bluuebunny/crossref_metadata_2025 huggingface dataset:
Profile of Personnel Preparation Programs in Visual Impairment and Their Faculty
Authors: Ambrose-Zaken Grace , Bozeman Laura
Published: January 2019

This survey of university personnel preparation programs in visual impairment in the United States and Canada investigated the demographic characteristics of faculty members and programs, instructional models, and funding formulas in 2007–08. It found that many programs used some form of distance education and that there was a correlation between tenure status and the age of the program. Trends for this and the previous four surveys are examined.
Language and Play in Students with Multiple Disabilities and Visual Impairments or Deaf-Blindness
Authors: Pizzo Lianna , Bruce Susan M.
Published: January 2019

This article investigates the relationships between play and language development in students with multiple disabilities and visual impairments or deaf-blindness. The findings indicate that students with higher levels of communication demonstrate more advanced play skills and that the use of play-based assessment and exposure to symbolic play are important instructional considerations.
Sexual Health Education for Children with Visual Impairments: Talking about Sex is not Enough
Authors: Krupa Chelsea , Esmail Shaniff
Published: January 2019

This study investigated problems that children with visual impairments experience with sexual health education. The participants identified themes that affected their knowledge of sexual health and the need for sexual health education. Strategies that address sexual health issues for individuals with visual impairments are described.
The Unified English Braille Code: Examination by Science, Mathematics, and Computer Science Technical Expert Braille Readers
Authors: Holbrook M. Cay , MacCuspie P. Ann
Published: January 2019

Braille-reading mathematicians, scientists, and computer scientists were asked to examine the usability of the Unified English Braille Code (UEB) for technical materials. They had little knowledge of the code prior to the study. The research included two reading tasks, a short tutorial about UEB, and a focus group. The results indicated that the participants believed that UEB could be effectively used by people who are employed in technical fields.
Temperament and Young Children with Visual Impairments: Perceptions of Anglo and Latino Parents
Authors: Dote-Kwan Jamie , Chen Deborah
Published: January 2019

This study examined the temperamental characteristics of 18 toddlers with visual impairments as reported by their Anglo and Latino (Mexican American) parents. Differences in the parents’ ratings of the children's temperament were related to the children's level of visual functioning and development. No differences were related to the children's gender, and only one difference was related to the family's ethnicity.
The Inclusive Educational Process of Students with Visual Impairments in Spain: An Analysis from the Perspective of Organizations
Authors: Simon Cecilia , Echeita Gerardo , Sandoval Marta , López Mauricio
Published: January 2019

The research was funded by CIDE (Centro de Investigación y Documentación Educativa [Educational Research and Documentation Center]), Ministerio de Educación (Spanish Ministry of Education), supervised by G. Echéita (Universidad Autónoma de Madrid) and M. A. Verdugo (Universidad de Salamanca), with, in addition to the authors, the special participation of Isabel Calvo and Francisca González from the Universidad de Salamanca. The authors thank CERMI (El Comité Español de Representantes de Personas con Discapacidad [Spanish Committee of Representatives of Disabled People]) for its collaboration and the professionals from the National Organization of Blind People in Spain who participated in the study.
The Relationship of Personnel Preparation to the Competence of Teachers of Students with Visual Impairments in Turkey
Authors: Kesiktaş Ayşe Dolunay , Akcamete Ayşe Gonul
Published: January 2019

The study reported in this article sought to determine the degree to which the professional standards for Turkish teachers of students with visual impairments were addressed during preservice training and the degree to which in-service teachers of visual impairments implemented these professional standards. The results of the nationwide survey showed that teachers faced problems in both attaining and implementing certain important knowledge and skill areas for teaching students with visual impairments.
Unmet Needs: Service Issues for Persons who are Blind or Have Low Vision
Authors: Crudden Adele , Sansing William
Published: January 2019

Five focus groups were conducted as part of an assessment to identify stakeholders’ views of the service delivery needs of persons who are visually impaired. The analyses of the data from the focus groups were clustered into four distinct themes or concerns regarding the variability in services, outreach, transportation, and service delivery.
Assistive Technology for Students with Visual Impairments: Challenges and Needs in Teachers’ Preparation Programs and Practice
Authors: Zhou Li , Parker Amy T. , Smith Derrick W. , Griffin-Shirley Nora
Published: January 2019

This article reports on a survey of 165 teachers of students with visual impairments in Texas to examine their perceptions of their knowledge of assistive technology. The results showed that they had significant deficits in knowledge in 55 (74.32%) of the 74 assistive technology competencies that were examined and that 57.5% of them lacked adequate confidence about teaching assistive technology to students.
A National Study of Parents’ Perspectives on Dual-Certified Vision Professionals
Authors: Grimmett Eric S. , Pogrund Rona L. , Griffin-Shirley Nora
Published: January 2019

