bluuebunny/crossref_metadata_2025 huggingface dataset:
Accessibility of Hotels for People with Visual Impairments: From Research to Practice
Authors: Tutuncu Ozkan , Lieberman Lauren
Published: December 2018

Introduction

Standards are available to guide tourism facilities in providing barrier-free environments for the independence, convenience, and safety of people with disabilities. These standards can be especially beneficial to individuals who face many barriers in daily life and tourism activities, such as those with visual impairments. On the other hand, some barriers faced by individuals with visual impairments in this arena are specific and may not be improved by only these regulations.

Purpose

The purpose of this study was to find the main barriers in hotels and evaluate the accessibility of hotels for people with visual impairments.

Methods

Qualitative research methods were used to explore determinants of barriers to the accessibility of tourism facilities for people with visual impairments. Semi-structured, open-ended questions were distributed to individuals with visual impairments.

Results

Sixty-six participants with visual impairments shared their experiences with hotels. Themes that emerged from the data were categorized into three settings: entrance, guest rooms, and other hotel settings. People with visual impairments discussed all hotel settings with regard to signage; braille; lighting, color, and contrast; and layout.

Discussion

Those with visual impairments expressed needs that related specifically to their own disabilities. Their problems are clear and can be solved if hotel managers focus on their needs. Standards and checklists can be helpful to solve many problems, but they are not meaningful without real audits. The needs of people with visual impairments do not require considerable investments but rather a transformation in existing attitudes and policies.

Implications for practitioners

From the findings, an accessibility checklist was developed for hotel managers to address barriers for people with visual impairments.
Rehabilitation and Research Priorities in Deafblindness for the Next Decade
Authors: Wittich Walter , Jarry Jonathan , Groulx Geneviève , Southall Kenneth , Gagné Jean-Pierre
Published: December 2018

Purpose

Previous studies have guided the development of deafblindness rehabilitation by reporting on the priorities of researchers and of deafblind individuals; however, service and care providers may be able to bring a different and important perspective to shaping the development of this clinical field and its research. The present study aims to give them a voice in this process.

Methods

We conducted a qualitative survey in which 68 stakeholders in deaf-blind rehabilitation from 6 countries described their perceived research and rehabilitation priorities for the coming decade. Verbatim transcripts were analyzed using thematic analysis through open coding, creating categories, and abstraction.

Results

Three categories of priorities emerged: those common to rehabilitation and research (such as assistive technology, communication services, and interdisciplinarity), those unique to rehabilitation (such as augmented service provision), and those unique to research (such as recruitment databases and measurement tools).

Conclusions

When viewing the findings from within the context of the existing research literature, the overlap indicated that research and rehabilitation efforts are moving in a congruent direction for researchers, service providers, and persons with deafblindness. Future efforts should focus on information exchange in order to improve evidence-based rehabilitation practice.
The Relationship between Work and Health in Persons with Usher Syndrome Type 2
Authors: Ehn Mattias , Möller Kerstin , Danermark Berth , Möller Claes
Published: December 2018

Introduction

Persons with deafblindness may have additional physical and psychological health problems. In this study we have focused on health from a work-life perspective in persons with Usher syndrome type 2 (USH2), a disorder with sensorineural hearing loss and retinitis pigmentosa. The aim of this study was to investigate the relationship between work and disability pension and physical and psychological health in persons with USH2.

Methods

Participants were recruited from the Swedish Usher database. Eighty-four persons (aged 18 to 65 years) received a health-related questionnaire and 67 (36 women and 31 men) agreed to participate. The participants formed two groups (working group, n = 34; disability pension group, n = 33). A Swedish Health on Equal Terms questionnaire comprising questions on psychological and physical health, living conditions, work activity, and social relationships was used. A chi-square test of significance was used with a significance level of p < 0.05.

Results

The two groups did not differ in terms of age, gender, degree of hearing loss, visual acuity, or visual field loss. The working group had statistically significant better health compared to the disability pension group in areas such as being overweight, handling problems, concentration, feeling unhappy, depressive symptoms, and feelings of worthlessness. Suicidal thoughts and attempts were significantly more common in the disability pension group.

