New Zealand O&M instructors’ perspectives about, and experience in, the use of tactile maps with people with vision impairment

This qualitative study explored the perspectives and experience of New Zealand O&M instructors in the use of tactile maps with people with vision impairment. In-depth, open-ended, and semi-structured interviews were used to gather information from four participants, who were qualified O&M instructors. The interviews were analysed using thematic analysis. Three inter-related themes emerged from the data that effected the O&M’s tactile map usage: (1) the tactile map and the O&M instructor, (2) student needs and experiences, and (3) time and resources. Microcapsule and thermoform maps were the least used map medium, with collage map techniques used frequently by half of the participants. The most preferred tactile maps were ready-made tactile map kits, and instructors drawing directly on the students’ hand or back. Tactile maps were used mostly by the participants to meet the orientation needs of motivated students, who were blind, had no visual memory, or did not use their vision for orientation purposes. Tactile maps were considered a vital orientation tool when the participants were teaching such students, and the participants did not believe Global Positioning System (GPS) applications would fully replace tactile maps. However, in general, the participants revealed that tactile maps were used infrequently as an orientation tool in New Zealand because of caseload makeup, limited time, and limited resources. In order to increase the use of tactile maps, tactile map resources may need to be more readily available. In addition, further research is needed about the characteristics of people with a vision impairment, who benefit from tactile maps, along with the effect of tactile maps usage on an O&M instructor’s caseload and time, so that O&M instructors can plan accordingly and people with a vision impairment can continue to benefit from this important orientation tool.

Tactile Materials in Practice: Understanding the Experiences of Teachers of the Visually Impaired

Teachers of the visually impaired (TVIs) regularly present tactile materials (tactile graphics, 3D models, and real objects) to students with vision impairments. Researchers have been increasingly interested in designing tools to support the use of tactile materials, but we still lack an in-depth understanding of how tactile materials are created and used in practice today. To address this gap, we conducted interviews with 21 TVIs and a 3-week diary study with eight of them. We found that tactile materials were regularly used for academic as well as non-academic concepts like tactile literacy, motor ability, and spatial awareness. Real objects and 3D models served as “stepping stones” to tactile graphics and our participants preferred to teach with 3D models, despite finding them difficult to create, obtain, and modify. Use of certain materials also carried social implications; participants selected materials that fostered student independence and allow classroom inclusion. We contribute design considerations, encouraging future work on tactile materials to enable student and TVI co-creation, facilitate rapid prototyping, and promote movement and spatial awareness. To support future research in this area, our paper provides a fundamental understanding of current practices. We bridge these practices to established pedagogical approaches and highlight opportunities for growth regarding this important genre of educational materials.

Accessible Web Development

There are a growing number of jobs related to web development, yet there is little formal literature about the accessibility of web development with a screen reader. This article describes research to explore (1) web development accessibility issues and their impact on blind learners and programmers; (2) tools and strategies used to address issues; and (3) opportunities for creating inclusive web development curriculum and supportive tools. We conducted a Comprehensive Literature Review (CLR) to formulate accessibility issue categories, then interviewed 12 blind programmers to validate and expand on both issues in education and practice. The CLR yielded five issue categories: (1) visual information without an accessible equivalent, (2) orienting, (3) navigating, (4) lack of support, and (5) knowledge and use of supportive technologies. Our interview findings validated the use of CLR-derived categories and revealed nuances specific to learning and practicing web development. Blind web developers grapple with the inaccessibility of demonstrations and explanations of web design concepts, wireframing software, independent verification of computed Cascading Style Sheets (CSS), and navigating browser-based developer tool interfaces. Tools and strategies include seeking out alternative education materials to learn independently, use of CSS frameworks, collaboration with sighted colleagues, and avoidance of design and front-end development. This work contributes to our understanding of accessibility issues specific to web development and the strategies that blind web developers employ in both educational and applied contexts. We identify areas in which greater awareness and application of accessibility best practices are required in Web education, a need to disseminate existing screen reader strategies and accessible tools, and to develop new tools that support Web design and validation of CSS. Finally, this research signals future directions for the development of accessible web curriculum and supportive tools, including solutions that leverage artificial intelligence, tactile graphics, and supportive-online communities of practice.

Interventions to improve functioning, participation, and quality of life in children with visual impairment: a systematic review

Visual impairment in childhood often has life-long implications. To aim for the highest levels of functioning, participation, and quality of life and to ensure children's well-being, children should be entitled to the most effective rehabilitation programs. We review evidence for the effectiveness of rehabilitation interventions for children with visual impairment to improve skills and behavior, thereby improving participation and quality of life as an ultimate goal. Of the 441 potentially relevant articles identified, 66 studies met our inclusion criteria (i.e., 28 randomized controlled trials, 18 nonrandomized controlled trials, and 20 before-after comparisons). The results suggest that sports camps, prescription and training in the use of low vision devices, and oral hygiene programs might be effective in improving functioning and elements of participation and quality of life in children with visual impairment. Other interventions showed mixed or negative results. The results should be interpreted with caution because of moderate to high risk of bias and suboptimal reporting. Heterogeneity of results and the use of over 50 different outcome measures prevented a meta-analysis. Future studies should focus on promising interventions for which effectiveness is still unclear (e.g., mobility, social skills), with adequately designed methodology.

Learning What Works in Sensory Disabilities: Establishing Causal Inference

This article is intended to assist teachers and researchers in designing studies that examine the efficacy of a particular intervention or strategy with students with sensory disabilities. Ten research designs that can establish causal inference (the ability to attribute any effects to the intervention) with and without randomization are discussed.

Changing what it Means to be “Normal”: A Grounded Theory Study of the Mobility Choices of People who are Blind or Have Low Vision

Introduction

The ability to travel to destinations outside of the home is important to social inclusion and quality of life, and it is one of the most significant challenges for people who are visually impaired (that is, those who are blind or have low vision). There has been little research into the underlying concerns of people who are visually impaired when making decisions about mobility.

Methods

This grounded theory study explored the main mobility-related concerns of people who are visually impaired. It uses qualitative data drawn from a combination of online discussions; face-to-face, telephone, and e-mail interviews; and focus groups with people who are visually impaired and rehabilitation practitioners.

Results

The primary concern of people who are visually impaired when making choices about where to go, and when and how to do so, was a desire to see oneself and to be seen by others as “normal.” Self-identity and perceived “normality” are subjective and changeable and are continually internally coreconstructed (that is, simultaneously and interdependently reinterpreted and reconceptualised) to achieve congruence between them. The mobility strategies used are those that are perceived as most “normal.”.

Discussion

Perceived “normality” has a powerful influence on behavior. By acknowledging this influence, rehabilitation services may be better able to promote autonomy and self-reliance.

Implications for practitioners

To promote independence, rehabilitation services must change people's perception of what is “normal.” People must be supported to come to perceive fulfillment of valued social roles, autonomy, and self-reliance as “normal.”