A national survey of and telephone interviews with parents of children served by dual-certified vision education professionals was conducted to determine the parents’ perspectives on the efficacy of this service delivery model for students with visual impairments. The study identified the parents’ perceptions of the effectiveness of these educators.
Children's Perceptions of Learning Braille: Qualitative and Quantitative Findings of the ABC Braille Study
Authors: Sacks Sharon Z. , Hannan Cheryl K. , Erin Jane N.
Published: January 2019

Children's perceptions of learning to read and write braille were measured using an open-ended 10-item questionnaire. The data were evaluated by amount of time, level of contractedness, and level of achievement. No differences were found with respect to time or the introduction of contractions. Differences were apparent between the high- and low-achievement groups.
Perceived Training Needs of Teachers of Students with Visual Impairments who Work with Students from Culturally and Linguistically Diverse Backgrounds
Authors: Correa-Torres Silvia M. , Durando Julie
Published: January 2019

The purpose of the study reported here was to identify the needs of educators in the field of visual impairment who work with students from diverse backgrounds. The 204 participants reported areas of need, including culturally responsive teaching and practicum opportunities. Additional findings, recommendations, limitations, and suggestions for future research are provided.
Assistive Technology Competencies of Teachers of Students with Visual Impairments: A Comparison of Perceptions
Authors: Zhou Li , Smith Derrick W. , Parker Amy T. , Griffin-Shirley Nora
Published: January 2019

This study surveyed teachers of students with visual impairments in Texas on their perceptions of a set of assistive technology competencies developed for teachers of students with visual impairments by Smith and colleagues (2009). Differences in opinion between practicing teachers of students with visual impairments and Smith's group of educational experts are presented and discussed.
Nonvisual Cues for Aligning to Cross Streets
Authors: Scott Alan C. , Barlow Janet M. , Guth David A. , Bentzen Billie Louise , Cunningham Christopher M. , Long Richard
Published: January 2019

Accurately aligning to a crosswalk is an important component of safe street crossing for pedestrians who are blind. Six alignment cues were evaluated in a simulated crosswalk environment in which the angle of the crosswalk was not always in line with the slope of the ramp. The effectiveness of each cue is reported and implications are discussed.
Auditory Cues Used for Wayfinding in Urban Environments by Individuals with Visual Impairments
Authors: Koutsoklenis Athanasios , Papadopoulos Konstantinos
Published: January 2019

The study presented here examined which auditory cues individuals with visual impairments use more frequently and consider to be the most important for wayfinding in urban environments. It also investigated the ways in which these individuals use the most significant auditory cues.
The Development of Accepted Performance Items to Demonstrate Competence in Literary Braille
Authors: Lewis Sandra , D'Andrea Frances Mary , Rosenblum L. Penny
Published: January 2019

Introduction

This research attempted to establish the content validity of several performance statements that are associated with basic knowledge, production, and reading of braille by beginning teachers.

Methods

University instructors (n = 21) and new teachers of students with visual impairments (n = 20) who had taught at least 2 braille students participated in parallel Delphi studies to determine if a consensus could be achieved on a series of statements that are thought to describe competence in literary braille by individuals who are completing university programs. The participants were also asked to identify with what degree of accuracy these competencies should be demonstrated and what kinds of reference materials should be available when demonstrating competence. The acceptable level of consensus was set at 85%. Three iterations of the Delphi method were completed; the university instructors also participated in a clarification round.

Results

Seven performance statements on which a consensus was reached with regard to levels of accuracy and use of references were supported by both instructors and practitioners. Differences between the instructors and practitioners in the recommendation of the type of reference materials available when demonstrating competence would have to be resolved for 7 additional statements to be acceptable, while differences in the recommendation of the level of accuracy that should be demonstrated would have to be resolved for 2 other performance statements to be recommended. Proposed competencies related to skill with a slate and stylus and in the use of braille-emulation programs were not supported.

Implications for practitioners

The identification of content-valid performance standards establishes a stronger research base on which to create voluntary standards for defining the braille competence of students who complete university programs. The adoption of such standards has the potential to reduce inconsistencies among programs and to increase the proficiency of program completers in braille.
Are Male Judokas with Visual Impairments Training Properly? Findings from an Observational Study
Authors: Gutiérrez-Santiago Alfonso , Cancela José M. , Zubiaur Marta , Ayán Carlos
Published: January 2019

Introduction

One aim of the study was to describe the temporal structure of judo combat among male judokas with visual impairments. Another aim was to determine the possible differences between the judokas with visual impairments and sighted male judokas to determine whether judokas with visual impairments need specific training to achieve their maximum performance level.

