Effects of a Disability Simulation Activity on the Achievement, Efficacy, Attitudes, and Interests of Preservice Professionals

2021 ◽  
pp. 0145482X2110466
Author(s):  
Alexandra Hollo ◽  
Carla B. Brigandi ◽  
Casey M. Jelsema ◽  
Mingming Shi
Keyword(s):  
Visual Impairment ◽  
Skill Acquisition ◽  
Professional Education ◽  
Low Vision ◽  
Visual Impairments ◽  
Cluster Randomized Trial ◽  
Single Class ◽  
Related Services ◽  
Disability Simulation ◽  
Experimental Group

Introduction: Disability simulation activities are commonly used for various purposes in higher education; however, instructors may be unaware of controversies regarding their use. The purpose of this research was to assess the effects of an activity using low vision goggles to simulate visual impairment in the context of an undergraduate course in special education. We highlight the need for instructors to consider the appropriateness of disability simulation activities given possible countertherapeutic effects. Methods: In this cluster-randomized trial, 11 classes (248 students) of preservice education and related services professionals were randomized to experimental (lecture + simulation) or control (lecture only) conditions. During a single class session, all students received basic information about visual impairment and watched a video on being a human guide. Students in the experimental group then practiced guiding and being guided while wearing low vision goggles. At the end of class, students completed three Likert-type surveys and later completed a quiz using publisher-developed materials. Results: Results showed individuals in the experimental group reported higher levels of interest and enjoyment than those in the control condition; however, there were no statistically significant differences in attitudes toward persons with visual impairments, confidence or self-efficacy for working with students with visual impairments, content knowledge, or perceptions of activity usefulness. Discussion: Findings of positive engagement in the absence of harmful effects indicate that disability simulation activities should be neither promoted nor denigrated wholesale; instead, instructors must weigh carefully potential benefits and drawbacks. Discussion includes considerations for professional education programs in using such simulations to promote skill acquisition via positive and respectful learning experiences. Implications for practitioners: Instructors who use disability simulation activities are encouraged to consider whether to discontinue this practice or incorporate principles recommended by the disability community and assess outcomes to ensure they are not perpetuating harmful stereotypes.

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.

Intercountry Adoption of Children with Visual Impairments: An Exploratory Study

2018 ◽  
Vol 112 (3) ◽  
pp. 239-247
Author(s):  
Paula Wenner Conroy
Keyword(s):  
United States ◽  
Visual Impairment ◽  
Exploratory Study ◽  
Low Vision ◽  
Visual Impairments ◽  
The United States ◽  
Adoption Process ◽  
Adopted Children ◽  
Intercountry Adoption ◽  
Children With Visual Impairments

Introduction Although there is much research related to the adoption of children with disabilities in general, there is none that focuses specifically on the experiences of parents who have adopted children with visual impairments (that is, who are blind or have low vision) from outside of the United States (also called “intercountry” or “international” adoption). Methods Fifteen parents of children who were adopted from outside the United States and had visual impairments were interviewed in this exploratory study. The participants all lived in the United States following the adoptions and volunteered to participate in this study in 2015. Research questions focusing on pre-adoption (why and who), challenges, and supports framed the open-ended interviews. The interviews were transcribed and themes emerged through the process of coding. Results Parents shared their personal experiences through interviews. All 15 parents had similarities in the process of adoption. Parents adopted in order to begin or enlarge their families, but did not necessarily go into the process desiring to adopt a child with a visual impairment. Challenges were experienced in the areas of medical, educational, and social-emotional needs. Parents agreed that supports were necessary before, during, and after the adoption process. Discussion The need for supports throughout the entire process of inter-country adoption of a child with a visual impairment was made clear through this study. Adoption agencies and agencies for visually impaired individuals are in a good position to set up support networks and mentorship programs. Implications for practitioners This study only scratches the surface of the topic of intercountry adoption of children with visual impairments. By sharing experiences, attention can be given to issues, and systems can be put into place to better support families in raising internationally adopted children with visual impairments.