Discussion

Persons with USH2 generally reported very poor physical and psychological health, with significant differences between persons who were working and those who were not. This study highlights the need for early rehabilitation, vocational training, and opportunities to access the labor market.

Implications for practitioners

It is important that persons with USH2 receive vocational support from an early age and that professionals in the field of rehabilitation always include work activity as a key element of interventions.
Theory of Mind and Cognitive Function in Adults with Alström or Usher Syndrome
Authors: Henricson Cecilia , Frölander Hans-Erik , Möller Claes , Lyxell Björn
Published: December 2018

Objective

Theory of mind (ToM) refers to the ability to impute mental states to one's self and others. ToM was investigated in adults with Usher syndrome type 2 (USH2) or Alström syndrome (AS). Both syndromes cause deafblindness, but differ with regard to onset and degree of sensory loss. Individuals with AS, furthermore, display additional physical diseases. Comparisons were made with individuals with typical hearing and vision.

Methods

Thirteen people with USH2, 12 people with AS, and 33 people with typical hearing and vision performed tests of working memory capacity and verbal ability. ToM was tested via Happé's Strange Stories, assessing ability to understand the emotions and actions of story characters. The test also included matched physical stories to evaluate understanding of the logical outcomes associated with everyday situations.

Results

Significant differences were identified in problem solving regarding physical conditions, with higher scores for the typical hearing and vision group, H(2) = 22.91, p < 0.01. The two groups with deafblindness also demonstrated poorer ToM than the typical hearing and vision group, H(2) = 21.61, p < 0.01, and the USH2 group outperformed the AS group, U(34), z = 2.42, p = 0.016. Intra-group variability was related to working memory capacity, verbal ability, visual status, and to a minor extent auditory capacity. The prevalence of the additional physical diseases was not related to ToM performance.

Conclusions

Limited access to information due to visual loss may have reduced the degree of social experience, thereby negatively affecting the development of ToM. That working memory capacity and verbal ability displayed an impact implies that hearing also contributes to ToM development. Differences between the two groups might be a function of genetic conditions, in which the gene causing USH2 only affects the ears and the eyes, whereas AS has a multisystemic pathology.

Implications for practitioners

Advice and support technology should emphasize ease of communication and boost the development of the communication required to develop ToM.
The Social Experiences of High School Students with Visual Impairments
Authors: Jessup Glenda , Bundy Anita C. , Broom Alex , Hancock Nicola
Published: December 2018

Introduction

This study explores the social experiences in high school of students with visual impairments.

Methods

Experience sampling methodology was used to examine (a) how socially included students with visual impairments feel, (b) the internal qualities of their activities, and (c) the factors that influence a sense of inclusion. Twelve students, including three with additional disabilities, completed the Psychological Sense of School Membership (PSSM) questionnaire as a measure of inclusion. They were subsequently asked to complete an in-the-moment survey seven times daily for one week using an iOS device. This survey asked about activities and ratings of internal variables: fitting in, acceptance, loneliness, awareness, and enjoyment. Each student was also interviewed. Z-scores were created for internal variables and correlations calculated to examine relationships between experiences, PSSM, and demographic variables.

Results

This group felt included as measured by the PSSM ( m = 4.24, SD = .67). Students’ most frequent activity was classwork. Doing nothing rated most negatively and was described as time wasting. Out-of-class activities were rated most positively. In the three participants with additional disabilities, it appeared that the presence of this additional disability negatively influenced a sense of inclusion ( rb = -.67, p ≤ .05), fitting in ( rb = -.86, p ≤ .05), enjoyment ( rb = -.65, p ≤ .05), and loneliness ( rb = .88, p ≤ .05). Interviews revealed a lack of common ground between adolescents with both visual impairments and additional disabilities and their peers.

Discussion and implications for practitioners

These students worked hard to maintain parity with peers and found school more enjoyable if they fit in. It is important to provide discreet and timely access to the curriculum. Friendships require time, common interests, and reciprocity. There may be potential to further explore out-of-class clubs as a means of supporting friendship development. In addition, findings suggest that students with additional disabilities are not likely to feel included. Because this population comprises the majority of visually impaired students, this result has serious implications for practitioners and should be examined in future research.
Procedural Adaptations for Use of Constant Time Delay to Teach Highly Motivating Words to Beginning Braille Readers
Authors: Ivy Sarah E. , Guerra Jennifer A. , Hatton Deborah D.
Published: December 2018

Introduction

Constant time delay is an evidence-based practice to teach sight word recognition to students with a variety of disabilities. To date, two studies have documented its effectiveness for teaching braille.