Methods

Observational methodology was used in 184 combats (n = 92 male senior judokas with visual impairments). A T-Patterns study (THEME) and a descriptive statistical analysis (SPSS) were conducted.

Results

The results showed that most of the observed combats ended before the regulation time was over (81%). The temporal structure observed in judokas with visual impairments was as follows: total combat time: 4 minutes, 26 seconds; total pause time: 2 minutes, 38 seconds; total stand-up fight time: 1 minute, 22 seconds; and total ground fight time: 60 seconds. The number of sequences were as follows: 6.9 pause sequences with a duration of 19.6 seconds each, 12.4 work sequences with a duration of 22 seconds each, 7.9 work sequences in stand-up judo with a duration of 11.7 seconds each, and 4.5 work sequences in ground judo with a duration of 12.9 seconds each.

Discussion

The combats’ mean values revealed that, compared to male sighted judokas, judokas with visual impairments perform shorter work sequences and need longer pause sequences because of their impairment.

Implications for Practitioners

These data indicate that the temporal structure of judo combat in athletes with visual impairments is different from the temporal structure of judo combat in sighted athletes, which indicates that the appropriate training for each group should be different. This article describes a specific temporal structure that is applicable to traditional judo training methods, fits these athletes’ needs, and is available for coaches who train judokas with visual impairments.
Personality Characteristics of South Korean Students with Visual Impairments Using the Myers-Briggs Type Indicator
Authors: Bak Sunhi
Published: January 2019

Introduction

The study presented here was designed to determine whether there were significant differences in the frequency and preference scores of personality functions and the frequency of personality types, as measured by the Myers-Briggs Type Indicator (MBTI), by gender, school level, and level of visual function, of students with visual impairments in South Korea.

Methods

Ninety-eight South Korean students with visual impairments who were enrolled in special junior high and high schools for students with visual impairments answered the MBTI. Chi-square analyses examined the frequencies of preference functions and personality types by gender, school level, and level of functional vision. Independent-samples t-tests were conducted to examine the differences in preference scores by the independent variables for personality functions.

Results

Only gender differences were found in the frequency of preference functions between the Thinking-Feeling functions. Significant differences were not found in the frequencies of preference scores and personality types by gender, school level, or functional vision.

Discussion

The students with visual impairments were more likely to think of themselves along the indicators of Extraversion, Sensing, and Perceiving. More male students than female students preferred Thinking over Feeling. Educators need to understand the way in which each gender group prefers to use perception and judgment as decision-making functions. Personality traits vary among persons who are visually impaired as much as they do among those who are sighted.

Implications for practitioners

South Korean adolescents with visual impairments differ on their personality types in a way similar to sighted students. Learning more about the personality characteristics of children with visual impairments may help educators to teach more effectively.
A Systematic Review of Transition Interventions Affecting the Employability of Youths with Visual Impairments
Authors: Cavenaugh Brenda , Giesen J. Martin
Published: January 2019

Introduction

The purpose of the study presented here was to identify and synthesize studies of transition interventions to improve the employability and employment outcomes for youths with visual impairments.

Methods

An a priori protocol was followed in conducting a systematic review of the literature, including criteria for selecting studies, search strategies, and a synthesis of findings.

Results

Fifteen studies of interventions to improve the employability of youths with visual impairments were identified. Four studies used two-group designs with control or comparison groups, four used single-subject, multiple-baseline designs, and seven used single-group designs (no control or comparison groups). Of the four two-group designs, two reported statistically significant relationships between the transition intervention and factors related to employment. A meta-synthesis indicated the efficacy of several interventions to improve the career-awareness, job-seeking, independent-living, and social skills of the participants.

Discussion

Interventions that were found to enhance employability skills and self-constructs were also identified in correlational research as predictors of the successful employment of youths with visual impairments. There were no studies of interventions that directly resulted in employment. Only 3 of the 15 studies used designs with random assignment to groups—the most rigorous in evaluating the effectiveness of interventions.

Implications for practitioners

There is a critical need for information on evidenced-based practices that affect the successful transition of young adults with visual impairments. Practitioners are encouraged to implement rigorous evaluation methods to evaluate transition practices and to publish findings as a basis for public policy and the development of high-quality programs.
Experiences of Students with Visual Impairments in Canadian Higher Education
Authors: Reed Maureen , Curtis Kathryn
Published: January 2019

Introduction

This article presents a study of the higher education experiences of students with visual impairments in Canada.

Methods

Students with visual impairments and the staff members of disability programs were surveyed and interviewed regarding the students’ experiences in entering higher education and completing their higher education requirements.

Results

Although the reported graduation rates were high, the students took more than four years to complete their studies. They thought that heavy reading requirements, work in groups, and an inability to participate in some activities were barriers to their full participation in higher education.