Applying the Foundational Concepts from Early Intervention to Services Provided to Young Children with Visual Impairments: A Literature Review

2018 ◽  
Vol 112 (3) ◽  
pp. 225-238 ◽  
Author(s):  
Mindy S. Ely ◽  
Michaelene M. Ostrosky
Keyword(s):  
Early Intervention ◽  
Adult Learning ◽  
Literature Review ◽  
Visual Impairment ◽  
Low Vision ◽  
Visual Impairments ◽  
Natural Environments ◽  
Infants And Toddlers ◽  
Early Intervention Services ◽  
Family Centered

Introduction The foundational concepts of early intervention are: family-centered and relationship-based practices, natural environments, child learning, adult learning, and quality team practices (Pletcher & Younggren, 2013). In this literature review, the authors consider the application of these concepts to services provided to families of infants and toddlers with visual impairments (that is, those with blindness or low vision) by vision professionals. Methods Three databases (ERIC, ProQuest, and PsychINFO) were used to search for articles from 1997 to 2016, focusing specifically on infants and toddlers with visual impairments. Twenty-seven articles met the criteria for inclusion in the review. Results Family-centered practices are valued by virtually all researchers in the field of visual impairment. Practices that promote parent-child relationships are especially important, given the specialized needs for early communication and the development of strong social relationships. Concerning the natural environment, commentators from the field of visual impairment are critical of federal definitions of natural environments; however, a broader definition of natural environments is supported. Child and adult learning are viewed as important for the promotion of positive outcomes for children and families who receive early intervention services, as is practice that promotes the formation of quality teams. Discussion The foundational concepts of early intervention (Pletcher & Younggren, 2013) have applicability to professionals working with infants and toddlers with visual impairments and their families. Research supports these concepts as beneficial in achieving positive child and family outcomes. Implications for practitioners Pre-service and in-service training programs for visual impairment should include early intervention principles and concepts in a manner that prepares the workforce to address the unique needs of this population.

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.

scholarly journals O ensino de ciências para alunos com deficiência visual: identificando limites e possibilidades por meio de uma revisão sistemática da literatura

2021 ◽  
Vol 5 (2) ◽  
pp. 313-343
Author(s):  
Halanda de Matos Mariano ◽  
Geraldo Wellington Rocha Fernandes ◽  
Raquel Schwenck de Mello Vianna Soares
Keyword(s):  
Science Education ◽  
Visual Impairment ◽  
Science Teaching ◽  
Inclusive Education ◽  
Science Teachers ◽  
Low Vision ◽  
Visual Impairments ◽  
Vision Science ◽  
Discursive Analysis ◽  
Analysis Instrument

Resumo: Este trabalho tem o objetivo de caracterizar as pesquisas em ensino de Ciências referentes aos alunos com deficiência visual. Trata-se de uma pesquisa com abordagem qualitativa, através de uma revisão sistemática de trabalhos publicados em eventos nacionais e periódicos da área de ensino de Ciências com Qualis Capes A1/A2. O instrumento de análise dos dados foi a Análise Textual Discursiva (ATD). Os resultados foram divididos em duas partes. A primeira buscou caracterizar o levantamento bibliográfico dos trabalhos publicados em ensino de Ciências sobre alunos com deficiências visuais. A segunda parte caracteriza os limites e possibilidades sobre esta temática, através de quatro categorias emergentes: 1) Inclusão e o ensino de Ciências; 2) Formação de professores de Ciências e deficiência visual; 3) Construção, uso ou análise de materiais didáticos adaptados para alunos com deficiência visual no ensino de Ciências; e 4) Reflexões epistêmicas no ensino de Ciências para alunos com deficiência visual.Palavras-chave: Deficiência Visual; Baixa Visão; Ensino de Ciências; Educação Inclusiva. Science education for students with visual impairment: identifying limits and possibilities through a systematic literature reviewAbstract: This work aims to characterize research in science education related to students with visual impairment. This is a research with a qualitative approach, through a systematic review of works published in national events and journals in the field of science teaching with Qualis Capes A1/A2. The data analysis instrument was the Textual Discursive Analysis (TDA). The results were divided into two parts. The first sought to characterize the bibliographic survey of works published in science teaching about students with visual impairments. The second part characterizes the limits and possibilities on this theme, through four emerging categories: 1) Inclusion and the science teaching; 2) Training of science teachers and visual impairment; 3) Construction, use or analysis of didactic materials adapted for students with visual impairments in science teaching; and 4) Epistemic reflections on science teaching for visually impaired students.Keywords: Visual impairment; Low vision; Science education; Inclusive education. 

