British Journal of Visual Impairment

This publication depicts an unusual variant of retinitis pigmentosa–like retinal degeneration with visual adaptation problems in cone cell functioning from early infancy. In the beginning, the symptoms mimicked visual processing disorders (cerebral visual impairment [CVI]). Repeated functional and clinical assessments from the age of 3 years to the age of 9 years confirmed stable retinal functions. Genetic studies at the age of 9 years revealed that the girl and her parents are the carriers of CEP290 mutations.

This study aimed to hear the voices of seven people living with Leber Hereditary Optic Neuropathy (LHON), to examine their lived experience. The participants were recruited through a website and social networking sites designed for this community; they discussed their experiences in semi-structured interviews. The analytical process was informed by Interpretive Phenomenological Analysis (IPA) principles. This process illustrated a lived experience that was initially consumed by psycho-social losses and conflicts around identity. However, through pragmatic and resilient attitudes, the participants developed practical methods and emotional coping mechanisms that permitted their adjustment to sight loss and progression in life. Consistent with other studies, the fundamental finding was that the associated feeling of loss and frustration are chronic if, episodic, throughout life.

This study investigated what happens when the discrimination strategy fails: It revisited Graven’s ‘qual-quan’ data, to compare correct and incorrect target detections made by the figure identity strategy, the global characteristics strategy, and the touch vision strategy. Do the braille readers use the same or different discrimination strategies, or; is their discrimination strategy vague in incorrect target detections? Do the braille readers rank the same, different, or no target-discriminating feature(s) as the most important? Do s the braille readers use longer exploration time for incorrect than for correct target detections? When the discrimination strategy fails, they lack a repertoire of discrimination strategies, and/or the experience of using this repertoire; they have either encountered attentional load or not focussed their attention sufficiently. Individuals who are taught braille should be taught a repertoire of discrimination strategies, how to, efficiently, switch between them, and what level of attention is suitable for each one.

This longitudinal study examined psychological well-being and social relations in school for six students with blindness or severe visual impairment (VI) in Swedish inclusive education. The students were followed through compulsory school, with data collection in Grades 1, 2, 3, and 9. A total of 151 interviews were conducted with the students, teachers, and parents during these years. At the end of ninth grade, the Strengths and Difficulties Questionnaire (SDQ) was also administered to all informants. The results revealed several challenges regarding social inclusion, with a majority of families being critical of the social situation in the schools. During lower school years, many examples of educational interventions aiming to facilitate social inclusion were described. However, as the children grew older, the parents’ and teachers’ possibilities to influence the group dynamics and create organized social arenas diminished drastically. Regarding the students’ general psychological well-being, the SDQ ratings showed minor or no differences compared to sighted norms. However, the interviews revealed that a majority of the students were stressed about school work and keeping up with their sighted peers and described feelings of loneliness. Some displayed emotional symptoms of which parents and teachers were not always aware. Three students had additional disabilities besides their VI. These students reported more overt psycho-social problems than the students with only VI. The students developed different strategies to handle the social challenges, for example, focusing on school work and getting good grades, or withdrawing and seeking friends with VI outside school. The conclusion is that students with visual impairments are a heterogeneous group comprising individuals with different needs, and that many of these students face social challenges in school. Interventions on different levels are necessary in order to improve the possibilities for these students’ social inclusion.

Hemispheric asymmetry in processing visual stimuli was assessed in anisometropic and strabismic amblyopia and control subjects. Measurements of contrast sensitivity for low and high spatial frequencies were performed psychophysically and tested under functional magnetic resonance imaging (fMRI) using a stimulus configuration that generates measurements for each temporal and nasal hemifield. The fMRI and the psychophysics results showed a marked hemispheric asymmetry in processing spatial frequencies for normal and anisometropic adults, in which low spatial frequencies were mainly processed in the left visual field – right hemisphere (LVF-RH: 0.3 cycles per degree [cpd]; F = 12.548; p = .002) and the high spatial frequencies were predominating processed in the right visual field – left hemisphere (RVF-LH: 2.0 cpd; F = 4.582; p = .021 and 8.3 cpd; F = 8.561; p = .001). No asymmetry was present in the amblyopic and the fellow eye of the strabismic amblyopia subjects. We conclude that the developmental organization of visual cortex in strabismic amblyopia is impaired differently from what happens in the anisometropic amblyopia and support the impairment of high-level visual-related functions observed in strabismic children.

