Experiences of stressful situations and mindfulness training for persons with visual impairment

The aim of this study was to explore what persons with visual impairment (VI) experienced as stressful in their daily lives and their experiences with using mindfulness training (MT) to cope with stressful situations. In order to explore this we conducted semi-structured interviews with six persons with VI after finishing an 8-week MT course. Systematic text condensation was used to analyze the interviews. This qualitative study found that the participants described three main areas of stress: (1) lack of access to information, (2) social expectations, and (3) navigating the body through one’s surroundings. The participants’ experiences with using MT to cope with stressful situations resulted in emotion-based and problem-based strategies: (1) breathing anchor, (2) awareness of and reflection upon thoughts and feelings, (3) most things are doable, (4) tackling the situation in a new way, and (5) haste makes waste. Our respondents described using MT for coping with stressful situations in all the three main areas of stress. Based upon this study we propose that there is good reason to offer MT as stress management for persons with VI, but further study is required to confirm the health-promoting benefits of MT for this group.

Experiences of families involving a parent with progressive deafblindness

Usher syndrome is a progressive form of deafblindness, which can have significant psychological consequences. This study aimed to get insight in the perceived impact of Usher syndrome type 2 (USH2) on families with a parent affected by this syndrome, and in the experiences of these families with social, professional, and peer support. Participants were 10 parents with USH2 living in the Netherlands, 10 of their co-parents, and 10 of their children. The parents filled in questionnaires and participated in a semi-structured interview. A photo-elicitation interview and a semi-structured interview were administered to the children. Interviews were transcribed and systematically coded, using thematic and open coding. Parents rated the family’s quality of life in general as satisfactory. Both negative and positive consequences were described of USH2 for the family. Parents without USH2 and their children stated to provide support to the parent with USH2, which was often described as self-evident. Some parents without USH2, however, described their family tasks as a burden. Some parents also reported that psychological problems of the parent with USH2 affected the well-being of other family members. Several parents and some children expressed that the syndrome was hardly discussed within the family. Unfulfilled family support needs were mentioned, a lack of involvement of family members in the professional support, as well as a lack of professional and peer support for children and partners. This study revealed that USH2 in a parent has impact on the entire family. Family-centred approaches are recommended for professionals who support parents with Usher syndrome.

A survey of mobile app use among university students with visual impairment in India

Mobile phones/devices are an important part of our daily lives for sighted people and those with visual impairment (VI) in India. This study explores how Indian university students use and perceive mobile apps and identify the challenges in their usage. A paper-based survey was administered for 124 college students who were legally blind. The survey had items relating to sociodemographic information, use of mobile devices and apps, and the use of apps specifically designed for persons with VI. Results show that, on average, the participants with VI have been using a mobile device for more than 5 years. Many participants used Android devices and free apps. In addition, they found that the mobile apps were user-friendly and accessible. Results also found that Facebook and WhatsApp are more frequently used. Participants had a high level of self-efficacy and positive attitudes toward special apps for VI. Android devices are popular in India because of lower cost compared to iOS devices. Results are discussed, and implications for practice are provided.

Postural control and risk of falling in people who are blind: The effect and durability of perturbation and vestibular exercises

The aim of this study was to compare the effect and durability of perturbation and vestibular exercises on balance and the risk of falling in people with visual impairment (VI). Thirty-six men with VI were divided into three groups, including a control and two experimental (perturbation and vestibular) groups. The experimental groups performed perturbation and vestibular exercises for 4 weeks and three sessions per week. Biodex balance system was used to assess balance and falling risk before and after training interventions. To evaluate the effects within and between groups at three levels of measurement: pre-test, post-test, and durability effect between three groups, repeated measures analysis of variance (ANOVA) and one-way ANOVA were used. Repeated measures ANOVA test showed that both experimental groups showed significant improvements in static balance, dynamic balance, and falling risk. In comparison between the groups, the results showed that in the post-test and durability stages, there was a significant difference between the groups and the perturbation exercise group had a greater effect on the dependent variables. Due to the effectiveness of exercises, it is recommended that people with VI pay attention to balance-based perturbation exercises to strengthen the somatosensory system and vestibular exercises to strengthen the vestibular system.

Access to exercise for people with visual impairments during the Coronavirus-19 pandemic

People with blindness and visual impairments have reduced access to exercise compared to the general population during typical societal functioning. The Coronavirus-19 pandemic completely disrupted daily life for most individuals worldwide, and in the United Kingdom, a stay-at-home order was enforced. One of the sole reasons an individual could leave their home was for the purpose of daily exercise. Here, we examined how the UK national lockdown impacted access to exercise for people with blindness and visual impairment. We used a mixed methods design, collecting quantitative data from two established measures (the Exercise Barriers and Benefits Scale and the International Physical Activity Questionnaire), and qualitative data from open-ended questions. We found that, during the initial stages of the lockdown, perceived barriers to exercise increased compared to pre-pandemic levels, driven by factors, such as the closure of exercise facilities and additional difficulties posed by social distancing. Interestingly, during the later stages of the UK Coronavirus-19 response, perceived barriers decreased to lower than pre-pandemic levels. Thematic analysis indicated that this may have been due to participants finding new online methods to exercise at home, in combination with the tentative reopening of facilities.