scholarly journals Cortical Visual Impairments and Learning Disabilities

2021 ◽  
Vol 15 ◽  
Author(s):  
Sylvie Chokron ◽  
Klara Kovarski ◽  
Gordon N. Dutton
Keyword(s):  
Learning Disabilities ◽  
Visual Impairment ◽  
Low Vision ◽  
Visual Impairments ◽  
Epidemiological Studies ◽  
Learning Disorders ◽  
Industrialized Countries ◽  
Neurological Conditions ◽  
Medical Advances ◽  
Specific Learning

Medical advances in neonatology have improved the survival rate of premature infants, as well as children who are born under difficult neurological conditions. As a result, the prevalence of cerebral dysfunctions, whether minimal or more severe, is increasing in all industrialized countries and in some developing nations. Whereas in the past, ophthalmological diseases were considered principally responsible for severe visual impairment, today, all recent epidemiological studies show that the primary cause of blindness and severe visual impairment in children in industrialized countries is now neurological, with lesions acquired around the time of birth currently comprising the commonest contributor. The resulting cortical or cerebral visual impairments (CVIs) have long been ignored, or have been confused either with other ophthalmological disorders causing low vision, or with a range of learning disabilities. We present here the deleterious consequences that CVI can have upon learning and social interaction, and how these can be given behavioral labels without the underlying visual causes being considered. We discuss the need to train and inform clinicians in the identification and diagnosis of CVI, and how to distinguish the diagnosis of CVI from amongst other visual disorders, including the specific learning disorders. This is important because the range of approaches needed to enhance the development of children with CVI is specific to each child’s unique visual needs, making incorrect labeling or diagnosis potentially detrimental to affected children because these needs are not met.

Self-Esteem and Coping Styles in Polish Youths with and Without Visual Impairments

2019 ◽  
Vol 113 (3) ◽  
pp. 283-294
Author(s):  
Sylwia Tołczyk ◽  
Ewa Pisula
Keyword(s):  
Visual Impairment ◽  
Low Vision ◽  
Coping Styles ◽  
Visual Impairments ◽  
Self Esteem ◽  
Group Differences ◽  
Moral Self ◽  
Body Appearance ◽  
Polish Adaptation ◽  
And Coping

Introduction: The aim of this study was to compare self-esteem and coping styles in youths with and without visual impairments (i.e., blindness or low vision) and to explore relationships between self-esteem and coping styles. Methods: The participants were students of secondary schools in Poland: 50 with visual impairments (23 females) and 50 typically sighted (21 females). Self-esteem and coping styles were measured with the following questionnaires: Multidimensional Self-Esteem Inventory, by O’Brien and Epstein, in Polish adaptation by Fecenec and Coping Inventory for Stressful Situations, by Endler and Parker, in Polish adaptation by Strelau, Jaworowska, Wrześniewski, and Szczepaniak. Results: There were no group differences in global self-esteem nor in the majority of self-esteem domains excepting moral self-approval, in which the group with visual impairments scored higher than did their sighted peers. Females with visual impairments reported lower self-esteem related to body appearance than control females and males with visual impairments. There were no group differences in coping styles. Moral self-approval and self-esteem in the domain of body functioning served as predictors of an avoidance coping style. Discussion: Self-esteem seems to be influenced by both gender and visual impairment. The absence of differences in global self-esteem between groups with and without visual disabilities may be a result of access to rehabilitation, professional support, and education in the group with visual impairment. Body appearance seems to be a particularly important aspect of self-esteem for females with visual impairments, who scored lower than the other groups. Implications for practitioners: The results show the need to provide specialized psychological support to females with visual impairments aimed at developing positive body image. Further studies on factors influencing self-esteem and coping styles among youths with visual impairments could enable practitioners to better understand how to support them in coping with everyday stress.

