scholarly journals SENSORY DESIGN STUDY OF MUSEUM BANK INDONESIA IN ACCOMMODATING VISUALLY IMPAIRED VISITORS

2021 ◽  
Vol 5 (04) ◽  
pp. 320-333
Author(s):  
Putri Nadhira Saraswati ◽  
Aldyfra L. Lukman
Keyword(s):  
Visually Impaired ◽  
Universal Design ◽  
Visual Impairments ◽  
Good Work ◽  
Technical Requirements ◽  
Recreational Facility ◽  
Orientation And Mobility ◽  
Physical Elements ◽  
Sensory Design ◽  
Design Aspect

Abstract- Museum as an architectural object with its function as an educational and recreational facility is open to public and must be able to be used by all people. Therefore, the design of museums must be accessible for all people, including those with special needs. One of the museums in Indonesia which is considered to be a good work of architecture is the Museum of Bank Indonesia. It receives many visitors from various circles, including people with visual impairments. To accommodate visitors with visual impairments, the Museum of Bank Indonesia must have design features that help them to do activities, despite their limited sense of sight. Through this study, the research aims to find out how physical elements in the Museum of Bank Indonesia accommodates the orientation and mobility of visitors with visual impairments. This is a qualitative research, with a descriptive discussion. The collected data are the data on physical elements in the Museum of Bank Indonesia and the data on the behavior of visually impaired visitors while doing orientation and mobility in the Museum of Bank Indonesia exhibition area. The data are collected through observation and interview, then analyzed by using a table which elaborates physical elements from technical requirements aspect and sensory design aspect, and how they accommodate visually impaired visitors. Research shows that some physical elements in the Museum of Bank Indonesia are already adequate in accommodating visually impaired visitors. They able to provide assistance for visually impaired visitors while doing orientation and mobility, as well as gathering information on the museum objects. On the other hand, there are also some physical elements that hinder visually impaired visitors because they don’t technically meet the user’s needs. Therefore, improvement in the physical elements design is needed, so it can accommodate visitors with visual impairments better.   Key Words: museum, visual impairment, Bank Indonesia, universal design, sensory design

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.

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.

Guidelines for Assessing the Need for Adaptive Devices for Visually Impaired Pedestrians at Signalized Intersections

1998 ◽  
Vol 92 (9) ◽  
pp. 633-646 ◽  
Author(s):  
Brian R. Gallagher ◽  
Patricia Montes de Oca
Keyword(s):  
Visually Impaired ◽  
Visual Impairments ◽  
Signalized Intersections ◽  
Case Examples ◽  
Orientation And Mobility

This article presents guidelines for orientation and mobility instructors and traffic engineers to assess the need for adaptive devices to make crosswalks at signalized intersections accessible to pedestrians with visual impairments. The discussions of audible and tactile pedestrian devices, along with the case examples, distinguish when each device should be implemented to resolve specific problems.

scholarly journals ROLE OF PHYSICAL ENVIRONMENT TO ORIENTATION AND MOBILITY OF BLIND IN PSBN WYATA GUNA BANDUNG

2018 ◽  
Vol 2 (04) ◽  
pp. 412-431
Author(s):  
Elva ; Hartanto Budiyuwono
Keyword(s):  
Physical Environment ◽  
Visually Impaired ◽  
General Term ◽  
The People ◽  
Physical Environments ◽  
Orientation And Mobility ◽  
Qualitative Descriptive ◽  
Physical Elements ◽  
Sense Of Touch

Abstract- Visually impaired is a general term to describe the condition of a person experiencing disability to their sense of sight. Due to the disability, the process of orientation and mobility of the people with visually impairment is inhibited. Therefore they try to increase their sensitivity of other senses like sense of touch, sense of smell, and sense of hearing to obtain information from the surrounding physical environment. PSBN Wyata Guna is a residential for the visually impaired, as the physical environment it must have physical elements that can provide information which affect effectivelly to the orientation and mobility of the visually impaired. The purpose of this study is to find out what physical elements in the environment of PSBN Wyata Guna that affect the orientation and mobility of the visually impaired and how effective the influence of these elements.This study use qualitative descriptive methods by mapping the behavior of fourteen respondents (person-centered mapping) who do orientation and mobility in the physical environment of PSBN Wyata Guna. Physical environments are classified based on elements that define the space, ie horizontal and vertical planes, which is, tactile pavements, materials differences, Ramps, steps, corridor columns, ceramic walls, shrubs, and hand railling. Observations held on Saturday and Sunday in the morning-afternoon when most of visually impaired do their activities outside the dorm.The result of this research shows that  people with visual impairment in the environment of PSBN Wyata Guna use the physical environment to obtain information for their orientation and mobility. This orientation and mobility activity is mostly affected by tactile pavements, ceramic walls, and Ramps. Shrubs and hand railling have less role to the orientation and mobility of the visually impaired. Thus, it can be concluded that the physical environment of PSBN Wyata Guna is influential in the orientation and mobility of the visually impaired. Key Words: orientation and mobility, visually impaired, physical environments, physical elements, PSBN Wyata Guna

scholarly journals ROLE OF PHYSICAL ENVIRONMENT TO ORIENTATION AND MOBILITY OF BLIND IN PSBN WYATA GUNA BANDUNG

2018 ◽  
Vol 2 (04) ◽  
pp. 405-422
Author(s):  
Elva ; Hartanto Budiyuwono
Keyword(s):  
Physical Environment ◽  
Visually Impaired ◽  
General Term ◽  
The People ◽  
Physical Environments ◽  
Orientation And Mobility ◽  
Qualitative Descriptive ◽  
Physical Elements ◽  
Sense Of Touch

