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Introduction: The purpose of this study was to evaluate the differences in silent and oral reading speed, reading comprehension, and reading errors in two formats, large print paper and the iPad2, for students with visual impairments (that is, those who are blind or have low vision). Methods: A single-subject alternating randomized treatment design was used with three participants. The intervention consisted of instruction on the use of an iPad. Data regarding reading speed, reading miscues, and comprehension were collected. Data were analyzed visually and descriptively. Results: All participants demonstrated a slightly higher reading speed, equal comprehension rates, and decreased error rates using the iPad2 compared to paper. Discussion: Results indicated that using an iPad for reading may have an effect on reading fluency and comprehension for students with low vision. Implications for practitioners: Students with low vision, particularly those with more severe vision loss, may benefit from the use of electronic tablets that allow one to adjust font size, style, color, and contrast. Users should be taught how to manipulate the visual display of text and be allowed time to adjust to an electronic medium.

Over the last decade, many innovations have significantly changed the classroom. As a result, the authors believe the roles of vision professionals, primarily teachers of students with visual impairments, orientation and mobility (O&M) specialists, and braille transcribers, have likewise changed drastically in that time period. Although the core mission of these professionals remains advancing the independence and capabilities of individuals who are visually impaired (that is, those who are blind or have low vision), the scope of practice in the field of visual impairment has undergone shifts that require the attention of fellow practitioners and professional training programs. This thought piece is a result of observations from the field and discussions with fellow colleagues and stakeholders who are visually impaired, including a focused discussion held with attendees of the Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) conference in the summer of 2016. This paper is not intended to reflect a stance but rather to open a discussion on updating professionals' roles within the field of educational and rehabilitative vision services. More specifically, addresses changes to the tools used to accomplish the mission of the field of visual impairment, the way its professionals instruct students and train future personnel, and the professional linkages that must be forged for members of the field of visual impairment to be successful in their work. Some of the principal changes discussed in this paper include: (1) the effect of ubiquitous computing on daily living and learning experiences; (2) the increased prevalence of multimedia in the classroom and community; (3) advancements in delivery options for accessible educational materials; (4) changes in the built environment (both physical and digital); and (5) the need for more transdisciplinary collaborations, including partnerships in the design, technology, engineering, and architecture fields.

This article describes and evaluates a technological approach to support a preservice teacher of visually impaired students with extremely low vision to conduct essential assessments for a learner with multiple disabilities and visual impairment with limited distraction to the child and classroom. The selected technology discussed here was purchased with funds provided by a departmental grant, but it would be relatively affordable to an individual living on the average salary of a teacher working in the United States. In addition, as the demand for streaming sports cameras and tablets rises, basic economics indicate that the cost of such items should continue to reduce. Experimental research is needed to address whether the technology described in this paper can be used to decrease distractions and increase the quality of assessments completed by teachers of students with visual impairments who are visually impaired themselves. Concurrently, other uses of live-streaming video and bug-in-ear communication could prove beneficial for other pre-service or professional teachers with visual impairments who may need assistance in working with learners with or without visual impairments and with or without additional disabilities for assessment, classroom management, or academic instruction.

Assistive technology is defined by the Individuals With Disabilities Education Improvement Act (IDEIA) of 2004 as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability" (IDEIA, 2004). This broad definition includes devices and software that are beneficial in supporting the instruction of students with disabilities in special education (Duhaney & Duhaney, 2000). This paper reports on a study that examined special school teachers and their experiences with the assistive technology-assessment process in Singapore. Semi-structured in-depth interviews were carried out at the Lighthouse School, the only school for visually impaired students in Singapore. Four teachers of elementary grade students with visual impairments volunteered and consented to participate. An open-ended interview guide was developed to inquire as to how teachers considered assistive technology in their practice: How do you assess the assistive technology needs of your students? What processes does the school adopt in assistive technology consideration? Can you describe the decision-making process in acquiring assistive technology for your students? To what extent do you collaborate with partners to support assistive technology needs? The findings are summarized in four themes: making a decision, accessing assistive technology, working together, and increasing capacity. Overall, findings point to gaps in assessment, collaboration, and knowledge among teachers about assistive technology.