Methods

Using a multiple-baseline design, we evaluated the effectiveness of constant time delay to teach highly motivating words to three beginning braille readers with developmental disabilities. Procedural variations included a pre-teaching and assessment tool, a higher criterion for mastery, an increased number of trials per session, and remediated instructional feedback.

Results

A functional relation was established for all three participants. Students reached mastery in four to 12 sessions in less than one hour of instruction. Although the number of correct responses decreased over time, long-term maintenance was demonstrated.

Discussion

Results suggest that constant time delay is a promising strategy for teaching highly motivating words to early braille readers. Replication is required to establish constant time delay as an evidence-based practice for braille literacy.

Implications for practitioners

Practitioners are encouraged to incorporate constant time delay into a comprehensive literacy program with opportunities to generalize word reading to other contexts.
Teachers’ Experiences with Literacy Instruction for Dual-Media Students who Use Print and Braille
Authors: Herzberg Tina S. , Rosenblum L. Penny , Robbins Mary E.
Published: December 2018

Introduction

This study analyzed survey responses from 84 teachers of students with visual impairments who had provided literacy instruction to dual-media students who used both print and braille.

Methods

These teachers in the United States and Canada completed an online survey during spring 2015.

Results

The teachers reported that they introduced braille to their students at the mean age of 7.8 years. The three most common reasons reported for introducing a student to braille were the student's diagnosis, print reading speed, and print reading stamina. The amount of instructional time in braille literacy varied widely, and slightly more than 60% of the students were initially introduced to uncontracted braille. The teachers reported that approximately half of their students were at or above grade level with their print literacy skills, but only about 25% were at or above grade level with their braille literacy skills.

Discussion

Both contracted and uncontracted braille were used when beginning braille instruction for students reading both print and braille. The roles of student motivation and confidence appeared to be important considerations when designing and providing braille literacy instruction.

Implications for practitioners

There are many factors that should be considered when determining if a student should transition from print to braille as a primary literacy medium. Motivating students to want to learn and use braille is critical. A comprehensive curriculum is needed for use with established print readers at various reading levels who are making the transition to braille.
Working with Randolph-Sheppard Entrepreneurs who Are Deafblind: A Qualitative Analysis
Authors: Hierholzer Anne C. , Bybee Jacquelyn
Published: December 2018

Introduction

The purpose of the study was to explore challenges facing deafblind entrepreneurs and the staff who work with them through the Randolph-Sheppard Business Enterprise Program.

Methods

Interviews were conducted with 41 Randolph-Sheppard staff and deafblind entrepreneurs across the United States. Participants were selected using a snowball sampling procedure. Interviews were conducted by telephone or e-mail, and results were coded to identify overarching themes.

Results

The top challenge identified among all staff was helping deafblind entrepreneurs interact effectively with customers. Common communication challenges included reliance on third parties and communication that was characterized by repetition and slowness. Although challenges surrounding communication were commonly cited by staff, problems with technology were the most important concerns for the entrepreneurs themselves. Over one-third of respondents (36%) felt deafblindness did not create any unique communication challenges. Common suggestions for program improvement were expanding access to interpreters and training in sign language and tactile interpreting.

Discussion

Entrepreneurs and staff agreed that many challenges relating to deaf-blindness can be overcome with creativity and determination. One important approach for improving communication is proactively informing customers about the entrepreneur's deafblindness and describing communication strategies. Further research to determine the extent of hearing loss among entrepreneurs in the Randolph-Sheppard program would be beneficial.

Implications for practitioners

Individuals with deafblindness have demonstrated the ability to take part in the workplace, but challenges remain. Staff who work with these entrepreneurs need to help them address their unique communication needs in a proactive, positive manner.
Parenting Experiences of Mothers who Are Blind in Iran: A Hermeneutic Phenomenological Study
Authors: Moghadam Zahra Behboodi , Ghiyasvandian Shahrzad , Shahbazzadegan Samira , Shamshiri Mahmood
Published: December 2018

Introduction

Mothers, who often serve as primary care-givers for their offspring, play a crucial role in the development of children. Understanding the parenting experiences of mothers who are blind can be valuable and beneficial for professional educators and health care workers who wish to provide holistic and appropriate services to both mothers who are blind and their children. This study aimed to explore the experience of mother-child integration by mothers who are blind living in Iran.