Abstract- Visually impaired is a general term to describe the condition of a person experiencing disability totheir sense of sight. Due to the disability, the process of orientation and mobility of the people with visuallyimpairment is inhibited. Therefore they try to increase their sensitivity of other senses like sense of touch, senseof smell, and sense of hearing to obtain information from the surrounding physical environment. PSBN WyataGuna is a residential for the visually impaired, as the physical environment it must have physical elements thatcan provide information which affect effectivelly to the orientation and mobility of the visually impaired. Thepurpose of this study is to find out what physical elements in the environment of PSBN Wyata Guna that affectthe orientation and mobility of the visually impaired and how effective the influence of these elements.This study use qualitative descriptive methods by mapping the behavior of fourteen respondents (personcentered mapping) who do orientation and mobility in the physical environment ofPSBN Wyata Guna. Physicalenvironments are classified based on elements that define the space, ie horizontal and vertical planes, which is,tactile pavements, materials differences, Ramps, steps, corridor columns, ceramic walls, shrubs, and handrailling. Observations held on Saturday and Sunday in the morning-afternoon when most of visually impaired dotheir activities outside the dorm.The result of this research shows that people with visual impairment in the environment ofPSBN WyataGuna use the physical environment to obtain information for their orientation and mobility. This orientation andmobility activity is mostly affected by tactile pavements, ceramic walls, and Ramps. Shrubs and hand railling haveless role to the orientation and mobility of the visually impaired. Thus, it can be concluded that the physicalenvironment ofPSBN Wyata Guna is influential in the orientation and mobility of the visually impaired.Key Words: orientation and mobility, visually impaired, physical environments, physical elements, PSBNWyata Guna

scholarly journals The Relationship Between the Home Environment and Falls for Older Adults With Visual Impairments

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 770-770
Author(s):  
Bonnielin Swenor ◽  
Aleksandra Mihailovic ◽  
Pradeep Ramulu
Keyword(s):  
Older Adults ◽  
Home Environment ◽  
Visually Impaired ◽  
Visual Impairments ◽  
Fold Increase ◽  
Engineering Society ◽  
Environment Assessment ◽  
Risk Factors For Falls ◽  
The Relationship

Abstract The home environment and features of the home have been identified as important risk factors for falls, and may pose particular risk for older adults with visual impairments given difficulty with hazard perception. We used data from 245 participants in the Falls in Glaucoma Study [mean age: 71 years, mean follow-up: 31 months] with homes graded using our previously validated Home Environment Assessment for the Visually Impaired (HEAVI), which quantifies the number of in-home fall-related hazards and found that neither the number of hazards nor the percentage of hazardous items were associated falls/year. However, each 10-fold increase in lighting was associated with a 35% lower rate of falls/year (RR=0.65, 95%CI=0.46 to 0.92) and there was a 50% reduction in falls/year when lighting was at or above 30 footcandles (minimum lighting level recommended by the Engineering Society of North America) compared to lighting <30 footcandles (RR=0.50, 95%CI=0.26 to 0.96).

Adapting the Brief COPE for Chinese Adolescents with Visual Impairments

2017 ◽  
Vol 111 (1) ◽  
pp. 20-32 ◽  
Author(s):  
Wei Yuan ◽  
Li-fang Zhang ◽  
Bing Li
Keyword(s):  
Visual Impairment ◽  
Psychometric Properties ◽  
Visually Impaired ◽  
Sample Selection ◽  
Visual Impairments ◽  
Self Esteem ◽  
Three Dimensions ◽  
Adolescent Students ◽  
Brief Cope ◽  
Chinese Adolescent

Introduction The present research pioneered the effort in assessing adolescents’ coping with visual impairment through adapting the Brief COPE in an eastern context. The first study preliminarily explored the applicability of the Brief COPE to Chinese adolescent students with visual impairments. Based on the results, the Brief COPE was modified and renamed, COPE-Revised. The second study tested the internal psychometric properties and the criterion-related validity of the COPE-Revised. Criterion-related validity was obtained through investigating the correlation between coping and self-esteem. Method The first study involved 176 adolescent students with visual impairments, comprising a survey using the Brief COPE and follow-up interviews. In the second study, another cohort of 170 adolescent students with visual impairments responded to the COPE-Revised together with an inventory assessing self-esteem. Results The COPE-Revised showed adequate psychometric properties. Three higher-order factors, namely self-directed, other-directed, and relinquished-control coping, were identified. The way in which self-esteem was correlated with these three dimensions of coping provided evidence for the criterion-related validity of the COPE-Revised. Discussion The findings indicate that the COPE-Revised has sound psychometric properties among adolescents with visual impairments. Limitations regarding the sample-selection bias and the means of questionnaire survey among visually impaired adolescents are noted. Implications for practitioners This research tailored a coping inventory for educators, counselors, and researchers who are interested in investigating adolescents’ ability to cope with visual impairments. The relationship between coping with visual impairment and self-esteem found in this research has reference significance for educational and counseling services for visually impaired adolescents.

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.

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