Labeling Children who are Visually Impaired “Disadvantaged”

This article presents a review of several factors that lead to the label of “disadvantaged,” with a focus on the blind or visually impaired youngster. It is noted that children who are blind or visually impaired are at greater risk than sighted children to be considered as disadvantaged. Some practical solutions to these disadvantaging circumstances are offered along with suggestions for future research.

Exploring the effects of group therapy for the visually impaired

Individuals with visual impairments may experience varying levels of stress due to their vision loss. This study investigated the effectiveness of a brief stress management group therapy intervention for visually impaired individuals. The measure for evaluating participants’ stress levels was the Calgary Symptoms of Stress Inventory (C-SOSI), and overall well-being was measured via the Outcome Rating Scale (ORS). The study evaluated 36 participants, all experiencing varying levels of vision loss, recruited from a regional vision rehabilitation center. Approximately half of the participants were men (16) and half were women (20). The mean age of participants was 48.2 years (standard deviation [ SD] = 12.9 years). This was a predominately African American sample (72%). The C-SOSI was administered before and after participation in an 8-week stress management group. The ORS was administered at every session. Well-being was significantly increased during the first round of the intervention ( p = .02). No statistically significant decreases for stress during the first round of the intervention were observed. Those that enrolled in the intervention for a second round of treatment had a significant decrease for stress ( p = .001), but not for well-being. Overall, hypotheses were partially supported. Stress scores decreased during both rounds of the intervention; a significant reduction in stress scores was found for those individuals in the second round of the intervention. Well-being also increased during both rounds of the intervention; a significant increase was found only for the first round of the intervention. These results may suggest that individuals need approximately 16 weeks of the intervention to experience significant reductions in their stress levels. The results and implications of the current treatment protocol are discussed.

Limitations in Mobility: Experiences of Visually Impaired Older People

This paper presents a new insight into the limitations experienced by older people with reduced vision in daily life activities. With an ageing population, increasing numbers of Dutch people are affected by visual impairment. In contrast to other European countries, occupational therapists in the Netherlands do work with this specific group, but little research has as yet been conducted in this field. This study explores in detail the mobility experiences of 10 older people with a visual impairment. Each participant was interviewed twice; the data were transcribed verbatim and analysed using Giorgi's method of empirical phenomenology.

The participants' severely limited mobility clearly influenced their occupational choices, space and independence, with a particularly negative change in activities of daily living. They attended fewer social activities and became more dependent on assistance, which made them anxious. Visual impairments were often misunderstood by others and the absence of facial recognition was experienced as a severe barrier to social interaction. Some specific difficulties that visually impaired older people may experience are now more transparent, which might inspire occupational therapists in other countries to work in this field.

The Effect of the Home Environment on the Reading Achievement of Children with Low Vision

This study examined the reading achievement of 49 children with low vision and the contribution of the home environment to their reading. It found that the children with no books at home read less well than those who had books at home and that no other home variables were related to reading achievement. Despite the lack of evidence of a relationship between the home environment and reading achievement, observations indicated that practices in most homes supported the acquisition of literacy.