Journal of Visual Impairment & Blindness

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.

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.

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.

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.

Parents who were the primary caretakers of children in the Alphabetic and Contracted Braille Study (ABC Braille Study) revealed their perspectives about braille literacy.

A 30-item questionnaire was constructed by the ABC Braille research team, and researchers conducted telephone interviews with 31 parents who were the primary caregivers of children in the ABC Braille Study. The questions investigated how often the parents read to their children, whether print or braille books were available at home, what their primary goals were for their children, and whether they knew braille. The data were analyzed using descriptive statistics. Demographic information was also gathered and analyzed. Last, the parents were separated into two groups on the basis of the students’ achievement, and data on the parents of the high-achieving students were compared with data on the parents of the low-achieving students.

The data from the interviews showed that the participants often read to their children and provided them with some braille books. The primary goals of the parents were that their children learn to read and write braille, and the parents indicated that braille would be the primary medium throughout their children's lives. Although many parents knew at least the braille alphabet (20 of the 31 participants), only 3 of the 31 indicated that they know contracted braille. The findings revealed a slight relationship between the parents’ level of education and the children's reading performance.

The participants placed a high value on supporting literacy at home by reading to their children, learning some braille, and providing their children with books. However, the availability of braille books at home was limited in comparison to the availability of print books, and the participants’ knowledge of contracted braille was limited.

The involvement of parents is critical to promoting positive literacy experiences at home. Teachers of students with visual impairments are regarded as the primary support persons who provide resources for parents of children who are learning braille, including resources for learning braille and braille materials for use at home.

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.

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.

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.

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.

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.