Students with multiple disabilities, such as severe to profound mental retardation combined with motor and visual impairment, are usually unable to engage in constructive activity or play a positive role in their daily context. Microswitches are technical tools that may help them improve their status by allowing them to control environmental events with small and simple responses suitable to their condition. Recently, a pilot study was conducted to assess such a program with a boy who had multiple disabilities, including total blindness and minimal motor behavior. The results were encouraging, in that the boy became quite active and chose stimuli he was expected to prefer and bypassed those he was not, thus exhibiting purposeful choice behavior. The present study reported in this paper served as a replication and extension of the pilot study, with two new students who had multiple disabilities. These students relied on a vocalization response to activate the microswitch as opposed to the eyebrow movements used in the pilot study. A computer system was used to handle sets of expected preferred and nonpreferred stimuli: it presented brief samples of the stimuli and eventually turned them on for longer periods of time if students selected them. The results of this study found encouraging evidence for the possibility of using specifically developed microswitch programs to enable individuals with minimal residual vision, limited motor behavior, and circumscribed intellectual ability to choose among environmental stimuli. Further research may help determine the generalizability of these results and assess ways of integrating different microswitch programs into the daily educational schedule of such individuals.

In addition to their restricted peripheral fields, persons with retinitis pigmentosa (RP) report significant problems seeing in low levels of illumination, which causes difficulty with night travel. Several devices have been developed to support the visual needs of persons who have night blindness. These devices include wide-angle flashlights, adapted military light-intensifier devices, and systems that use high-sensitivity (or infrared-sensitive) video cameras. New devices are also in development, including the Minified Augmented-View device, which incorporates expansion of the visual field, along with the enhancement of night vision, to address both the field and night vision needs of persons with RP. The study described in this paper was conducted to provide information about any difficulties in assessing outdoor night mobility in a real-world environment. The results are reported to open an avenue for discussion among professionals in the field. (Includes 3 tables.)

Introduction: This article describes the development and initial assessment of a set of tactile crayons that can produce different textured lines and areas on standard paper. Method: An assessment of the need for tactile crayons was performed through the use of surveys and focus groups from which a set of six tactile crayons was developed. Development was focused on being able to differentiate the crayons along the texture dimensions of sticky or slippery, rough or smooth, and hard or soft in informal dimensional analysis. Preliminary discrimination testing was performed to determine the viability of the six selected crayons. The main assessment determined whether individuals were able to identify each of the crayons by number from feeling scribbles on paper. Results: User needs assessment showed that many practitioners felt the development of tactile crayons would aid in teaching and fill a needs gap. The participants were able to discriminate the six crayons with a mean accuracy (standard error) of 77% (4%), and of those six, they could identify the four most easily discriminable with 86% (3%) accuracy. Discussion: Many families and teachers showed interest in the potential of tactile crayons as a learning tool. Four of the six tactile crayons were both highly discriminable and identifiable by adults who are visually impaired. This finding shows promise for discriminability and identifiability of these crayons by children who are visually impaired and their potential as a learning tool in both formal and informal learning environments. Implications for practitioners: The use of the developed tactile crayons has the potential to aid childhood development and student learning. In addition, the use of the crayons by teachers could help reduce the time needed to produce tactile diagrams. [ABSTRACT FROM AUTHOR]

Introduction: Students who read braille use assistive technology to engage in literacy tasks and to access the general curriculum. There is little research on the ways in which technology has changed the reading and writing practices and preferences of students who use braille, nor is there much research on how assistive technology is learned by students with visual impairments. Methods: This article describes the first phase of a mixed-methods study that was conducted to investigate the current use of paper braille and assistive technology among students aged 16-22, and the students' attitudes toward braille and technology as tools for classroom learning in high school and college. The first phase of the study consisted of 12 structured interviews of students from across the United States, which were transcribed, analyzed qualitatively, and coded for themes reported here. Results: The practices used by students fell into three broad themes, (1) the wide variety of devices used for reading and writing, (2) the types of tasks they performed using specific devices, and (3) the ways students learned practices for using braille and technology. Their attitudes fell into three themes as well: (1) preferences about braille and of technology tools, (2) how students chose to use those tools for specific tasks, and (3) the role teachers played in learning to use technology. Discussion: Results of the study indicated the changing nature of how students use various tools and how they select approaches to completing their class work, and the importance for students of being able to make choices regarding tools and strategies. Implications for practitioners: These themes suggest that for students to take advantage of the many choices available to efficiently complete school tasks, they must be proficient in multiple methods and tools for learning. (Contains 1 table and 1 figure.)

