Journal of Visual Impairment & Blindness最新文献

{"title":"Positive Influences on the Viability of the Journal and the Field of Visual Impairment","authors":"S. Lewis","doi":"10.1177/0145482x231188886","DOIUrl":"https://doi.org/10.1177/0145482x231188886","url":null,"abstract":"","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"197 - 198"},"PeriodicalIF":1.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43841753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inadequate Funding Impacts State DeafBlind Projects in the United States","authors":"Tyler G. James","doi":"10.1177/0145482x231188887","DOIUrl":"https://doi.org/10.1177/0145482x231188887","url":null,"abstract":"DeafBlindness is defined in the United States by the Individuals with Disabilities in Education Act (IDEA) Part B as “concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness” (see 34 CFR §300.8; 2004). (In this Comment, I use the unhyphenated “DeafBlind” following suit of DeafBlind-led organizations. I also use personand identity-first language to give respect to people who prefer either approach.) Approximately 1% of children who are DeafBlind have profound hearing loss and total blindness (National Center on Deaf-Blindness, 2022). Generalist special education professionals are not positioned to address the unique needs of children who are DeafBlind (Alsop et al., 2000, p. 12; Okungu et al., 2020), one of the lowest incidence populations of children with developmental disabilities with substantial diversity in etiology (National Center on Deaf-Blindness, 2022). Due to the shortage of professionals and the diversity in presentation of DeafBlindness, many states do not have the capacity to provide DeafBlind-focused educational professionals to students (Howley & Howley, 2021; Howley et al., 2017). Recognizing the effect of DeafBlindness on childhood development and primary and secondary education, the United States allocates funds for State DeafBlind Projects (“projects”) and the National Center on Deaf-Blindness, which is collectively known as the “DeafBlind TA Network.” The DeafBlind TA Network provides technical assistance and dissemination services, funded by the U.S. Department of Education’s Office of Special Education Programs, to meet the needs of families and educational providers with children and young adults (birth to age 21 years) who are DeafBlind. DeafBlind program funds are established by Section 682 of IDEA [20 USC §1482(d)(1)(A); 2004] requiring a minimum $12,832,000 to address “the educational, related services, transitional, and early intervention needs of children with [DeafBlindness].” This minimum was established in 1997. During grant cycles between 1997 and 2022, the total allocation to the DeafBlind TA Network did not change. In 2023, however, Congress approved an increase of $1,000,000 leading to an average 10% increase in statespecific project budgets for the first time in 25 years (U.S. Department of Education, 2023). Although the funding allocated to projects has only recently increased, the salaries of project staff members and the cost of goods have increased annually. For example, in 2014–2015, the majority of projects were based in university settings where cost of living adjustments occur.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"256 - 259"},"PeriodicalIF":1.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48326472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Examination of Interstate Differences in Eligibility Criteria for Deafblindness","authors":"Hilary E. Travers, Rachel Anne Schles","doi":"10.1177/0145482X231178832","DOIUrl":"https://doi.org/10.1177/0145482X231178832","url":null,"abstract":"Introduction: This study examined the interstate variability in eligibility criteria for the disability category of deafblindness. Methods: We systematically reviewed and coded information related to the location of state data, the use of federal language in state definitions, additional eligibility criteria (i.e., disability eligibility requirements, evaluative components), and required eligibility team members (i.e., specific school staff mentioned by profession to be present for eligibility determinations) for every U.S. state and territory, including Washington, DC. Results: We located deafblind eligibility data for 54 of 56 states. Thirty-one states provided an operationalized definition of deafblindness that included additional eligibility criteria. Seventeen states required students to first be found eligible as having visual and hearing impairments before they could be considered deafblind. Very few states required any eligibility team members with knowledge of sensory impairments or communication disorders to determine deafblind eligibility. Discussion: The findings of this work suggest there is large interstate variability in eligibility criteria for deafblindness. A universal operational definition of deafblindness with defined eligibility criteria may be necessary to ensure consistency in identification and access to appropriate personnel and services across states. Implications for Practitioners: Understanding the eligibility requirements in each state is critical to helping appropriately identify qualifying students with deafblindness. Practitioners should advocate for the identification of deafblind students by keeping any sensory-related information at the forefront of all eligibility discussions.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"212 - 223"},"PeriodicalIF":1.