British Journal of Visual Impairment

A convenience sample (n = 35) of Teachers of Students with Visual Impairments (TVIs) and Rehabilitation Specialists completed a survey about their instructional techniques and perspectives on the relationship between braille and technology. While 62.5% of TVIs and Rehabilitation Specialists working with children, adolescents, or adults use technology in braille instruction, only 26.3% of those working with seniors use technology when teaching these clients. Rehabilitation Specialists felt significantly less knowledgeable about technologies than TVIs and used technology less frequently. TVIs felt more strongly that technology increased learner motivation and that the use of technology improved learning outcomes. These results suggest that the level of technological knowledge and instructor beliefs in the benefits such technologies provide may impact the decision to incorporate technology within braille instruction. Additional study is required to assess the validity of the motivational and learning benefits of various technologies within braille training programs.

Students’ learning and participation in inclusive educational settings requires, among other things, teaching pedagogies that respond to students’ diverse needs so as to benefit from the education provided. This study explored teaching pedagogies employed in Tanzanian inclusive educational settings across all educational levels, whether or not they respond to students’ diverse needs, using voices of students with visual impairment (VI) in higher education institutions (HEIs). A total of 16 students with VI from two HEIs were involved in a semi-structured interview, with thematic analysis being used to evaluate the data. The teaching methods used in primary schools were found to be more responsive to the needs of students with VI, compared to secondary schools and HEIs. Similarly, more positive inclusive practices were reported in primary schools than in secondary and higher education settings, and more primary school teachers with neither inclusive nor special education training were reported to be supportive and considerate to the needs of students with VI, compared to their counterparts in advanced levels. Some negative inclusive practices were also reported which appear to have an impact on students’ access to teachers’ instructions and their participation in learning. The negative inclusive practices of teachers appear to originate from teachers’ limited understanding of inclusion, negative attitudes towards students with special education needs and lack of support from school authorities. In this regard, school authorities and teachers need to transform school cultures, teaching pedagogies, and attitudes to respond to the diverse needs in inclusive educational settings.

The aim of this study was to investigate the impact of visual impairment (VI) on static and dynamic postural control and habitual physical activity in puberty-age children.A total of 26 children aged 10–16 years participated in the study: 13 children with VI and 13 age-matched sighted children as controls. Static and dynamic balance characteristics in eyes open (EO) and eyes closed (EC) condition were measured during standing on a dynamographic force plate. The level of habitual physical activity was evaluated with modified Baecke questionnaire scores. Associations between measured characteristics were analyzed.

Center of pressure sway in anterio-posterior and medio-lateral direction, sway radius and area in EO condition of static and dynamic tests in children with VI were greater (p < .05) in both static and dynamic exercises compared with sighted children, while postural control characteristics in EC condition did not differ between the two groups. In children with VI, characteristics of postural control were correlated to habitual physical activity in leisure time and to the age of starting sport activities in comparison with sighted children, who did not demonstrate significant associations between these characteristics. Postural control characteristics in EO condition in children with VI were greater compared with sighted children, and these data are also associated with the leisure time physical activity and the age of starting with sport activities. It is recommended to engage children with VI in sport activities earlier, especially in moderate-to-vigorous physical activity, and provide them with versatile possibilities to do so.

English language learners with visual impairment are an underserved, under-researched group. One particular challenge faced by educators is conveying content knowledge in the secondary setting, particularly if students lack the expected background knowledge for coursework. In this study, an English language learner with visual impairment was taught biology vocabulary using tactile representations, along with the more traditional strategies of vocabulary in context and morphology. Using a multiple baselines design, the intervention was found to improve the student’s knowledge. Results support the use of tactile representations along with language-based vocabulary teaching for English language learners with visual impairment.

The aim of this study was to perform a biomechanical characterization of the gait cycle in individuals who are blind. Five individuals with ages between 16 and 19 years participated in this study. The task consisted of walks of 12m measured in two conditions: (1) with cane and (2) wihtout cane; a total of 20 walks in each condition were performed. During walks, participants were monitored with a Vicon 3D-motion capture system. Spatialtemporal, kinematic, kinetic, and dynamic parameters were recorded and compared between the two conditions. We observed an interaction between the condition and ankle angular measures (p = .003); the interaction was due to differences induced by condition in instants ‘opposite toe off’ (p = .045) and ‘opposite initial contact’ (p = .019). We also obtained a significant difference in the negative ankle-joint-power measures between conditions (p = .044). This study showed that the use of cane changes the gait pattern in individuals who are blind. The subtle changes in ankle behaviour when walking with a cane, compared with no cane, suggest better application of the force during the initial stages of support leading to a more comfortable gait. This type of assessment of gait may be important to improve mobility training and rehabilitation strategies.

Aquatics are the number one physical activity among children with visual impairments (VI). Because parents may lack proper skills in teaching their children with VI how to swim, in some cases, they are not able to enjoy one of their favorite activities. The purpose of this article is to present a description of an aquatic workshop for parents who were presented within the context of the Fit Families program for children with VI. The workshop informed parents of aquatic opportunities and skills they could implement for their child in the water. This workshop also allowed parents to learn and practice how to use an aquatic assessment instrument, as well as discover a variety of new aquatic games and activities. With guidance from aquatic experts and university student volunteers, families participated in meaningful aquatic experiences. This dual approach facilitated the development of their competency in the water and determined a starting point for future swimming instruction.

Audio Description for film and television is a pre-recorded track that uses verbal descriptions to provide information on visual aspects of a film or TV programme. In the UK, it is currently the only accessibility strategy available for visually impaired audiences and although it provides access to a large number of people, its shortcomings also fail to engage others in audiovisual experiences. The Enhancing Audio Description project explores how digital audio technologies can be applied to the creation of alternatives to Audio Description with the aim of personalising access strategies. Such personalisation would allow users to select the method utilised to access audiovisual experiences, by having choices that include traditional forms of accessibility as well as sound design–based methods. The present article analyses the results of a survey and focus groups in which visually impaired participants discussed the advantages and disadvantages of AD and it demonstrates not only the diversity of experiences and needs of visually impaired groups but also their eagerness for change.