Methods

A hermeneutic phenomenology approach was adopted to conduct the study. Congruent with this approach, Van Manen's (1990) method consisted of six interplay activities that helped the researchers in the process of the study. Semistructured in-depth interviews were performed to produce qualitative data with nine mothers who are blind. The thematic analysis introduced by Van Manen was used to isolate and extract the meaning units, subthemes, and the main theme hidden in the lived stories of the participants.

Results

“Close nurturers” was the overarching theme extracted from the experience of mothers who are blind, which emerged from six themes: monitoring by alternative senses, monitoring by careful calls and staying vigilant, loving by heart and imagining in mind, discovering the child's intentions, parenting anxiety, and deficits in communication.

Discussion

Blindness changes the mothering behaviors of women who are blind to the extent that they often adopt a close-mothering approach in caring for their children. This approach helps them to cope with their limitations and thereby decrease their level of child-related anxiety. Health professionals should consider the concept of close nurturers to better understand the behaviors of mothers who are blind.

Implications for practitioners

Understanding the lived experiences of mothers with blindness can generate valuable knowledge that can be used to provide appropriate health care and other support services for these women and their children.
Physical Education Experiences at Residential Schools for Students who Are Blind: A Phenomenological Inquiry
Authors: Haegele Justin A. , Sato Takahiro , Zhu Xihe , Avery Timothy
Published: December 2018

Introduction

Recently, researchers have explored the perspectives of those with disabilities to better understand their experiences in physical education. However, little has been done with focusing on those with visual impairments. Utilizing a qualitative interpretive phenomenological analysis framework, the purpose of this study was to examine the meaning that adults with visual impairments who attended residential schools for students who are blind ascribed to their physical education experiences.

Methods

A group of five adult males who attended physical education at residential schools in the United States were purposely selected for this study. Data were collected via semistructured telephone interviews and reflective interview notes. Data were analyzed using a five-step analytical process, and recurring themes were summarized and presented as results.

Results and discussion

Two broadly defined interrelated themes emerged from the participants’ narratives. One theme, “being the only blind guy, to being one of the crowd,” explained how differences in school settings contributed to the differences experienced by participants when attending residential and public or community schools. Cumulatively, participants described their residential school experiences as more inclusive and explained feelings of “being normal.” The second theme, “the bullies and the bullied,” explained the lived experiences of participants within the social dynamics of physical education environments and showed perceptions of those who were “able” and “less able.”

Implications for practitioners

Listening to the voices of individuals with disabilities can afford researchers and teachers with a better understanding of how they experience classes and help identify strategies to improve instruction. Two important implications for physical education teachers derived from this study were to ensure that adaptations are made to meet students’ needs, and that students are afforded choices within their physical education curriculum. Furthermore, in addition to experiences of bullying in inclusive settings, practitioners must be aware of these instances in residential schools as well.
A Survey on the Use of Mobile Applications for People who Are Visually Impaired
Authors: Griffin-Shirley Nora , Banda Devender R. , Ajuwon Paul M. , Cheon Jongpil , Lee Jaehoon , Park Hye Ran , Lyngdoh Sanpalei N.
Published: December 2018

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.
Audible Image Description as an Accommodation in Statewide Assessments for Students with Visual and Print Disabilities
Authors: Ferrell Kay Alicyn , Correa-Torres Silvia M. , Howell Jennifer Johnson , Pearson Robert , Carver Wendy Morrow , Groll Amy Spencer , Anthony Tanni L. , Matthews Deborah , Gould Bryan , O'Connell Trisha , Botsford Kathryn D , Dewald Hong Phangia , Smyth Catherine A. , Dewald Aaron John
Published: December 2018

Introduction

Although image description has been identified as an accommodation for presentations conducted in the classroom, only a few U.S. states have approved it for use in high-stakes assessments. This study examined the use of audible image description as an assessment accommodation for students with visual and print disabilities by investigating student comprehension under multiple conditions.

