survey. Methods: An online survey instrument was distributed through O&M electronic discussion groups. The survey included a demographic section, a section concerning the use of braille for instructional purposes, questions about the importance of braille in the training and certification of O&M specialists, the level of knowledge of braille required, and whether or not respondents considered braille an essential job function. Results: Most participants ( n = 108) believed or strongly believed that braille should be a separate course in personnel preparation programs and should be required for O&M personnel preparation programs accredited by the Association for Education and Rehabilitation of the Blind and Visually Impaired (AER). Slightly less than half (42%) of respondents believed or strongly believed that braille should be required for Academy for Certification of Vision Rehabilitation and Education Professionals (ACVREP) certification in O&M ( n = 80; 22 respondents were undecided). Discussion: The field of visual impairment (i.e., blindness or low vision) needs to examine closely the amount of time, number of personnel required, and financial cost of pursuing braille as a competency for O&M specialists. Personnel costs may include additional resources to assist ACVREP in changing its requirements to include braille and the revision of the examination to reflect this new requirement, universities in hiring faculty to develop new programs of study to include coursework involving braille, and AER’s Higher Education Accreditation Commission in changing the AER University Review Accreditation Curricular Standards: Orientation and Mobility Specialists. Implications for practitioners: This study provided a snapshot of what a group ( N = 189) of vision professionals believe regarding the importance of braille in O&M—141 of that group were certified in O&M; the remainder identified themselves as having multiple certifications. Further research is needed, especially including more representation of rehabilitation professionals, to obtain more input concerning this controversial topic.

Preparation of Orientation and Mobility Specialist Students Who are Blind and Have Low Vision: Survey of Faculty Who Teach Blindfold and Simulation Cane Courses

2019 ◽  
Vol 113 (4) ◽  
pp. 355-365
Author(s):  
Nora Griffin-Shirley ◽  
Laura Bozeman ◽  
Nereah A. Obiero ◽  
Kyle J. Steinle ◽  
Anita Page
Keyword(s):  
Visually Impaired ◽  
Low Vision ◽  
Personnel Preparation ◽  
Teaching Techniques ◽  
Online Questionnaire ◽  
Preparation Programs ◽  
Disabled Students ◽  
Visual Occlusion ◽  
Orientation And Mobility ◽  
Visually Impaired Students

Introduction: The purpose of this study was to survey the faculty of personnel preparation programs that train orientation and mobility (O&M) specialists in the identification of accommodations, teaching techniques, and resources needed to teach students who are visually impaired (i.e., those who are blind or have low vision) and who are enrolled in blindfold and simulation cane courses (hereafter, cane courses). Cane courses are used to teach the techniques of independent cane travel, and they require total visual occlusion using blindfolds as well as simulated low vision using goggles that depict different visual acuities and field losses. Methods: This study surveyed personnel preparation programs training O&M specialists with an online questionnaire with open-ended items to identify the program’s required accommodations, teaching techniques, and resources needed to teach visually impaired students who are enrolled in cane courses. The survey was e-mailed to 22 universities in North America, which have personnel preparation programs for O&M specialists and asked for responses from individuals who teach cane courses. Descriptive statistics were used to analyze the survey data. Results: Results showed that the format of the cane courses was varied, a variety of accommodations and teaching strategies were used, and the universities’ office of disabled students generally did not know how to accommodate these courses. Discussion: A need exists for a student who is visually impaired to be an experienced traveler and to be knowledgeable about what accommodations and strategies he or she will use when they need to teach a fellow student during a cane course. Visually impaired students must be able to monitor the safety of their peers as well as the changing dynamics of the environment in which they are working. Implication for practitioners: To effectively teach visually impaired students who are enrolled in cane courses, university faculty teaching these courses could request prospective visually impaired students to provide documentation regarding their travel skills prior to acceptance into a personnel preparation program in O&M. In addition, students with visual impairments need to discuss with their universities’ office of disabled students and legal counsel what reasonable accommodations are relevant for visually impaired students enrolled in the cane courses and what accommodations they believe the universities are committed to providing these students.

The Development of Low Vision Services in Poland

1989 ◽  
Vol 83 (1) ◽  
pp. 64-66
Author(s):  
A. Adamowicz-Hummel ◽  
G. Walczak
Keyword(s):  
Teaching Methods ◽  
Visually Impaired ◽  
Low Vision ◽  
Historical Review ◽  
Professional Preparation ◽  
Preparation Programs ◽  
Blind And Visually Impaired ◽  
Education Professional ◽  
Impaired Children ◽  
Visually Impaired Children

This article discusses Poland's developing efforts in the field of low vision, first providing a historical review of the education of blind and visually impaired children. It presents data on education, professional preparation programs, research on low vision, and the adaptation of materials and teaching methods to the cultural needs of the Polish low vision population.