scholarly journals INFORMATION ON VISUAL IMPAIRMENT ACROSS COUNTRIES

2020 ◽  
Author(s):  
Cunhat Hiago
Keyword(s):  
Visual Impairment ◽  
Low Vision ◽  
Visual Impairments ◽  
Normal Vision

There are four categories of visual impairments: i.e. normal vision, moderate visual impairment, severe visual impairment and blindness. In moderate or severe visual impairment, we speak of low vision. When the person is totally or almost blinded, we speak of blindness. The term visual impairment includes both low vision and blindness.

The Association Between Presenting Visual Impairment, Health, and Employment Status

2021 ◽  
Vol 115 (3) ◽  
pp. 204-214
Author(s):  
Michele C. McDonnall ◽  
Zhen S. McKnight
Keyword(s):  
Visual Impairment ◽  
Labor Force ◽  
Visual Impairments ◽  
Data Sets ◽  
Chi Square ◽  
Health And Nutrition ◽  
Labor Force Status ◽  
The People ◽  
Self Reports ◽  
Study Participants

Introduction: The purpose of this study was to investigate the effect of visual impairment and correctable visual impairment (i.e., uncorrected refractive errors) on being out of the labor force and on unemployment. The effect of health on labor force status was also investigated. Method: National Health and Nutrition Examination Survey (NHANES) data from 1999 to 2008 ( N = 15,650) was used for this study. Participants were classified into three vision status groups: normal, correctable visual impairment, and visual impairment. Statistical analyses utilized were chi-square and logistic regression. Results: Having a visual impairment was significantly associated with being out of the labor force, while having a correctable visual impairment was not. Conversely, having a correctable visual impairment was associated with unemployment, while having a visual impairment was not. Being out of the labor force was not significantly associated with health for those with a visual impairment, although it was for those with correctable visual impairments and normal vision. Discussion: Given previous research, it was surprising to find that health was not associated with being out of the labor force for those with visual impairments. Perhaps other disadvantages for the people with visual impairments identified in this study contributed to their higher out-of-the-labor-force rates regardless of health. Implications for practitioners: Researchers utilizing national data sets that rely on self-reports to identify visual impairments should realize that some of those who self-identify as being visually impaired may actually have correctable visual impairments. Current research is needed to understand why a majority of people with visual impairments are not seeking employment and have removed themselves from the labor force.

Using Labels: A Study of Client Preference

1990 ◽  
Vol 84 (5) ◽  
pp. 218-220 ◽  
Author(s):  
P. Abaglo ◽  
J. Downing
Keyword(s):  
Visual Impairment ◽  
Visual Impairments ◽  
Handicapped Person ◽  
Significant Preference ◽  
Client Preference ◽  
Adolescents And Adults ◽  
Visually Handicapped

Fifty-one adolescents and adults with a variety of visual impairments were interviewed to determine their preference for different labels used to describe them. Participants were asked to choose among labels that state the disability before the person (“the visually handicapped person”) and labels that state the person before the disability (“the person with a visual impairment”). Results showed no statistically significant preference. Reasons provided by participants for their preference were characterized and presented thematically. The importance of stressing abilities and needs to be treated as normal were the most common reasons given by the participants for their selections. Participants who chose the person-first labels cited these reasons more often than those who chose the disability-first labels.

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