This article describes Speech Assisted Learning (SAL), a portable, interactive Braille learning station that combines synthesized speech, full-page paper Braille exercises, and bar-code technology. Findings from field-testing of SAL with 25 individuals with visual impairments (grades K-adult) and 12 teachers indicate students acquired new mathematical knowledge through SAL. (Contains 2 references.) (CR)

Introduction: Students who read braille use assistive technology to engage in literacy tasks and to access the general curriculum. There is little research on the ways in which technology has changed the reading and writing practices and preferences of students who use braille, nor is there much research on how assistive technology is learned by students with visual impairments. Methods: This article describes the first phase of a mixed-methods study that was conducted to investigate the current use of paper braille and assistive technology among students aged 16-22, and the students' attitudes toward braille and technology as tools for classroom learning in high school and college. The first phase of the study consisted of 12 structured interviews of students from across the United States, which were transcribed, analyzed qualitatively, and coded for themes reported here. Results: The practices used by students fell into three broad themes, (1) the wide variety of devices used for reading and writing, (2) the types of tasks they performed using specific devices, and (3) the ways students learned practices for using braille and technology. Their attitudes fell into three themes as well: (1) preferences about braille and of technology tools, (2) how students chose to use those tools for specific tasks, and (3) the role teachers played in learning to use technology. Discussion: Results of the study indicated the changing nature of how students use various tools and how they select approaches to completing their class work, and the importance for students of being able to make choices regarding tools and strategies. Implications for practitioners: These themes suggest that for students to take advantage of the many choices available to efficiently complete school tasks, they must be proficient in multiple methods and tools for learning. [ABSTRACT FROM AUTHOR]

The article discusses a study on tactile teaching methods that support students with visual impairment at a chiropractic college in the Western U.S. in training for a career in chiropractic. Highlights include the use of an iterative process of thematic analysis to analyze the data, the difficulty of interpreting raised-paper anatomical models, and allocation of resources to education of visually-impaired students in chiropractic programs.

Introduction: When the United States adopted Nemeth Code within Unified English Braille (UEB) Contexts and UEB Math/Science in 2016, students who were using braille had to learn a new code for science, technology, engineering, and mathematics (STEM). In late 2016, Bell and Silverman surveyed students about their initial experiences transitioning to a new braille code. However, to date there has not been additional research that includes students' perspectives regarding the long-term effect of the transition to a new braille code on their ability to learn. The purpose of this study was to learn about students' experiences in transitioning to a new braille code, whether students receive STEM braille materials in a timely manner, the technology students use in STEM, and what advice students have for teachers of students with visual impairments. Methods: In the spring of 2021, 11 middle and high school students who use braille for STEM classes participated in one of three focus groups. The data were analyzed using open-coding methods. Results: All participants had initially learned the Nemeth Braille Code for Mathematics and Science Notation and subsequently transitioned to one of the new braille codes. Students typically characterized learning a new braille code as easy. Most of the students had experienced delays in receiving braille materials, which sometimes negatively affected their ability to learn. Students reported using a variety of mainstream and assistive technologies. Discussion: Students should have consistent access to high-quality STEM materials in a timely manner in the braille code that they prefer. The students in this study articulated their preferences and were willing to advocate for themselves to overcome learning challenges in their STEM courses. Implications for Practitioners: Teachers of students with visual impairments can partner with general education STEM teachers and administrators to resolve persistent issues. Teachers can encourage students to voice their preferences and assist students in developing strategies before challenges arise. [ABSTRACT FROM AUTHOR]

Offers information on publications and various products for the blind and visually impaired. Publication of the 'Survey Report 2002,' by the National Center for the Dissemination of Disability Research; Description of the videotape 'See You!; Features of the PocketViewer video magnifier.

