Purpose/Objective: This study examined the impact of the ASPECT (Advocacy, Support, Perspective, Empowerment, Communication, and Training) Patient Engagement Program on its alumni in order to ...understand how they used the storytelling and advocacy skills they learned, determine the strengths of the program, and identify recommendations for strengthening the program. Research Method/Design: In spring 2023, eight focus groups and one interview were conducted with ASPECT Program alumni. Inductive coding was used to identify themes. Results: Eight themes emerged and included: (a) reasons alumni joined the ASPECT Program, (b) value of combining persons with visual impairments and allies in one cohort, (c) reflections on personal growth, (d) developing and telling one’s story, (e) networking with others, (f) advocacy activities, (g) strengths of the ASPECT Program, and (h) recommendations for improving the ASPECT Program. Conclusions/Implications: The ASPECT Program provided alumni the opportunity to better understand their own eye health and/or the eye health of others, learn to impactfully tell their story to diverse stakeholders, develop their advocacy skills, and network with others. The use of a training program that includes those with visual impairments and allies is an effective method for providing high-quality training to a diverse group. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
Introduction
Knowing how to gather information from graphics and to use that information to solve mathematics problems is an important skill. Prior research indicates that many students with visual ...impairments face considerable challenges when attempting to locate information in math graphics. Little is known about how teachers of students with visual impairments support their students in acquiring graphics skills.
Methods
Eleven teachers of visually impaired students participated in focus groups. Sessions were audio-recorded and transcribed. Themes were identified.
Results
The teachers described the importance of individualizing instruction for the student, teaching a systematic approach, and ensuring that graphics are clear to them.
Discussion
From an early age, visually impaired students need explicit instruction in how to access information in graphics. The use of prescribed low vision devices, manipulatives, and systematic instruction are integral to student success, as are the design and production of clear and accurate graphics.
Implications for practitioners
Teachers of visually impaired students utilize a variety of strategies to support students in accessing information in graphics. A curriculum and guidelines to assist them in supporting a wide range of learners would be valuable to the field of vision loss.
Introduction: Access to efficient and affordable transportation options has long been a challenge for many individuals with vision loss. In spring 2020, the COVID-19 pandemic caused a quick shift in ...the availability and safety of transportation. Methods: Using the constant comparison method, open-ended responses from 1,162 participants in the Flatten Inaccessibility study were coded. Responses were from participants who had concerns about transportation. Results: Ten themes and corresponding subthemes emerged from the data. Themes were interdependent in that the extent of concerns differed based on respondents’ support networks, transportation availability, and financial circumstances. Discussion: The COVID-19 pandemic brought to the forefront both systemic and COVID-19 transportation challenges about which those with visual impairments experienced or had concerns or both. Implications for Practitioners: It is imperative that professionals support those with visual impairments to develop alternative plans for when their typical transportation options are disrupted.
Introduction
The authors examined a tablet computer application (iPad app) for its effectiveness in helping students studying pre-algebra to solve mathematical word problems.
Methods
Forty-three ...visually impaired students (that is, those who are blind or have low vision) completed eight alternating mathematics units presented using their traditional literacy medium or an iPad app. Twenty percent of the mathematics problems included graphics such as maps, line graphs, and bar graphs. During each session, teachers of visually impaired students rated the amount of support they provided for students and the student motivation.
Results
Students answered more mathematics problems correctly when using the iPad app and, overall, teachers reported that their students were more motivated with the app than with their traditional literacy medium. Students often used the hints provided in the app when they did not solve a problem correctly the first time.
Discussion
Visually impaired students and their teachers found the app and graphics to be easy to use and motivating. The built-in Scratch pad was used by almost all students who were print users.
Implications for practitioners
The study results contribute to the growing body of knowledge about the potential value of tablet-type devices for use by visually impaired students.
Introduction
This study analyzed survey responses from 141 teachers of students with visual impairments who shared their experiences about the implementation of Unified English Braille (UEB).
Methods
...Teachers of students with visual impairments in the United States completed an online survey during spring 2016.
Results
Although most respondents knew if their state had a UEB transition plan, few participated in its development. Half attended workshops to learn about word-based UEB, but few attended workshops about math-based UEB. They believed their students would be successful in transitioning to word-based UEB but were less sure about their transition to math-based UEB.
Discussion
The teachers believed they were more confident in their own skills and their students' future success with word-based UEB compared to math-based UEB. Additional clarification on the relationship between math-based UEB and the Nemeth Braille Code for Mathematics and Science Notation (hereafter, Nemeth code), an increased capacity of math-based UEB training, and clear instruction for high-stakes testing were considered to be urgent issues among these teachers.
Implications for practitioners
Issues concerning the implementation of UEB in the United States will continue to challenge the field of visual impairment for the next several years. Although many teachers of visually impaired students had knowledge of word-based UEB and resources for its implementation, as of January 4, 2016, few were prepared to teach math-based UEB. As the United States is maintaining the Nemeth code, future studies, workshops, and the development of resources are needed to ensure braille users have the knowledge and materials they need in order to be literate in all aspects of UEB.
To prepare high school graduates with visual impairments for college, staff members at Perkins School for the Blind developed a nine month residential program, College Success@Perkins. This article ...describes components of the program design and provides data on eight students who successfully completed the program in the first cohort. It concludes with a discussion of some of the challenges identified and recommendations for supporting high school students to be prepared for the rigors of college life. It also provides information about the new approach Perkins has undertaken to support transition-age youths, using the lessons learned from the first cohort who completed the program.
Introduction: The use of tactile graphics promotes the full inclusion of students with visual impairments in primary and secondary school classrooms. However, without real-life experiences and ...specialized training, students may not have the conceptual knowledge needed to successfully participate in academic instruction and standardized assessments. This research explored the tactile graphics used in the early grades, as well as the experiences and needs of teachers of students with visual impairments. Methods: During spring 2022, an online survey was open to teachers of students with visual impairments in the United States. Results: Sixty-eight teachers of students with visual impairments completed the survey. They identified graphical items that students are introduced to, at different grade level bands, with 35 of 45 items being introduced by the end of third grade. Discussion: Students should be taught how to systematically explore a variety of tactile graphics and learn about the different ways in which information can be presented. Teachers requested additional training and materials to promote student success. Implications for Practitioners: Tactile graphics literacy skills should be taught, beginning at an early age, so that students who read braille can access and engage with core curriculum content.
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