Discussion

The findings demonstrate that barriers exist that have a negative impact on the higher education experience of students with visual impairments.

Implications for practitioners

Students with visual impairments have challenges that require unique preparation for higher education.
Transition-Age Youths with Visual Impairments in Vocational Rehabilitation: A New Look at Competitive Outcomes and Services
Authors: Giesen J. Martin , Cavenaugh Brenda S.
Published: January 2019

Introduction

Given the low rate of closure of cases for employment, the study presented here analyzed the characteristics of consumers and services that predict competitive employment for youths with visual impairments who are making the transition from secondary education to employment in the vocation rehabilitation program.

Methods

Using data from the Rehabilitation Services Administration on 2,282 consumers aged 22 or younger whose cases were closed after they received services, we conducted descriptive and logistic regression analyses to determine which client and service factors predicted competitive employment.

Results

Gender; race; education; disability; the severity of visual impairment, receipt of Supplemental Security Income, earnings at the time of application, which are indicative of early work experiences; and four of five service clusters were significantly related to employment outcomes.

Discussion

This research provided new knowledge regarding influences, “risk factors,” and predictors of competitive employment—what works—for youths with visual impairments.

Implications for practitioners

We make recommendations for the provision of vocational rehabilitation services, transition programs, policy regarding groups “at-risk” for poor employment outcomes, and future research.
Eccentric Viewing Training and Its Effect on the Reading Rates of Individuals with Absolute Central Scotomas: A Meta-analysis
Authors: Howe Jon
Published: January 2019

Introduction

Eccentric viewing training has been a strategy, used by rehabilitation professionals, to help individuals with central vision loss move their eyes in such a way that they focus the incoming light on parts of the retina located away from the center area that has been damaged and improve visual functioning. A number of studies have shown that this type of training can be associated with improved reading rates.

Method

A meta-analysis was conducted on data generated from 17 studies that reported the effect of appropriate magnification and eccentric viewing training on the reading rate of trainees with central scotomas.

Results

Almost all eccentric viewing training methodologies were found to be associated with comparable final reading speeds, and no significant differences in final reading speed were found between eccentric viewing training methodologies with comparable age participants. A negative relationship between age and final reading speed was found through correlation analysis, and a correlation was found between visual acuity and the percentage of change in reading speed. Regression models using combinations of age, acuity, and treatment hours were found that could be used to predict the final reading rate using age and number of training hours.

Discussion

This analysis provided no statistical basis to determine if one of the treatment protocols described in these studies was more effective in improving the reading rate than another, and there was quite a bit of variability in the protocols described.

Implications for practice

Eccentric viewing is an effective way for individuals with central scotomas to improve the use of the vision that they have. Evidence from this meta-analysis suggests that a wide range of training protocols would be effective, and the personal preferences of the instructor and consumer can be given significant consideration during program planning.
Internet Use by Transition-Aged Youths with Visual Impairments in the United States: Assessing the Impact of Postsecondary Predictors
Authors: Kelly Stacy M. , Wolffe Karen E.
Published: January 2019

Introduction

Youths and adults without disabilities have been increasing the regularity of their online connectivity at a rapid pace, as previous research has indicated. The study presented here examined the degree to which transition-aged youths with visual impairments have used the Internet and what outcomes they have achieved following their graduation from high school.

Methods

The authors conducted a secondary analysis of the National Longitudinal Transition Study–2 (NLTS2) database and assessed a nationally representative sample of youths with visual impairments who were making the transition from high school to further education or work. The descriptive analysis showed estimates of Internet use among these youths during three periods (2005, 2007, and 2009). Multilevel longitudinal modeling was used to analyze the change in the prevalence of Internet use as the youths matured and to assess the impact of postsecondary opportunities on online communication.

Results

Across the three waves of data collection, an average of 43% of the transition-aged youths with visual impairments used the Internet regularly for online communication. There was no significant change in the use of the Internet as these young people matured (p = .06). The youths who used the Internet for regular online communication were significantly more likely to be engaged in postsecondary work (p < .01), education or training (p < .01), or volunteering and engaging in community service (p < .01).

Discussion

The study showed that transition-aged youths with visual impairments are not progressing at rates commensurate with their peers without disabilities in the vital area of Internet use. Their best performance, in Wave 5, was 49%; compared to 93% of youths without disabilities in the same year. The positive impact of participation in postsecondary opportunities on the likelihood of online connectivity is demonstrated.

Implications for practitioners

Implications for lifelong success in today's technology-driven society are discussed.
Evaluation Study of Short-Term Programs at a Residential School for Students who are Blind and Visually Impaired
Authors: Pogrund Rona L. , Darst Shannon , Boland Teryl
Published: January 2019

Introduction

The results of a 2009–2010 program evaluation study that examined parents, teachers of students with visual impairments, administrators, and students regarding overall satisfaction with and effectiveness of the short-term programs at a residential school for students who are blind and visually impaired are described. The findings are presented with recommendations for program improvement.