Methods

Students in three western states in grades three through eight who had visual ( n = 117) or print ( n = 178) disabilities participated in an abbreviated test constructed of retired assessment questions in English language arts, mathematics, and science, that were aligned with each state's instructional standards, under conditions with and without standardized description of graphic images. The study used a within-subjects block design to collect and compare comprehension data under conditions where audible image description was both used and not used in an abbreviated test.

Results

Results indicated that students who read braille were more likely to respond correctly under the audible image description condition, and students with visual and print disabilities who used print were equally likely to respond correctly regardless of condition.

Discussion

Braille readers were more likely to obtain a correct answer when audible image description accompanied the question. Audible image description did not affect the likelihood of a correct response from students with print disabilities or students with visual disabilities who read print.

Implications for practitioners

Audible image description is an accommodation that may help braille readers perform better on tests. Although the Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced consortia are taking steps to include image (or picture) descriptions in their assessment accommodations, teachers may want to develop a standard method for describing images and familiarize their braille readers to the strategy by including it in instruction and in classroom tests. Readers are referred to the National Center on Accessible Media's online guidelines for image description.
The Effect of the Color of a Long Cane Used by Individuals who Are Visually Impaired on the Yielding Behavior of Drivers
Authors: Bourquin Eugene A. , Emerson Robert Wall , Sauerburger Dona , Barlow Janet
Published: December 2018

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.
Mental Health among Children and Young Adults with Visual Impairments: A Systematic Review
Authors: Augestad Liv Berit
Published: December 2018

Introduction

The purpose of this study was to summarize current scientific knowledge relating to the occurrence of mood disorders among children with visual impairments.

Methods

A systematic review was conducted of articles published between January 1998 and July 2016, inclusive. A total of 17 publications met the inclusion criteria, of which 15 reported studies with a cross-sectional design. The 17 publications represent 13 countries.

Results

The majority of the studies suggested that children and young adults with visual impairments had more emotional problems than did their sighted peers. In addition, girls with visual impairments more often experienced serious symptoms of depression and anxiety than did boys with visual impairments, a finding that was in line with results for the general population. Two studies with a longitudinal design suggested that emotional problems among children and young adults with visual impairments might lessen over time.

Discussion

Due to the different research purposes, study designs, definitions of visual impairment, participants’ age ranges, cultures, countries, small sample sizes, measurements, and analyses of mental health, the overall results of the reviewed studies were inconsistent. To give children the best opportunities for good mental health, there is a need for more knowledge and for further longitudinal and randomized studies of high quality.

Implications for practitioners

Social support, friendship, and independence in mobility seem to be important for enhancing the mental health of all children. Children with earlier onset and more severe visual impairments may be less likely to experience a reduction in their mental health problems over time.
Procedures and Tools Used by Teachers When Completing Functional Vision Assessments with Children with Visual Impairments
Authors: Kaiser Justin T. , Herzberg Tina S.
Published: December 2018

Introduction

This study analyzed survey responses from 314 teachers of students with visual impairments regarding the tools and procedures used in completing functional vision assessments (FVAs).

Methods

Teachers of students with visual impairments in the United States and Canada completed an online survey during spring 2016.

Results

The majority of participants reported that they primarily assess pre-academic and academic students in kindergarten through 12th grade (K-12). More than 95% of all participants indicated that they assess near and distance visual acuity. Other commonly assessed skills and abilities were tracking ( n = 298; 95%), peripheral visual fields (n = 296; 94%), and color perception (n = 293; 93%). Approximately 50% of survey participants indicated that they use a screening tool in determining the need for an orientation and mobility (O&M) evaluation.

Discussion

The procedures and tools used by participants in completing FVAs varied based on the specific student being assessed. There was also considerable variation in visual skills assessed, as well as in what was included in the assessment report by the participants. Based on comments from participants, it appears that there are complex factors that influence the decision-making process regarding possible referrals for an O&M evaluation or a clinical low vision evaluation.

