bluuebunny/crossref_metadata_2025_split huggingface dataset:
Braille Reading Accuracy of Students who are Visually Impaired: The Effects of Gender, Age at Vision Loss, and Level of Education
Authors: Argyropoulos Vassilis , Papadimitriou Vassilios 
Published: December 2018

Introduction The present study assesses the performance of students who are visually impaired (that is, those who are blind or have low vision) in braille reading accuracy and examines potential correlations among the error categories on the basis of gender, age at loss of vision, and level of education. Methods Twenty-one visually impaired Greek school-aged children participated in the present study. The students who participated were enrolled in different educational settings; that is, special schools and mainstream educational settings. The research tool was a subset (three subscales) of a standardized instrument (Test A, Padeliadu & Antoniou, 2008) that evaluates reading accuracy in Greek. All interactions between researchers and students were videotaped, and the analysis of the obtained data was focused on phonological and nonphonological-type errors. Results Significant differences in performance were found between male and female participants— t(19) = 2.12, p < .05—as well as between students who attained primary and secondary education: t(19) = 1.96, p ≊ .05. The average number of errors in the three subscales correlated very highly, signifying that performance was very similar. Positive correlation was found between replacement and subtraction types of error ( p < .05), and replacement and recognition ( p < .001), and the total number of errors was positively correlated with replacement ( p < .001), subtraction ( p = .001), and recognition errors ( p < .001). Male participants made more replacement errors: t(19) = 2.09, p ≊ .05; participants in secondary education made significantly fewer errors of recognition: t(19) = 2.49, p < .05; and students who were congenitally blind made significantly more errors of addition: t(19) = 1.96, p ≊ .05. Regarding the recognition type of error, there was a significant interaction effect between grade and age at loss of vision: F(3/17) = 3.09, p = .05. Discussion Participants did not benefit exceptionally from semantic information, and it is unclear whether a higher school level leads to the improvement of braille reading accuracy. “Reading the entire word” seems the most effective decoding strategy. Nevertheless, further research is needed to obtain relevant data from longitudinal studies. Implications for practitioners Listing and analyzing braille reading errors systematically may reveal error patterns. Based on these patterns, teachers would be able to differentiate their instruction to improve students’ performances in braille speed and accuracy.
Teaching Two Critical Locomotor Skills to Children who Are Blind or Have Low Vision
Authors: Samalot-Rivera Amaury , Lieberman Lauren J. , Haibach Pamela 
Published: December 2018

Alexandria has retinopathy of prematurity. While attending elementary school, she received the services of a teacher of visually impaired students, an adapted physical education teacher, and an orientation and mobility instructor. Her instructors praised her running and never provided any constructive feedback on the movement patterns of her running, so Alexandria assumed that she was running with proper form. It was not until Alexandria advanced to middle school that a physical educator informed her that she had a shuffling gait and needed to swing her arms while running. Through tactile modeling and physical guidance, Alexandria's gait improved dramatically; however, she was embarrassed that her form was not corrected at a younger age.
Technologies Used in the Study of Advanced Mathematics by Students who Are Visually Impaired in Classrooms: Teachers’ Perspectives
Authors: DePountis Vicki M. , Pogrund Rona L. , Griffin-Shirley Nora , Lan William Y. 
Published: December 2018

Introduction This research examined the perspectives of teachers of students who are visually impaired regarding the use and effectiveness of high-tech assistive technology purported to assist visually impaired students in advanced mathematics. Methods The data for this study were collected via a mixed-methods online survey distributed through professional networks to reach teachers with experience supporting students who are braille readers in advanced mathematics. A device matrix was used to ask participants about three interrelated issues. First, which of the 35 assistive technologies presented did they use to aid students? Second, how was the technology implemented? And third, how did they rate the effectiveness of each device used? Open-response items provided space for additional tools and other feedback. Results A total of 82 surveys were completed through the device matrix question. Results conclusively indicated that 20 of the 35 technologies were used; of these, 13 were used regardless of subject. More than half of the participants indicated that the same four technologies were implemented for student information access during class, guided practice, and independent practice. Participants recommended seven technologies not included in the device matrix through the open-response questions. Discussion This survey revealed that teachers of visually impaired students are using assistive technology for multiple functions. A core set of 13 devices emerged, as well as varying subsets for specific tasks across different subjects. Limitations of the study were the small sample size and possible survey fatigue. Implications for practitioners By examining the uses of technology presented in this article, teachers can determine which assistive technology might be worth exploring to use for preparation of materials for students and which to teach others to use independently for reading or preparation of assignments in advanced mathematics courses.
Changing what it Means to be “Normal”: A Grounded Theory Study of the Mobility Choices of People who are Blind or Have Low Vision
Authors: Ball Elizabeth M. , Nicolle Colette A. 
Published: December 2018