Methods

The mixed-method triangulation study design included the collection of multiple phases of quantitative and qualitative data. The setting was the short-term programs at a special purpose or residential school for students who are blind. All participants had at least one experience with short-term programs. Participants were chosen by convenience sampling and included 107 parents, 87 teachers of students with visual impairments, 26 administrators, and six students. Of these participants, the initial overall response rates were 21 of 107 parents (19.62%), 54 of 87 teachers of students with visual impairments (62.07%), 8 of 39 administrators (20.5%), and 6 of 6 students (100%).

Results

Fifteen (71.4%) parents, forty-seven (82.5%) teachers of students with visual impairments, and eight (100%) administrators felt that short-term programs are an effective tool in meeting the specific needs of students with visual impairments. Twenty-one (65.6%) parents, fifty-two (60.4%) teachers of students with visual impairments, and five (62.5%) administrator respondents stated that their overall satisfaction with short-term programs was outstanding. All six students felt that short-term programs were beneficial to them. All percentages were calculated with confidence intervals of 95%.

Discussion

The findings demonstrate that the majority of participants felt that short-term programs are effective and more than satisfactory in meeting students’ needs.

Implications for practitioners

Other residential schools for students who are blind could model their short-term programs after the program in this study.
Parents’ Perceptions of Physical Activity for Their Children with Visual Impairments
Authors: Perkins Kara , Columna Luis , Lieberman Lauren , Bailey JoEllen
Published: January 2019

Introduction

Ongoing communication with parents and the acknowledgment of their preferences and expectations are crucial to promote the participation of physical activity by children with visual impairments.

Purpose

The study presented here explored parents’ perceptions of physical activity for their children with visual impairments and explored barriers to physical activity.

Methods

The 11 parents of children with visual impairments took part in one-on-one semistructured interviews that were transcribed and then analyzed through a constant comparative analysis.

Results

Three themes emerged from the analysis of the data: the holistic benefits of physical activity, barriers to physical activity, and solutions to physical activity.

Discussion

The results revealed that the parents valued and had high expectations for physical activity for their children; however, they believed that there were multiple barriers to overcome.

Implications for practitioners

Adapted physical education and recreational professionals must include parents in planning and implementing physical education and physical activity programs. Infusing information about physical activity and physical education in the professional preparation of teachers of students with visual impairments is also part of this important solution. Last, preteaching basic foundational skills for movement and sports is important to ensure the participation of children with visual impairments in physical education and recreational activities later in life.
Physical and Psychological Health in Persons with Deafblindness that is due to Usher Syndrome Type II
Authors: Wahlqvist Moa , Möller Claes , Möller Kerstin , Danermark Berth
Published: January 2019

Introduction

The objectives of the study reported here were to describe the physical and psychological health of persons with Usher syndrome Type II (USH2) and to explore any differences in terms of gender.

Methods

The participants were recruited from the Swedish Usher database. In the first step, 122 persons received the questionnaire by mail, and 96 (aged 18–84, with a mean age of 55, 53% of whom were female) agreed to participate. The Health on Equal Terms questionnaire was used, which covered such items as health, living conditions, and social relationships. Results for the participants with USH2 were compared to those of a reference group of 5,738 persons who were drawn from a random sample of the Swedish population retrieved from the Swedish Public Health Institute. The odds ratio (adjusted for gender and age), and its 95% confidence interval were calculated.

Results

The participants with USH2 reported that their physical and psychological health was significantly poorer than that of the Swedish reference group. They revealed major problems involving headache, fatigue, depression, suicidal thoughts, and suicide attempts. For the male participants, the psychological differences were even more marked than those of the male reference group.

Discussion

The identification of factors associated with physical and psychological health and well-being is important for the design of future rehabilitation strategies for people with USH2. Special focus must be placed on the psychological well-being of men with USH2.

Implications for practitioners

The management of rehabilitation services for persons with USH2 calls for interdisciplinary teamwork to provide adequate resources to cope with the physical and psychological health issues demonstrated in this study.
The Abacus: Instruction by Teachers of Students with Visual Impairments
Authors: Amato Sheila , Hong Sunggye , Rosenblum L. Penny
Published: January 2019

Introduction

This article, based on a study of 196 teachers of students with visual impairments, reports on the experiences with and opinions related to their decisions about instructing their students who are blind or have low vision in the abacus.

Methods

The participants completed an online survey on how they decide which students should be taught abacus computation skills and which skills they teach. Data were also gathered on those who reported that they did not teach computation with the abacus.