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44762176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quality of Individualized Education Programs for Children With Visual Impairments and Autism Spectrum Disorder","authors":"Marian E. Williams, Marie E. Johnson, Melody E. Lavian, S. O'Neil, M. Borchert","doi":"10.1177/0145482X231184449","DOIUrl":"https://doi.org/10.1177/0145482X231184449","url":null,"abstract":"Introduction: Children with optic nerve hypoplasia (ONH) frequently have co-occurring developmental disorders, and children with both visual impairments and autism spectrum disorder (ASD) have complex educational needs. Research Question: Do the individualized education programs (IEPs) of children with visual impairment and ASD comport with national educational guidelines? Methods: Participants were 13 children enrolled in a larger longitudinal study of ONH. Children were assessed for ASD, verbal intellectual functioning, and level of visual impairment. An IEP coding manual was developed by the authors and used to compare the IEP goals, services, and accommodations to national guidelines for the education of children with visual impairment and children with ASD. Results: Key findings indicated that needs in the domains of academics, assistive technology, and orientation and mobility were addressed, but other crucial areas of development such as social skills, social-emotional and behavioral needs, and skills for independent living were commonly overlooked. Discussion: It is recommended that IEP teams pay greater attention to the complex range of needs of children with visual impairments and that national guidelines for the education of children with visual impairment and ASD be incorporated into federal special education law. Implications for Practitioners: National guidelines for the educational needs of children with visual impairments and with ASD provide important guidance for IEP teams when developing goals, services, and supports, and efforts should be made to ensure educators and parents are aware of them. Children who have both visual impairments and ASD have complex educational needs that are often not fully addressed in IEPs. In particular, social-emotional, behavioral, and developmental needs may be overlooked by IEP teams, and consistent inclusion of school psychologists or other mental health professionals on IEP teams may lead to greater attention to these areas of need.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"199 - 211"},"PeriodicalIF":1.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47452825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Hear the Flow: Report on the Rationale Method of Audio-Describing Dance Performances","authors":"M. Zabrocka","doi":"10.1177/0145482X231182995","DOIUrl":"https://doi.org/10.1177/0145482X231182995","url":null,"abstract":"It has now been ten years since Nathan Geering came up with an idea of a new method of bringing visual arts closer to people with visual impairments called the Rationale Method. The origins of his research on enhanced audio-describing techniques derive largely from his own interests and observations. First and foremost, as an artist and performer with a passion for breaking (also known as B-boying or B-girling, and referred to by the commercial public as breakdance, which is the name used henceforth in this report), he was well aware that there were not many breakdancers with any degree of vision loss at that time. For him, this void meant there was a gap that needed addressing. Second, he noticed that the majority of people with visual impairments in South Yorkshire (England) were not very keen on going to shows, since they found them inaccessible and—as a consequence—also unappealing. Moreover, many of those who attended the few performances that were complemented with audio descriptions found them imprecise and uninteresting. All these observations led Geering directly to the conclusion that there was a need not only for more audio description to be present on the stage, but also for this audio description to be more user-friendly (meaning both accurate and enjoyable); he had all spectators in mind, regardless of the condition of their eyesight. For this reason, he began exploring the possibilities of improving audio description methods, not so much in the context of visual impairment alone but as different ways of conceptualizing the world. These observations were translated into the main goals of Geering’s project on creative audio description, which is an audio description that utilizes, most of all, audio spatialization. This was at the time of his co-operation with Andrew Loretto (author, director, and producer) and Kaite O’Reilly (playwright, radio dramatist, and writer) which aimed to explore the accessibility of breakdance. Loretto and O’Reilly’s commitment to issues related to disabilities in art and culture, as well as Geering’s contacts with a neuroscientist—Dr. Aneurin Kennerley (who was, at that time, affiliated with the University of Sheffield, now at the University of Manchester) and institutions acting on behalf of people with visual disabilities (such as Royal National Institute of Blind People, RNIB) helped to lay the foundation for the","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"251 - 255"},"PeriodicalIF":1.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45418601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychological Factors Associated With Visual Impairment","authors":"S. Boadi-Kusi, S. Asamoah, Ebenezer Zaabaar, Francisca Hammond, C. Ackom","doi":"10.1177/0145482X231184435","DOIUrl":"https://doi.org/10.1177/0145482X231184435","url":null,"abstract":"Introduction: In this study, the authors investigated visual impairment and its associated psychological factors, with emphasis on depression, anxiety, stress, self-esteem, and perceived social support. Methods: A mixed-method approach was used by integrating a focus group discussion and a cross-sectional survey. The study was conducted with 444 students comprising 218 students who are visually impaired and 226 sighted peers. Validated inventories for measuring the various psychological factors were used among students who are visually impaired and their sighted peers after which comparison of scores between visually impaired students and their sighted peers were made. Results: The findings of the study showed significantly lower depression and anxiety scores among students who are visually impaired. Students who are visually impaired also scored higher on total perceived social support than their sighted peers. Independent of age, visual impairment significantly predicted anxiety and perceived social support. Despite the results of the quantitative analysis, the focus group discussion revealed that students who are visually impaired face several challenges which make them depressed, anxious, and stressed. Discussion: Visual impairment was associated with and significantly predicted anxiety and perceived social support. Implication for Practitioners: The results of this study give a justification for eye care practitioners to consider referring people who are visually impaired for psychological assessment and possible management after addressing their visual needs.