Implications for practitioners

Teachers should reflect on their own practices and procedures to determine whether they are including all pertinent information in their FVA reports, as well as explore whether they should assess additional visual skills in order to provide a rich description of how the student uses his or her vision throughout the day in a variety of environments.
College Graduates with Visual Impairments: A Report on Seeking and Finding Employment
Authors: Antonelli Karla , Steverson Anne , O'Mally Jamie
Published: December 2018

Introduction

Career mentoring can help college graduates with legal blindness to address employment barriers. Data on specific employment outcomes and job search experiences for this population can inform job-seeking strategies for students, mentors, and service providers.

Methods

A longitudinal study evaluated job-seeking activities and employment outcomes for college students with legal blindness, half of whom were randomly assigned to work with a career mentor who was also legally blind and working in the same field. Students reported job search activities and experiences, and those employed reported job details including position, compensation, and satisfaction.

Results

Students spent a considerable amount of time job seeking, and reported low interviews-to-applications ratios. Trends indicated that students with mentors spent less time and effort in their job searches. Students identified challenges including job market competition, employer bias, and transportation issues. Students who found employment worked in varied fields, often in professional or skilled positions with competitive salaries.

Discussion

College students with legal blindness can achieve successful employment in competitive positions, but they may require an effortful job search to address well-known employment barriers for this population. Experienced mentors may provide guidance for a more focused and efficient job search.

Implications for practitioners

Invested time and effort are aspects of job seeking that students can control. Mentors can assist college students with legal blindness on those aspects, freeing time and resources to deal with systemic challenges such as employer attitudes and competition.
Conditions that Influence Drivers’ Behaviors at Roundabouts: Increasing Yielding for Pedestrians who are Visually Impaired
Authors: Bourquin Eugene A. , Emerson Robert Wall , Sauerburger Dona , Barlow Janet M.
Published: December 2018

Introduction

This study examined the effects on drivers’ yields of seven conditions (pedestrian behaviors) at a roundabout, measuring yielding behaviors.

Methods

At a roundabout, drivers’ yielding responses were recorded (none, soft, hard) when a pedestrian presented one of seven conditions: pedestrian without long cane, long cane display, hand up, reversible step (a single step forward into the street), head turn gaze, hand up plus gaze, and a reversible step plus gaze. Trials were completed at the crosswalks at the entrance and exit lanes.

Results

At the entry and exit lanes, the hand up and reversible step conditions received significantly higher yield percentages than all other conditions. At the exit lanes, the reversible step condition received a significantly higher yield percentage than the hand up condition. There was no significant difference among the three head turn gaze conditions: hand up, hand up plus gaze, and reversible step plus gaze. The hand up and reversible step strategies averaged 83% yielding overall, compared with 20% yielding for the other strategies.

Discussion

This study demonstrates that forced detectable yields may be generated when pedestrians have not entered the travel lanes of the street at a crosswalk or have only entered the very edge of the street. Gazing behaviors do not substantially influence drivers’ yielding rates.

Implications for practitioners

Using a hand up or reversible step can allow pedestrians who are visually impaired or blind to create circumstances to help determine if and when to initiate a crossing at a roundabout.
Developing Tactile Maps for Students with Visual Impairments: A Case Study for Customizing Accommodations
Authors: Feucht Florian C. , Holmgren Chelsea R.
Published: December 2018

Introduction

The authors of this study evaluated the necessary features of tactile maps to provide independent, efficient, and safe travel across a university campus; and a process for developing tactile maps based on user needs and preferences.

Methods

Participants who have low vision provided input, through interviews and field tests, regarding which features were critical for a tactile map. The four-phase development and research design process included: phase 1, semi-structured interviews about campus navigation; phase 2, creating draft maps using two different tactile media—microcapsule or braille embossed lines; phase 3, field-testing maps through site visits with participants; and phase 4, finalizing the map. Four undergraduate students with low vision participated in phases 1 and 3 to assess their experiences in navigating a campus; and the collected data were used in phases 2 and 4 to create, revise, and finalize the content, layout, and medium of the map.

Results

Three of the participants preferred microcapsule lines to braille embossed fines, while one participant stated the usefulness of both media. The four-phase process allowed customization of local maps for individual users.

Discussion

Map features that contribute to readability and efficacy of use include the medium; the layout; the combination of orientation maps, which provide an “overview” of a large area; and mobility maps, which contain more detail and are designed to help the traveler in unfamiliar areas (James, 1982).