Results

The participants resided in the United States and Canada and had various numbers of years of teaching experience. More than two-thirds of those who reported that they taught abacus computation skills indicated that they began instruction when their students were between preschool and the second grade. When students were provided with instruction in abacus computation, the most frequently taught skills were the operations of addition and subtraction. More than two-thirds of the participants reported that students were allowed to use an abacus on high-stakes tests in their state or province.

Discussion

Teachers of students with visual impairments are teaching students to compute using the Cranmer abacus. A small number of participants reported they did not teach computation with an abacus to their students because of their own lack of knowledge.

Implications for practitioners

The abacus has a role in the toolbox of today's students with visual impairments. Among other implications for educational practice, further studies are needed to examine more closely how teachers of students with visual impairments are instructing their students in computation with an abacus. Topics to examine include the frequency of instruction, the age at which instruction begins, how instruction is provided to children with multiple disabilities, whether instruction is provided in the general education classroom or via pullouts, the role of math teachers and paraeducators in instruction, and how the abacus could be used collaboratively with technology.
Could Audio-Described Films Benefit from Audio Introductions? An Audience Response Study
Authors: Romero-Fresco Pablo , Fryer Louise
Published: January 2019

Introduction

Time constraints limit the quantity and type of information conveyed in audio description (AD) for films, in particular the cinematic aspects. Inspired by introductory notes for theatre AD, this study developed audio introductions (AIs) for Slumdog Millionaire and Man on Wire. Each AI comprised 10 minutes of continuous description incorporating information about the film's visual style, fuller descriptions of characters and settings, a brief synopsis, and cast and production details. The AIs were tested with participants who are blind and have low vision.

Method

Twenty-four visually impaired volunteers listened to the AIs before or after watching the films with AD, and gave feedback about their experience, either at sessions organized at the University of Roehampton, United Kingdom, or at home.

Results

This was a small-scale, exploratory study that showed a positive response to the concept of AIs for film. Most participants felt the AIs helped bring the films to life and made them easier to follow. The majority of participants wanted AIs for other films.

Discussion

AD guidelines discourage describers from mentioning camera work, yet most participants reported that this information in the AI was not too technical, and that the proportion of the AI devoted to visual style was about right (14 of 20 for Slumdog Millionaire, 14 of 16 for Man on Wire). Only a minority felt that the AIs “told me things I could find out for myself.” This suggests that access to screen media for people with a visual impairment can be enhanced by additional cinematic and other visual information.

Implications for practitioners

Given the limited time available for description during the film itself, AD providers should consider the use of AIs as a complement to standard film AD. These audio introductions could be stand-alone or accessed from a website.
Balance and Self-efficacy of Balance in Children with CHARGE Syndrome
Authors: Haibach Pamela S. , Lieberman Lauren J.
Published: January 2019

Introduction

Balance is a critical component of daily living, because it affects all movements and the ability to function independently. Children with CHARGE syndrome have sensory and motor impairments that could negatively affect their balance and postural control. The purpose of the study presented in this article was to assess the balance and self-efficacy of balance of these children.

Methods

Twenty-one children with CHARGE syndrome aged 6-12 and 31 age- and gender-matched sighted control participants without CHARGE syndrome completed the study. Each participant completed the Pediatric Balance Scale (PBS) and a self-efficacy of balance survey, the Activities-Specific Balance Confidence Scale (ABC).

Results

The PBS results revealed that the participants in the control group performed significantly better than did those with CHARGE syndrome (p < .05), with 57% of those with CHARGE syndrome at a medium to high risk of falls but all those in the control group at a low risk. Most children with CHARGE syndrome also had low ABC scores, and these scores were moderately correlated with the PBS scores (r = 0.56), but were not significantly associated with gender (r = 0.065) or age (r = −0.169).

Discussion

A relationship was found between the balance self-efficacy of the children with CHARGE syndrome and their objectively measured balance. Self-efficacy of balance has been correlated with an increased risk of falls and with decreased participation in physical activities. Increased physical activity with a focus on balance and movement would likely improve these children's balance and self-efficacy of balance.

Implications for practitioners

Practitioners should understand that children with CHARGE syndrome will likely have poorer balance and lower confidence in their balance. Balance confidence and capabilities have implications for the development of motor milestones, such as walking, and the ability to perform functional activities. Future research should examine interventions to improve both balance and confidence in balance in these children.
Working with Visual Impairment in Nigeria: A Qualitative Look at Employment Status
Authors: Wolffe Karen E. , Ajuwon Paul M. , Kelly Stacy M.
Published: January 2019

Introduction

This study presents the perceptions of employed individuals with visual impairments living in one of the world's most populous developing nations, Nigeria.