Introduction The ability to travel to destinations outside of the home is important to social inclusion and quality of life, and it is one of the most significant challenges for people who are visually impaired (that is, those who are blind or have low vision). There has been little research into the underlying concerns of people who are visually impaired when making decisions about mobility. Methods This grounded theory study explored the main mobility-related concerns of people who are visually impaired. It uses qualitative data drawn from a combination of online discussions; face-to-face, telephone, and e-mail interviews; and focus groups with people who are visually impaired and rehabilitation practitioners. Results The primary concern of people who are visually impaired when making choices about where to go, and when and how to do so, was a desire to see oneself and to be seen by others as “normal.” Self-identity and perceived “normality” are subjective and changeable and are continually internally coreconstructed (that is, simultaneously and interdependently reinterpreted and reconceptualised) to achieve congruence between them. The mobility strategies used are those that are perceived as most “normal.”. Discussion Perceived “normality” has a powerful influence on behavior. By acknowledging this influence, rehabilitation services may be better able to promote autonomy and self-reliance. Implications for practitioners To promote independence, rehabilitation services must change people's perception of what is “normal.” People must be supported to come to perceive fulfillment of valued social roles, autonomy, and self-reliance as “normal.”
Using Constant Time Delay to Teach Braille and the Nemeth Code for Mathematics and Science Notation to Students Making the Transition from Print to Braille
Authors: Ivy Sarah E. , Hooper Jonathan D. 
Published: December 2018

Introduction Many students with adventitious vision loss or progressive vision loss need to transition from print to braille as a primary literacy medium. It is important that this transition is handled efficiently so that the student can have continued access to a literacy medium and make progress in the core curriculum. For this study, we used constant time delay to teach literary braille contractions and Nemeth Code for Mathematics and Science Notation (hereafter, Nemeth Code) braille symbols to learners with visual impairments who were making the transition from print to braille. Methods A single-subject, multiple-probe research design was used to test the effectiveness and efficiency of constant time delay to teach literary braille or Nemeth Code. Three female students, aged 13 to 15 years, participated at a specialized school for students with visual impairments. The students’ braille and math instructor delivered interventions in the classroom. Procedural fidelity and interobserver agreement data were collected. Results Two students each learned 40 short-form literary braille contractions, and one student learned 28 Nemeth Code symbols throughout the study. Students appeared to generalize learning after instruction with the first word set to identify similar contractions. Students maintained learning throughout the study at high levels. Visual analysis of the data suggests a functional relationship between constant time delay and contraction identification. Discussion This study replicated previous work (Hooper, Ivy, & Hatton, 2014) to expand understanding of the scope of the usefulness of time delay in braille education. Implications for practitioners For students making the transition from print to braille, constant time delay may be an efficient method to help students acquire braille. The efficiency itself may increase students’ confidence and motivation to learn braille.
Implications of Deafblindness: The Physical and Mental Health and Social Trust of Persons with Usher Syndrome Type 3
Authors: Wahlqvist Moa , Möller Claes , Möller Kerstin , Danermark Berth 
Published: December 2018

Introduction The aim of this study was to describe health and social trust in persons with Usher syndrome type 3 (USH3) in relation to hearing and visual impairment. Methods Participants were recruited from the Swedish Usher database. Twenty-one persons with USH3 received two questionnaires, which covered a wide range of domains related to health and social trust. Fifteen individuals, 4 men and 11 women aged 19–71 years, responded. Each outcome measure within every domain reported by the individual was structured into a matrix, which included auditory and visual findings. Results Severe problems with health and social trust were apparent for persons with USH3. Differences in the number of reported problems were suggested. Three persons had cochlear implants, and they reported far fewer problems with physical health, mental health, and social trust than the others. Discussion Three major patterns emerged. The first was that the group was heterogeneous with regard to the problems reported in the biopsychosocial dimensions; that is, general health, physical health, and mental health, as well as social trust. The second was that none of the biopsychosocial dimensions could be disregarded when describing health among persons with USH3. The third major pattern was that a cochlear implant might benefit the health of persons with USH3. Implications for practitioners The results suggested poor physical and mental health and severe social trust problems for people with USH3. Interdisciplinary strategies are required to facilitate the rehabilitation of persons with USH3 throughout their lifespan.
Health-Related Physical Fitness among Young Goalball Players with Visual Impairments
Authors: da Cunha Furtado Otávio Luis Piva , Morato Márcio Pereira , Potenza Michael , Gutierrez Gustavo Luiz 
Published: December 2018