Implications for practitioners

Colleges and universities should gather data and create tactile campus maps for students with low vision or blindness following the four-phase process used during this study. Although the data show that the map's medium is a matter of personal preference, several features are essential to creating a map with maximum readability.
Fitting in or Feeling Excluded: The Experiences of High School Students with Visual Impairments
Authors: Jessup Glenda , Bundy Anita C. , Broom Alex , Hancock Nicola
Published: December 2018

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.
Comparison of Perimeters: Intuitive Interference in People who Are Blind
Authors: Lahav Orly , Babai Reuven
Published: December 2018

Introduction

Difficulties in science and mathematics may stem from intuitive interference of irrelevant salient variables in a task. It has been suggested that such intuitive interference is based on immediate perceptual differences that are often visual. Studies performed with sighted participants have indicated that in the comparison-of-“perimeters” task, “area” was the irrelevant salient variable. Such studies have consistently shown that accuracy is higher and reaction times for correct responses are shorter in congruent trials (no interference of area), than in incongruent trials (interference of area).

Methods

Fifteen participants who are blind completed a comparison-of-area and a comparison-of-perimeters tasks, each in a different session. In each comparison trial, the participants explored two tactile geometrical shapes using both hands. To collect the participants’ responses and reaction times, the researchers used a Microsoft Excel Macro file designed for this study.

Results

Findings demonstrated that for both rate of correct responses and their reaction times, the performance pattern resembled the one observed previously for sighted participants. In addition, reaction times that were observed there were about five times longer compared to those observed previously for sighted participants.

Discussion

These findings indicated that interference of area in comparison to perimeters is evident for participants who are blind. They further suggest that, in mathematics, people who are blind experience interference that had previously been assumed to be tied to visual perception.

Implications for practitioners

The study suggests that interference of salient irrelevant variables could cause difficulties in science and mathematics for students who are blind. This knowledge could guide educators and curriculum developers for these students in selecting appropriate learning and instruction methods. In addition, the current findings point to the additional amount of time needed to access graphical information tactilely compared to visually.
Paper or Digital Text: Which Reading Medium is Best for Students with Visual Impairments?
Authors: McLaughlin Ramona , Kamei-Hannan Cheryl
Published: December 2018

Introduction

The purpose of this study was to evaluate the differences in silent and oral reading speed, reading comprehension, and reading errors in two formats, large print paper and the iPad2, for students with visual impairments (that is, those who are blind or have low vision).

Methods

A single-subject alternating randomized treatment design was used with three participants. The intervention consisted of instruction on the use of an iPad. Data regarding reading speed, reading miscues, and comprehension were collected. Data were analyzed visually and descriptively.

Results

All participants demonstrated a slightly higher reading speed, equal comprehension rates, and decreased error rates using the iPad2 compared to paper.

Discussion

Results indicated that using an iPad for reading may have an effect on reading fluency and comprehension for students with low vision.

Implications for practitioners

Students with low vision, particularly those with more severe vision loss, may benefit from the use of electronic tablets that allow one to adjust font size, style, color, and contrast. Users should be taught how to manipulate the visual display of text and be allowed time to adjust to an electronic medium.
Weekday Physical Activity and Health-Related Fitness of Youths with Visual Impairments and those with Autism Spectrum Disorder and Visual Impairments
Authors: Haegele Justin A. , Zhu Xihe , Kirk T. Nicole
Published: December 2018

Introduction

Youths with visual impairments (that is, those who are blind or have low vision), as well as those who are visually impaired and have autism spectrum disorder (hereafter, autism), tend to be physically inactive and have low health-related fitness. However, little is known about individuals with dual disabilities, such as those with autism and visual impairments. Thus, the aim of this study was to perform an initial exploration of physical activity and health-related fitness for these students in comparison to students with visual impairments alone.

Methods

Twelve participants (six with visual impairments, six with autism and visual impairments) aged 8–16 years (Mage = 12.4) who came from a school for students with visual impairments were participants. Participants wore tri-axial accelerometers on their right hips for four consecutive weekdays, during waking hours, to measure weekday physical activity. Following that task, they completed four health-related fitness tests, including a half-mile walk or run to measure aerobic endurance, a push-up test to measure upper-body muscular endurance, a modified curl-up test to measure abdominal muscular endurance, and a sit-and-reach test to determine flexibility. Data were analyzed using descriptive statistics and independent sample t-tests to identify differences between groups.