Methods

The researchers developed a questionnaire that assessed personal and professional experiences among a sample of 172 adults with visual impairments living and working in Nigeria. Qualitative analyses of all the participants’ responses to open-ended questions on the questionnaire were performed; as well as an analysis of responses from a subset of the participants who engaged in face-to-face interviews.

Results

Participants identified out-of-date or inaccessible equipment and materials, coupled with inadequate assistance, transportation issues and environmental barriers, poor remuneration, weak job status, discrimination, lack of funds or time, inaccessible housing, and limited training opportunities as work challenges. The majority felt that further education was the key to improving their work situations.

Discussion

This study validated the findings of the quantitative study with which it was aligned, underscoring the importance of education and access to employment for people with visual impairments. The participants in this study conveyed their thoughts about what worked and what did not work for them in employment. They also shared their ideas about how parental support had enabled them to achieve employment, and stressed the importance of disability-specific skills such as using assistive technology, mobility techniques, and independent living skills.

Implications for practitioners

Practitioners are reminded of the importance of working closely with families to help them help their children acquire skills and the belief that they can work. They also need to remember the critical need for their students and clients to master disability-specific skills.
Social Skills for Youths with Visual Impairments: A Meta-Analysis
Authors: Botsford Kathryn D.
Published: January 2019

Introduction

This meta-analysis reviewed correlational research on youths (ages 13–21) with visual impairments (that is, blindness or low vision) conducted using the National Longitudinal Transition Study-2 (NLTS2).

Methods

After a systematic literature review, six studies (four peer-reviewed articles, one dissertation, and one conference presentation) met inclusionary criteria and provided sufficient findings for meta-analysis. Three studies were selected to represent NLTS2 Waves 1, 3, and 4 without violating assumptions of independence. The fixed-effect meta-analysis tested the summary effect of social skills variables.

Results

Social skills had a moderate summary effect (r2 = .373), with high precision for an aggregated sample of 1,229 youths. The test for heterogeneity (I2 = 94.25) indicated that social skills explained 6% of the between-study findings. Cumulative analysis suggested a small amount of publication bias.

Discussion

Although differences other than social skills accounted for most between-study variances, trends in the research imply relationships between social skills and the Expanded Core Curriculum (ECC).

Implications for practitioners

Given the limited time available for specialized instruction, identifying ECC areas with measurable positive impacts empowers teachers to design effective programs. The moderate positive overall effect for social skills variables reported in this study supports the continued emphasis on social competence in the educational programs for youths with visual impairments. Given the challenges with conducting research using small samples in the field of visual impairment, meta-analysis offers opportunities to test the overall effect of interventions by combining the findings of multiple smaller studies. This study demonstrated that meta-analytic research is applicable to the field of visual impairment. Future meta-analytic studies of any ECC variables would benefit from the inclusion of additional sources of quantitative research (that is, intervention studies and different large-scale datasets). New research from a variety of data sources would allow the field to more clearly describe trends and relationships among ECC variables and transition outcomes for this population.
Risk of readmission in patients with schizophrenia and schizoaffective disorder newly prescribed clozapine
Authors: Kesserwani Jad , Kadra Giouliana , Downs Johnny , Shetty Hitesh , MacCabe James H , Taylor David , Stewart Robert , Chang Chin-Kuo , Hayes Richard D
Published: January 2019

Background:

Insight into the effect of clozapine is limited by a lack of controlling for confounding variables in current research. Our objective was to investigate the association between clozapine prescribed at discharge, following an inpatient episode, and risk of readmission into secondary mental health services in patients with schizophrenia and schizoaffective disorder, controlling extensively for confounding variables.

Methods:

Clinical records from 3651 patients were analysed in a retrospective observational cohort study. Cox proportional-hazards regression models were used to assess the risk of hospital readmission. A series of sensitivity analyses were also conducted. Propensity score methods were used to address confounding-by-indication.

Results:

Patients on clozapine ( n=202) had a reduced risk of readmission compared with patients on other antipsychotics (adjusted hazard ratio=0.79; 95% confidence interval: 0.64–0.99; p=0.043). Clozapine also had a protective effect on risk of readmission when compared with olanzapine (adjusted hazard ratio 0.76; 95% confidence interval: 0.60–0.96; p=0.021). The effect size remained consistent after adjusting for an array of possible confounders, as well as using propensity scores to address confounding-by-indication. A statistically significant result was also noted in all but two sensitivity analyses.

Conclusion:

Our findings suggest that clozapine is associated with a reduced risk of readmission into secondary mental health services.
Expression and clinical significance of miR-139-5p in non-small cell lung cancer
Authors: Yong-hao You , Xian-guo Wang , Ming Xu , Jin-ping Zhao
Published: January 2019

Objective

MiR-139-5p is a common tumor-associated microRNA (miRNA), which inhibits the occurrence and development of malignant tumors from various tissue sources. We detected miR-139-5p expression levels in tissues from patients with non-small cell lung cancer (NSCLC) to explore the relationship between miR-139-5p expression and clinicopathological parameters.