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"233 - 245"},"PeriodicalIF":1.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42902155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Study Into the Relationship Between Adaptive Skills and Visual Impairment in Individuals With and Without Intellectual Disabilities","authors":"Henriëtte van der Aa, F.A.M. Jonker, P. de Looff, R. Didden","doi":"10.1177/0145482X231180615","DOIUrl":"https://doi.org/10.1177/0145482X231180615","url":null,"abstract":"Introduction: In this study, we explored if low vision or blindness affects adaptive functioning in individuals with and without intellectual disabilities, using the adaptive ability performance test (ADAPT). Method: Two hundred and nine ADAPTs were collected from individuals with low vision and blindness who were in care or lived independently. ADAPT scores were compared with 2642 ADAPT scores from sighted individuals. Separate comparisons were made for intellectually disabled and nonintellectually disabled groups. Results: ADAPT scores of low vision and blind individuals in both intellectually disabled and nonintellectually disabled groups were significantly lower than those of sighted individuals. ADAPT scores did not differ significantly between low vision and blind individuals. Reference values were established for individuals with visual impairments with and without intellectual disabilities. Discussion: Despite some limitations of this study, we conclude that adaptive skills are lower in individuals with visual impairments than in sighted individuals. Cross-cultural studies are required. Information for Practitioners: The results of this study provide insight into adaptive skills in individuals with visual impairments. Reference data on the ADAPT can be used for the classification of (the severity of) intellectual disabilities and assessment of the need for support or training of adaptive skills, which makes the ADAPT a useful instrument for professionals who work with individuals with visual impairments with and without intellectual disabilities.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"224 - 232"},"PeriodicalIF":1.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46341991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparation of Individuals Who Are Visually Impaired for Employment as Spanish Interpreters","authors":"G. Kapperman, Molly A. Pasley, Marian Garcia","doi":"10.1177/0145482X231184467","DOIUrl":"https://doi.org/10.1177/0145482X231184467","url":null,"abstract":"of the U","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"246 - 250"},"PeriodicalIF":1.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49046542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Review of The Camp Abilities Story: The Global Evolution of Sports Camps for Children Who Are Visually Impaired","authors":"John A. Kusku","doi":"10.1177/0145482x231166590","DOIUrl":"https://doi.org/10.1177/0145482x231166590","url":null,"abstract":"","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"189 - 190"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49484152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Providing Emotional Support to Parents and Caregivers of Infants and Toddlers With Visual Impairments","authors":"Deborah Chen, Cathy Callahan Groves","doi":"10.1177/0145482X231169721","DOIUrl":"https://doi.org/10.1177/0145482X231169721","url":null,"abstract":"When a baby is diagnosed with a visual impairment, parents and caregivers are likely to experience a host of overwhelming feelings. They may have urgent questions about the child’s medical care and concerns about how the child will develop and learn. Early intervention visual impairment practitioners (teachers of students with visual impairments and orientation and mobility specialists who provide early intervention services) may meet families during a vulnerable and uncertain period. According to McMilliam and Scott (2001), early interventionists offer informational, material, and emotional supports to families. Early intervention visual impairment practitioners may provide information about the type and severity of a child’s visual impairment and possible influences of vision loss on overall development. They may share information about ways to promote use of functional vision, compensatory skills, and how to obtain or adapt materials to help the child learn. Practitioners may also assist the family in finding relevant services and resources and in addressing material needs such as food, housing, and financial support. They may help families access emotional support through established services in early intervention and from informal family and community networks. Based on required professional competencies (Division for Early Childhood, 2020) early interventionists prepared by early intervention or early childhood special education programs are likely to feel confident and competent to provide informational and material supports to families. However, they may be less prepared to provide emotional support and be challenged by the complexities of family situations (Brotherson et al., 2010; Lee, 2015). Practitioners in visual impairment are trained to serve children of all ages so may not be adequately prepared for early intervention practices (Anthony, 2014; Ely et al., 2020; Ely & Ostrosky, 2018), unless they have had specific training or professional development. Given these training gaps, the authors reflected on their professional experiences mentoring early interventionists from various disciplines including early intervention visual impairment","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"175 - 182"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47898503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}