A Survey on the Use of Mobile Applications for People who Are Visually Impaired

2017 ◽  
Vol 111 (4) ◽  
pp. 307-323 ◽  
Author(s):  
Nora Griffin-Shirley ◽  
Devender R. Banda ◽  
Paul M. Ajuwon ◽  
Jongpil Cheon ◽  
Jaehoon Lee ◽  
...  
Keyword(s):  
Mobile Application ◽  
Online Survey ◽  
Low Vision ◽  
Mobile Apps ◽  
Visual Impairments ◽  
Mobile App ◽  
Adult Group ◽  
Preliminary Information ◽  
Old Adult ◽  
Middle Aged Adult

Introduction The literature indicates that few studies have been conducted with persons with visual impairments (that is, those who are blind or have low vision) concerning mobile application or “app” usage. The current study explores the use of mobile apps with this population globally. Methods A total of 259 participants with visual impairments completed an online survey. Descriptive statistics and bivariate tests were used to examine associations between demographic characteristics and mobile app use. Results The participants rated special apps as useful (95.4%) and accessible (91.1%) tools for individuals with visual impairments. More than 90% of the middle-aged adult group strongly agreed with the practicality of special apps, a significantly higher percentage than was observed in the young and old adult groups. In addition, the participants with low vision considered special apps less accessible than did those with blindness (p < .05). Discussion Results show that persons with visual impairments frequently use apps specifically designed for them to accomplish daily activities. Furthermore, this population is satisfied with mobile apps and would like to see improvements and new apps. Implications for practitioners Developers of apps for individuals with visual impairments need to refine and test the existing apps. Practitioners need to be knowledgeable about app usage so they can provide effective instruction to their students or clients. This study provides preliminary information regarding app usage among persons with visual impairments.

scholarly journals The Use of Light Rail or Light Rapid Transit Systems by Individuals with Severe Visual Impairments

1994 ◽  
Vol 88 (1) ◽  
pp. 69-74 ◽  
Author(s):  
K. Svendsen
Keyword(s):  
Visually Impaired ◽  
Visual Impairments ◽  
Light Rail ◽  
Rail Transit ◽  
Light Rail Transit ◽  
Rapid Transit ◽  
Transit Systems ◽  
Orientation And Mobility ◽  
Mobility Training ◽  
The Relationship

This study investigated the relationship between use of light rapid or light rail transit (LRT) systems by persons with severe visual impairments and independence in orientation and mobility. It found that orientation and mobility training on LRT systems would resolve many of the difficulties that users of the systems encountered. Modification that would make the systems more easily accessible to visually impaired travelers are suggested.

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.

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.

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.

The Effect of the Color of a Long Cane Used by Individuals who Are Visually Impaired on the Yielding Behavior of Drivers

2017 ◽  
Vol 111 (5) ◽  
pp. 401-410
Author(s):  
Eugene A. Bourquin ◽  
Robert Wall Emerson ◽  
Dona Sauerburger ◽  
Janet Barlow
Keyword(s):  
Visually Impaired ◽  
Low Vision ◽  
Visual Impairments ◽  
Substantial Effect ◽  
Traffic Signal ◽  
Driver Response ◽  
Yielding Behavior ◽  
White Cane ◽  
The Impact ◽  
Cane Technique

Introduction A new market trend offers long canes for individuals with visual impairments in a variety of colors; however, the impact of these colors is unknown to orientation and mobility (O&M) specialists and individuals who are blind or who have low vision. The authors examined the impact of cane color on drivers’ yielding behaviors; also, cane display effectiveness was assessed. Methods At traffic signal–controlled intersections, drivers’ yielding responses (yield–no yield and seconds to crosswalk) were recorded by two raters when a pedestrian presented one of two conditions (display and flagging) with four differently colored long canes (white, black, yellow, and green). Results In trials where the pedestrian used a flagging cane technique, the white cane achieved 290% more yielding than the green cane, 100% more yielding than the yellow cane, and 40% more yielding than the black. Statistical differences were found between the white-with-red cane and the yellow and green canes. The measure of drivers’ latency for moving forward was not statistically different between trials in which a pedestrian displayed a white cane at the crosswalk and trials in which no pedestrians were present. Discussion Cane color appears to have a substantial effect on drivers’ yielding responses. The results also indicate only a slight driver response to a highly visible cane display, confirming the results of previous studies that recommended more potent pedestrian movements to mitigate the threat from turning vehicles. Implications for practitioners O&M specialists and cane travelers need to consider the options for cane color when using a cane to cross streets. A white cane, flagged at the onset of the walk signal, can achieve more desirable responses from drivers than can the long canes of other colors. More effective cane behaviors exhibited by pedestrians who are visually impaired should always be considered by O&M instructors in order to influence drivers.

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