Methods

MiR-139-5p expression levels were detected in cancerous and normal tissues from 60 NSCLC patients by fluorescence quantitative polymerase chain reaction, using normal paracancerous tissue as a control. The relationships between miR-139-5p and clinicopathological parameters of NSCLC, including survival, were analyzed by t-tests and univariate analysis.

Results

MiR-139-5p expression levels were significantly reduced in NSCLC tissues compared with normal adjacent tissue. MiR-139-5p expression was not significantly associated with age, sex, or smoking history, but was related to clinical stage, pathological type, tumor size, and lymph node metastasis. Furthermore, low expression of miR-139-5p, clinical stage (II/III), adenocarcinoma, tumor ≥3 cm, and lymph node metastasis were all related to overall survival.

Conclusion

MiR-139-5p expression levels are down-regulated in NSCLC tissues, and low expression is associated with clinical stage, pathological type, tumor size, and lymph node metastasis in NSCLC patients. MiR-139-5p may act as a tumor suppressor gene in the occurrence and development of NSCLC.
Liver abscesses after transcatheter arterial embolization
Authors: Arslan Muhammet , Degirmencioglu Serkan
Published: January 2019

Objective

This study aimed to evaluate the clinical features, radiological findings, risk factors, and management of liver abscesses following transcatheter arterial chemoembolization (TACE) therapy in patients with primary and metastatic liver cancer.

Methods

The medical records of 163 patients who were treated with TACE in our hospital for a total of 313 times between January 2012 and January 2018 were reviewed. The incidence rate of patients who developed liver abscesses after undergoing treatment, the computed tomography findings of the abscesses, predisposing risk factors, and the method of treatment were evaluated.

Results

Formation of liver abscesses was observed after treatment in four of the 163 (2.4%) patients and in four (1.3%) of the 313 chemoembolization procedures. Additionally, bilioenteric anastomosis was found in two patients and diabetes mellitus in two patients.

Conclusion

Formation of liver abscesses after TACE is a rare, but serious, complication. Physicians should be aware of the predisposing risk factors of TACE because of the possibility of death.
Dissident and dissenting republicanism: From the Good Friday/Belfast Agreement to Brexit
Authors: Hoey Paddy
Published: January 2019

The 1998 Good Friday/Belfast Peace Agreement was almost universally supported by nationalists in Northern Ireland, and Sinn Féin’s high-profile role in the discussions was the foundation upon which it would transform itself from the political wing of the Provisional Irish Republican Army to second biggest party at Stormont. However, dissidents pointed out that the compromises made by Sinn Féin during the Peace Process were a sell-out of the political and ideological aspirations held by republicans for at least a century. New dissident groups emerged in opposition to the course taken by Sinn Féin, and the period since 1998 has been one of the most dynamic in republican history since the Irish Civil War. New political parties and organisations like the 32 County Sovereignty Movement, éirígí, Republican Network for Unity and Saoradh emerged reflecting this state of flux and the existential fears felt by those for whom the Good Friday Agreement fell far short of delivering the republican aspiration of a united Ireland. Although Brexit provided a curious and fortunate opportunity for momentary public attention, these groups have remained peripheral actors in the Irish and British political public spheres.
Synthesis and properties of pyrazine-based oligomeric phthalonitrile resins
Authors: Liu Yao , Ji Puguang , Zhang Zhenjiang , Yu Xiaoyan , Naito Kimiyoshi , Zhang Qingxin
Published: January 2019

The pyrazine-based oligomeric phthalonitrile (PN) monomer, 2,6-bis[3-(3,4-dicyanophenoxy)phenoxy]pyrazine (BCPP), was synthesized from the reaction of an excess amount of resorcinol with 2,6-dichloropyrazine in the presence of potassium carbonate, followed by end-capping with 4-nitrophthalonitrile in a two-step, one-pot reaction. 4-(Aminophenoxy)phthalonitrile was applied to promote the curing reaction. The curing behavior was investigated by differential scanning calorimetry and rheological behavior, showing a wide processing window of 94°C, a complex viscosity of less than 1.5 Pa·s and a lower reaction activation energy of 32.57 kJ mol−1. The structure of the BCPP monomer was confirmed by Fourier transform infrared spectroscopy and nuclear magnetic resonance spectroscopy. The unit cell was determined to be tetragonal system by wide-angle X-ray diffraction. The monomer was cured to yield cross-linked polymers, which exhibited a high initial storage modulus, excellent glass transition temperature, outstanding thermal stability, and low water uptake.