Introduction The purpose of our study was to determine the passing rates on health-related physical fitness tests of young goalball players. More specifically, we compared their passing rates according to gender and visual impairment classification. Methods Participants included 40 Brazilian goalball players with visual impairments (20 female [B1 = 7, B2 = 8, B3 = 5]; 20 male [B1 = 6, B2 = 4, B3 = 10]), with a mean age 17.3 (SD = 1.6). The Brockport Physical Fitness Test, a health-related, criterion-referenced protocol, was employed to evaluate percentage of body fat, shoulder stretch, back-saver sit and reach, trunk lift, curl-ups, push-ups, and the one-mile run or walk. Results A significant difference was found in passing rates between genders only in the one-mile run or walk. More than half the participants were able to pass in at least four out of the seven tests. No significant differences were found between groups regarding the proportion of athletes who reached the protocol standards. Discussion Irrespective of gender or visual impairment classification, the participants of this study had high passing rates on most tests. Nonetheless, athletes had low passing rates on specific areas (cardiovascular and muscular strength), which need to be acknowledged. Future studies with a bigger sample could seek to determine the effects of specific training regimens not only on youths, but also on adult groups. Implications for practitioners As a Paralympic sport likely to be of interest to visually impaired children and adolescents, goalball seems to be a feasible game to support the achievement of ideal physical activity levels in this population, leading to higher levels of health-related physical fitness.
An Artificial Intelligence Tutor: A Supplementary Tool for Teaching and Practicing Braille
Authors: McCarthy Tessa , Rosenblum L. Penny , Johnson Benny G. , Dittel Jeffrey , Kearns Devin M. 
Published: December 2018

Introduction This study evaluated the usability and effectiveness of an artificial intelligence Braille Tutor designed to supplement the instruction of students with visual impairments as they learned to write braille contractions. Methods A mixed-methods design was used, which incorporated a single-subject, adapted alternating treatments design as well as qualitative teacher interviews and surveys. Results Students seemed to reach 100% accuracy faster when using Braille Tutor (average = 7.0 sessions; range 1.0 to 12.0 sessions) than when they did not (average 9.6 sessions with a teacher of students with visual impairments; range 3.0 to 16.0 sessions). Also, students who used Braille Tutor more often tended to learn more contractions overall during the study (average = 21.25; range 13.0 to 30.0) than students who used it less (average 9.0; range 9.0 to 9.0). Discussion The first trend noted was that students in the teacher of students with visual impairments plus Braille Tutor phase (hereafter, TVI+Tutor) tended to learn contractions more quickly. A second trend surfaced: The students in the TVI+Tutor phase tended to get more frequent reinforcement as opposed to students in the TVI Only phase. A third trend was noted: Students in the TVI+Tutor phase saw a quicker initial jump and tended to be more consistent in that initial jump. Although the prototype version of Braille Tutor in this study needs further development to broaden its capabilities, some students found its use highly motivating. Implications for practitioners Although there is strong evidence that advanced technologies are not suitable replacements for braille literacy instruction, technology can be used along with quality instruction by a teacher of visually impaired students to enhance proficiency in braille literacy.
The Current Experiences of Physical Education Teachers at Schools for Blind Students in the United States
Authors: Haegele Justin A. , Lieberman Lauren J. 
Published: December 2018

Introduction It has been well established that children with visual impairments tend to be less physically active and more delayed in motor skills than their sighted peers. As a result, there has been some research focusing on inclusive physical education for these children. However, there is a clear lack of research on the current status of physical education for children in residential schools. Purpose The purpose of this study was to gain insight into the current experiences of physical education teachers at schools for blind students in the United States. Methods A questionnaire was sent to 51 physical education teachers from 35 schools for blind students across the country. Data from closed-ended and short-response open-ended questions were analyzed descriptively, using frequencies and percentages, across four main areas: teacher characteristics, teaching practices, student populations, and facilities. Results Most physical education teachers reported that their schools employ certified physical educators, use curricula that are tied to state or national standards, possess a variety of facilities for their students to use in physical education, offer a variety of sports (with the most common being wrestling), and teach a varied population of students. Discussion A number of findings emerged from this study. Positive findings include: schools are hiring teachers who are certified in physical education or adapted physical education; they are utilizing curricula that are tied to their state and national standards; and they are offering a variety of sports after school. The few factors of concern are: the lack of validated assessments in the field of adapted physical education and, therefore, the limited use of validated assessments; and the need for additional training for teachers related to children who are deafblind and students with both visual impairments and autism spectrum disorder.
Needs and Challenges of Seniors with Combined Hearing and Vision Loss
Authors: McDonnall Michele C. , Crudden Adele , LeJeune B. J. , Steverson Anne , O'Donnell Nancy 
Published: December 2018

