bluuebunny/crossref_metadata_2025_split huggingface dataset:
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.
The Effect of Cane Material on Length Perception with Long Canes by Visually Impaired, Sighted-Blindfolded, and Sighted Participants
Authors: Penha Márcio Rogério , Garcia Ricardo Basso , Vretos Christina , da Silva José Aparecido 
Published: December 2018

Introduction Individuals with visual impairments may use long canes for estimating distances and detecting gaps, obstacles, and texture patterns. The study presented here investigated whether length perception with canes is influenced by cane material. Methods Visually impaired, sighted-blindfolded, and sighted individuals (n = 30 for each group) participated in this study. Each group was divided into three subgroups (with 5 females and 5 males each) according to cane material. The canes (length = 80 cm, diameter = 1.5 cm) were made of wood, polyethene plastic, or aluminum. The participants were required to judge whether comparison stimuli were shorter than, equal to, or longer than the standard stimulus. Two sessions (for horizontal or vertical lines) were carried out on consecutive days. Results Cane material was not a significant factor influencing accuracy, F(2, 79) = 2.47, p = .091, and difference threshold, F(2, 79) = 2.01, p = .14, in length perception for the three groups of participants, but cane material interacted with orientation of stimuli, F(2, 79) = 3.24, p = .044. There were significant group differences for accuracy, F(2, 79) = 9.6, p <.001, and difference threshold, F(2, 79) = 8.8, p < .001, revealing that participants with visual impairments were better at discriminating length than sighted-blindfolded participants. Discussion Our results provide evidence that length perception with canes is not significantly influenced by cane material. The significant group differences for accuracy and difference threshold indicate that assessing visually impaired participants may be more adequate in studies aimed at investigating aspects related to long canes. Implications for practitioners Orientation and mobility (O&M) instructors can report that there is experimental evidence that cane material is not a significant factor in conveying spatial (length) information, although some evidence suggests that it is a significant factor in conveying tactile information such as the roughness of surface textures.
Teachers of Students with Visual Impairments Share Experiences and Advice for Supporting Students in Understanding Graphics
Authors: Rosenblum L. Penny , Cheng Li , Beal Carole R. 
Published: December 2018

Introduction Knowing how to gather information from graphics and to use that information to solve mathematics problems is an important skill. Prior research indicates that many students with visual impairments face considerable challenges when attempting to locate information in math graphics. Little is known about how teachers of students with visual impairments support their students in acquiring graphics skills. Methods Eleven teachers of visually impaired students participated in focus groups. Sessions were audio-recorded and transcribed. Themes were identified. Results The teachers described the importance of individualizing instruction for the student, teaching a systematic approach, and ensuring that graphics are clear to them. Discussion From an early age, visually impaired students need explicit instruction in how to access information in graphics. The use of prescribed low vision devices, manipulatives, and systematic instruction are integral to student success, as are the design and production of clear and accurate graphics. Implications for practitioners Teachers of visually impaired students utilize a variety of strategies to support students in accessing information in graphics. A curriculum and guidelines to assist them in supporting a wide range of learners would be valuable to the field of vision loss.