Communication and literacy development for adolescents with deafblindness: Teacher beliefs, learning outcomes, and instructional strategies

For individuals with deafblindness a strong relationship exists between communication and literacy, making these critical areas of development. Definitions of literacy for this population must extend beyond traditional notions of reading and writing text to better support communication development. The beliefs teachers maintain, the learning outcomes they set, and the instructional strategies they employ might greatly impact student learning related to communication and literacy. Shared reading could provide a context where communication and literacy skills may be developed for learners with deafblindness. This qualitative study investigated how teachers used shared reading to support communication and literacy development for adolescents with congenital deafblindness. It explored how teacher beliefs about communication and literacy development influenced the learning outcomes they established and the instructional strategies they utilized during shared reading. Data were collected in three secondary classrooms through observations, interviews, and field notes. Thematic analysis was conducted for each individual case and then across cases using a cross-case analysis. For individual cases, themes related to teacher beliefs included connection between communication and literacy, and a comprehensive understanding of deafblindness. Themes related to instructional strategies included communication across multiple forms, focus on the communication process, and systematic instruction. In the discussion of the results, the instructional strategies of the Tri-Focus Framework were used to identify how communication development was supported during the literacy lessons observed. In addition, the use of systematic instruction and formative assessment provided a comprehensive approach to supporting communication and literacy skills during shared reading. Meaningful literacy activities, such as shared reading, have the potential to support communication development for individuals with congenital deafblindness. Teachers require a comprehensive understanding of the nature of deafblindness in order to effectively support an individual’s communication and literacy development.

International Classification of Functioning, Disability and Health core set for vision loss: A discussion paper and invitation

The World Health Organization created the International Classification of Functioning, Disability and Health (ICF) to provide a common framework to understand and describe functioning and disability. To make the ICF more applicable for everyday use, an ICF core set can be developed. We are going to reduce the entire ICF of 1400 categories to essential categories that can be used in a specific health context. These ICF core sets are created through a scientific process based on preparatory studies and the involvement of a multidisciplinary group of experts. The aim of this project is the development of an internationally accepted, evidence-based and valid ICF core set for irreversible vision loss. This article describes the process that is followed in detail and invites stakeholders to participate in the development.

Prevalence of blindness and its major causes in sub-Saharan Africa in 2020: A systematic review and meta-analysis

Background: Global studies show that the prevalence of visual impairment and blindness continued to rise despite the implementation of strategies outlined in the Global Action Plan, aimed at reducing these by the year 2020. Vision impairment impacts negatively on one’s independence, opportunities, and quality of life. Therefore, knowledge of the prevalence, and the major causes of blindness impairment in any population, is vital in designing strategies to address this public health challenge. Methods: Literature mapping evidence of vision impairment was searched for on PubMed, Google Scholar, and EBSCOhost databases MEDLINE, Health Source: Nursing/Academic Edition, Health Source – Consumer Edition, CINAHL, and Academic Search Complete. Studies that were searched for included peer-reviewed and grey literature published in English from various countries in sub-Saharan Africa (SSA). Results: Only 77 studies with 191,173 participants, contributing data from 26 countries within SSA, met the inclusion criteria for the final review. The overall pooled prevalence estimate (PPE) of blindness from the selected studies was 10% (95% confidence interval [CI]: 8.0% – 11.0%). West Africa and East Africa had the highest prevalence. The identified leading causes of blindness were cataracts (46%; 95% CI: 40% – 52%), followed by glaucoma (14%; 95% CI: 11% – 18%). There was a high level of heterogeneity in most pooled estimates (I2 ˃ 80%, p < .001). Conclusion: The prevalence of blindness in SSA has increased in all four regions with most cases being avoidable. Policymakers should prioritise blindness prevention programmes, ensure enabling health systems, and provide the necessary resources towards reducing blindness in SSA.

World-ranking performance in judo athletes with visual impairment: An approach considering sport classes and weight categories

The objective of this study was to analyze the ranking scores in Paralympic judo athletes in different visual impairment classifications (B1, B2, and B3) and describe the frequency of athletes of each classification allocated in the first five and last five positions in the ranking list. A total of 488 judo athletes with visual impairment (332 male and 156 female) took part in this study. Data were extracted from the Official Ranking List, documented and organized by the International Blind Sports Federation, and analyzed according to sport classes (B1, B2, and B3) and weight categories. One-way analysis of variance was used to compare the scores among different groups. The main results showed that B1 athletes presented lower total and best scores compared to B2 and B3 counterparts in both female ( p = .020, p < .001, respectively) and male groups ( p = .010, p = .005, respectively). In addition, when analyzing the ranking list position, there was a higher percentage of B1 athletes in the last five positions in female (60%) and male groups (60%) than B2 and B3 athletes. Investigations about classification and competitive system can assist coaches and sports organizations to identify the appropriateness of the ranking system scores adopted for athletes with visual impairment. Our findings showed some issues when considering competitive programming that includes all visual impairment classes in the same category.

“Like I’m flying”: Capoeira dance experiences of youth with visual impairments

Participation in dance programs is associated with physical and psychosocial health among individuals with and without disabilities. However, literature centered on the dance participation experiences of youth with visual impairment remains scarce. Therefore, the purpose of this study was to explore the experiences of youth with visual impairments in a 3-week capoeira dance program. Fourteen adolescents with visual impairments (eight boys, six girls, aged 13–18 years old) were selected for participation in this qualitative inquiry. Participants engaged in a specially designed capoeira dance program led by trained instructors and volunteers in a metropolitan area in Turkey. The primary sources of data were semi-structured participant interviews completed after the conclusion of the program. Data were analyzed using a six-step thematic approach and recurrent themes were presented as findings. The authors constructed three themes in the data: (a) “capoeira makes me feel like I’m flying”: fun and freedom learning capoeira; (b) “I’ve never had this kind of close relationship with somebody”: relationships in capoeira training; and (c) “I’m a blind dancer. I did it, right?”: learning capoeira through sound and touch. Together, these findings indicate that dance programs such as capoeira can provide an opportunity for social connection, enjoyment, and physical activity for youth with visual impairments.