Introduction The purpose of this study was to identify the needs and challenges of seniors with dual sensory loss (combined hearing and vision loss) and to determine priorities for training family members, community service providers, and professionals who work with them. Methods Individuals (N = 131) with dual sensory loss between the ages of 55 and 99 years participated in a survey designed to collect information about their most important needs, challenges encountered associated with sensory losses, and the training requirements of the people who interact with them. Results were analyzed with descriptive statistics, and comparisons were made between persons with early and late onset of sensory loss. Results The most commonly identified needs were transportation, technology training, assistance with errands, and improved communication. Medical providers were identified as the service providers who most need training about dual sensory loss. A majority of respondents thought their local community members, friends, and family also need education. Some differences were noted based on age of onset of sensory losses. Discussion Needs differed by age of onset group: needs of participants with early onset of one or both sensory losses focused on transportation and training to use technology, while needs for those with later onset focused on information about devices to improve hearing or vision and better ability to communicate with family. Implications for practitioners Training to use technology is an important area of need that may not always be addressed for this population by service providers, but it may contribute to overall improved quality of life, since it has the potential to improve communication options and reduce feelings of isolation. Health care providers are an important group to target for education regarding how to interact with people with dual sensory loss.
Adapting the Brief COPE for Chinese Adolescents with Visual Impairments
Authors: Yuan Wei , Zhang Li-fang , Li Bing 
Published: December 2018

Introduction The present research pioneered the effort in assessing adolescents’ coping with visual impairment through adapting the Brief COPE in an eastern context. The first study preliminarily explored the applicability of the Brief COPE to Chinese adolescent students with visual impairments. Based on the results, the Brief COPE was modified and renamed, COPE-Revised. The second study tested the internal psychometric properties and the criterion-related validity of the COPE-Revised. Criterion-related validity was obtained through investigating the correlation between coping and self-esteem. Method The first study involved 176 adolescent students with visual impairments, comprising a survey using the Brief COPE and follow-up interviews. In the second study, another cohort of 170 adolescent students with visual impairments responded to the COPE-Revised together with an inventory assessing self-esteem. Results The COPE-Revised showed adequate psychometric properties. Three higher-order factors, namely self-directed, other-directed, and relinquished-control coping, were identified. The way in which self-esteem was correlated with these three dimensions of coping provided evidence for the criterion-related validity of the COPE-Revised. Discussion The findings indicate that the COPE-Revised has sound psychometric properties among adolescents with visual impairments. Limitations regarding the sample-selection bias and the means of questionnaire survey among visually impaired adolescents are noted. Implications for practitioners This research tailored a coping inventory for educators, counselors, and researchers who are interested in investigating adolescents’ ability to cope with visual impairments. The relationship between coping with visual impairment and self-esteem found in this research has reference significance for educational and counseling services for visually impaired adolescents.
Adaptation of a Developmental Test to Accommodate Young Children with Low Vision
Authors: Ferreira Viviana , Albuquerque Cristina P. 
Published: December 2018

Introduction This study analyzed the effects of accommodations for children with low vision in the Griffiths Mental Development Scales–Extended Revised (GMDS-ER). Methods The sample comprised 25 children with low vision and chronological ages between 28 and 76 months. There were two assessment phases: in the first, the Griffiths Scales were administered according to the procedures described in the manual; about two to four weeks later, a second assessment was performed with the same instrument that had been adapted for low vision. Results The results indicated that there were some favorable differences in the use of item accommodations for children with low vision, including statistically significant improvements of scores in sub-scales A, locomotor; C, language; and E, performance, as well as in the full scale. All children, except one, increased their full scale score; in the subscales, the number of children that increased their scores varied. The combination of different types of accommodations (materials, administration conditions, and success criteria) generated the best results. Still, many children increased their scores with only accommodations to materials (for instance, enhancement of contours and greater visual contrast). Discussion The results demonstrated the importance of adapting developmental standardized tests for children with low vision. Future studies should increase the sample size and control variables related to type of visual impairment. Implications for practitioners Test developers and test users should consider accommodations for young children with low vision. That way, the developmental level could be described more precisely and intervention could be better adjusted to each child's abilities. Furthermore, a more accurate developmental assessment of effective child's competencies and difficulties may be useful in terms of eligibility criteria for special education services.