Literature focusing on individuals with visual impairments has not evaluated the important role perceived motor competence (PMC) plays in promoting moderate to vigorous physical activity (MVPA). The purposes of this study were to examine the association between visual impairment level and PMC scores for children ages 3–13, and the association between PMC and physical activity (PA) for children ages 8–13. Results demonstrated a positive association between level of visual impairment and PMC (r_s = .574, p = .025) and a negative, non-significant association between age and PMC (r_s = −.358, p = .190). For participants ages 8–13, PMC was positively associated with MVPA (r_s = .797, p = .010), while age was negatively associated with MVPA (r_s = −752, p = .019). The findings suggest that children with visual impairments tend to have low levels of PMC. For children ages 8–13, PMC relates with MVPA. As children age, a trend emerges that PMC and MVPA lowers.

This study explored the relationship between Federal Law No. (29), 2006, of the United Arab Emirates (UAE), concerning the rights of persons with disabilities and the reality of practice for learners with vision impairment (LWVI) in the higher education institutions in that country. The study investigated the extent to which this law meets the educational needs of tertiary LWVI and the effects of this law on the quality of support services provided to such learners. Three groups totalling 34 participants took part in this study: LWVI, support staff working at some universities, and administrators from the country’s Ministries of Education and Higher Education. Qualitative methods were implemented to collect and analyse data for this research. Interviews, observations, and documentary evidence were used to conduct the study. Data for this study were gathered during the academic years 2010–2011 and 2012–2013. Moreover, the author used her own perspective as a person with vision impairment who studied and worked at different educational institutions in the UAE to provide an insight into the data analysis. Results of the study can assist decision-makers at the Ministry of Social Affairs in the UAE to review and develop the articles relating to this area of education policy set down in Federal Law No. (29), 2006, in such a way as to meet the educational needs of such learners. It can also assist universities in the country in providing better access to higher education for learners with visual impairment.

People with sight loss in the United Kingdom are known to have lower levels of emotional well-being and to be at higher risk of depression. Consequently, ‘having someone to talk to’ is an important priority for people with visual impairment. An online survey of the provision of emotional support and counselling for people affected by sight loss across the United Kingdom was undertaken. The survey was distributed widely and received 182 responses. There were more services offering ‘emotional support’, in the form of listening and information and advice giving, than offered ‘counselling’. Services were delivered by providers with differing qualifications in a variety of formats. Waiting times were fairly short and clients presented with a wide range of issues. Funding came from a range of sources, but many felt their funding was vulnerable. Conclusions have been drawn about the need for a national standardised framework for the provision of emotional support and counselling services for blind and partially sighted people in the United Kingdom.

The move towards greater inclusive practice in recent years has resulted in significant changes in curriculum design, delivery and support for children and young people with vision impairments, including increasing placement in settings not designated for pupils with vision impairments. Within these settings, pupils will participate in most curriculum areas alongside their sighted peers with support provided by a range of practitioners including a specialist teacher of children and young people with vision impairments. This article is concerned with analysing the distinctive function and role of the specialist teacher across settings in helping to facilitate an appropriate balance of curriculum ‘access’. Drawing upon recent work in this area, a dual model of access is presented as a means of illustrating the specialist teacher’s role in (1) ensuring that the child’s environment is structured to promote learning throughout their education (‘access to learning’) and (2) supporting the child to learn distinctive skills in order to afford more independent learning (‘learning to access’). While it can be challenging for specialist teachers to find the balance between these two roles, its importance is highlighted in literature which associates independence skills with positive employment outcomes. An ecological systems theory is used as a lens through which to conceptualise and navigate the issues teachers negotiate in facilitating an appropriate curriculum balance. We illustrate the multi-faceted role of the specialist teacher in providing support ‘within’ and ‘between’ the different ‘systems’ within this theoretical framework with a particular focus on the professional ‘standards’ that are used in England and Scotland, respectively. The article is original in being the first to examine the role of the specialist teacher of children and young people with vision impairments through such an analysis. In providing a theoretical framework and related vocabulary illustrated with examples from practice, it therefore has significance for educators and researchers concerned with facilitating curriculum access across national contexts and educational settings in order to reduce future barriers to learning and participation.