Results

On average, the participants accrued 650.17 ± 141.44 minutes of sedentary time, 129.80 ± 66.78 minutes of light physical activity, and 19.78 ± 3.35 minutes of moderate-to-vigorous physical activity per weekday. No participants met the 60-minute recommendations of daily moderate-to-vigorous physical activity. Participants with autism and visual impairments were significantly less physically active (p = .02) and less likely to pass fitness tests (p = .01) than were their peers with visual impairments alone.

Discussion

This study provides the first empirical exploration of health-related variables for youths with autism and visual impairments. It is clear that developing and implementing interventions to help enhance physical activity and health-related fitness for those youths are needed.

Implications for practitioners

Additional training and resources to understand the unique needs of these youths are essential in providing opportunities to participate in physical activities and enhancing health-related physical fitness.
Transfer of Learning in People who Are Blind: Enhancement of Spatial-Cognitive Abilities through Drawing
Authors: Likova Lora T. , Cacciamani Laura
Published: December 2018

Introduction

This study assessed whether basic spatial-cognitive abilities can be enhanced in people who are blind through transfer of learning from drawing training.

Methods

Near-body spatial-cognitive performance was assessed through the Cognitive Test for the Blind (CTB), which assesses a wide range of basic spatial-cognitive skills. The CTB was administered to 21 participants who are blind in two behavioral testing sessions separated by five days. For participants in the “trained” group, these intervening days were occupied by the Cognitive-Kinesthetic Drawing Training method, during which participants learned how to draw freehand from memory. The “control” participants were not trained.

Results

The results showed significantly increased overall CTB performance in the trained but not in the control group, indicating that the drawing training effectively enhanced spatial-cognitive abilities. A three- to six-month follow-up session with a subset of trained participants suggested that these training-induced spatial-cognitive improvements might persist over time, at least for some tasks.

Discussion

These findings demonstrate that learning to draw from memory without vision over just five sessions can lead to enhancement of basic spatial-cognitive abilities beyond the drawing task. This study is the first to examine the transfer of learning of cognitive ability in blind individuals.

Implications for practitioners

This study sheds light on the Cognitive-Kinesthetic Drawing Training as an effective wide-range rehabilitation technique that could be used to enhance basic spatial-cognitive abilities in those who are blind.
Obstacle Detection with the Long Cane: Effect of Cane Tip Design and Technique Modification on Performance
Authors: Kim Dae Shik , Emerson Robert Wall
Published: December 2018

Introduction

The purpose of this study was to investigate the effect of cane tip design and cane technique modification on obstacle detection performance as they interact with the size, height, and position of obstacles.

Methods

A repeated-measures design with block randomization was used for the study. In experiment one, participants attempted to detect obstacles with either a marshmallow tip or a bundu basher tip. In experiment two, participants were asked to detect obstacles using either the constant-contact technique or a modified constant-contact technique.

Results

As predicted, the obstacle detection rate with the bundu basher tip (M = 66.1%, SD = 7.4%) was significantly higher than that with the marshmallow tip (M = 54.6%, SD = 6.8%), F(1, 11) = 24.19, p, r = .83. However, contrary to our hypothesis, the obstacle detection rate with the modified constant-contact technique (M = 56.0%, SD = 7.4%) was significantly lower than that with the constant-contact technique (M = 61.3%, SD = 5.2%), F(1, 13) = 6.49, p = .024, r = .58. In addition, participants detected the obstacles that were positioned at the center of their walking path (M = 61.9%, SD = 6.6%) at a significantly higher rate than those positioned slightly off to the side (M = 55.4%, SD = 7.3%), F(1, 13) = 10.73, p = .006, r = .67.

Discussion

A bundu basher tip was more advantageous than the marshmallow tip for detecting obstacles.

Implications for practitioners

Given the findings of the study, cane users and orientation and mobility (O&M) specialists should consider using or recommending a bundu basher tip (or a similar tip that has an increased contact area with the walking surface), particularly when the traveling environment often presents unexpected obstacles that may trip the cane user.