Introduction: Despite the plethora of sensor-based assistive technology solutions, there is still no widespread acceptance and adoption by people who are blind or have low vision (i.e., visually impaired). Many reasons prevent reducing abandonment levels with a prominent one being a lack of focus on the dimension of training, which, from our standpoint, is integral to the acceptance of assistive technologies. To prove the importance of training, we extend and validate a new version of the Unified Theory of Acceptance and Use of Technology (UTAUT) model incorporating training as a factor. Methods: Closed- and open-ended questionnaires were given online and offline to 231 participants with visual impairments after conducting training sessions with an application for outdoor navigation by people with visual impairments developed by our research team. To assess the UTAUT extension exploratory factor analysis, confirmatory factor analysis, and structural equation model were employed to explore the relationships between the factors. A usability and user experience qualitative analysis supplemented the previous. Results: We uncovered that no factor besides performance expectancy (standardized regression weight = 0.264, p <.001) and training (standardized regression weight = 0.538, p <.001) significantly predict behavioral intention. Furthermore, the analysis demonstrated a significant interaction (p <.007) strengthening the positive relationship between training and behavioral intention (standardized regression weight = 0.142). The qualitative analysis showed an overall positive evaluation highlighting the application's usefulness and dependability. Discussion: An application's adoption increases if individuals who are visually impaired are properly trained and acquainted with the features in real-life scenarios and recognize the application's utility for their daily lives. Implications for Practitioners: Training plays an important role in technology acceptance. It can be leveraged to make solutions more appealing to people who are visually impaired. [ABSTRACT FROM AUTHOR]

The article presents a study which interviewed five students regarding the assistive technologies they are using, both in and out of their assigned educational setting. Topics discussed include definition of the term assistive technology device according to the Individuals with Disabilities Act, questions asked to the students regarding the assistive technology they use, and data collected when interviewing and observing the students.

The article discusses the College Success@Perkins program launched by Perkins School for the Blind to prepare high school graduates in their transition to college life. The program focused on the students' needs like orientation and mobility (O&M), assistive technology, self-determination, and independent living, and the components of the program like the expanded core curriculum (ECC).

Introduction: This study utilizes interpretive phenomenology to understand the experiences of people with visual impairments in the virtual workplace. As virtual work is becoming increasingly common, this investigation is timely for employment research that is especially relevant to people who are visually impaired. Methods: Using an interpretive phenomenological approach, individuals who have experienced working in the virtual workplace filled out an in-depth online questionnaire. The resulting qualitative data were analyzed and interpreted via Applied Thematic Data Analysis (ATDA). ATDA was used to transform the raw qualitative data into themes regarding the essence of the experience of being a visually impaired employee in the virtual workplace. Results: Based on the phenomenological data, three primary themes emerged: defined by blindness, technology as the catalyst of inequality, and ingenuity as efficacy. Discussion: Using co-cultural theory, in-depth interpretations of the data were conducted. Key to these interpretations were the technological and communicative structures that mute the voice of the virtual worker with visual impairment and the experiential factors, with special attention to inaccessible technology, that shape the unique standpoint of the virtual worker who has visual impairment. Implications for practitioners: Both theoretical and applied implications are presented. This study takes note of the social factors that surround the navigation of the workplace with a focus on how communicating about access, advocating for accessibility, and requesting assistive technology are embedded in a larger conversation of culture and societal norms of employment. Accessibility is discussed as both a technical and social challenge. This consideration of accessibility is crucial in current and future workplaces where even the simplest task is to be completed via a technological tool. [ABSTRACT FROM AUTHOR]

Introduction: This study investigated the user requirements of individuals with visual impairments regarding the information to be included in orientation and mobility (O&M) aids in order for optimally useful audio-tactile maps of campuses to be developed. In addition, this study aimed at investigating the importance (usefulness) that individuals with visual impairments attribute to environmental information of campuses. Methods: The researchers listed 213 pieces of environmental information concerning campuses and address them in survey by conducting a respective questionnaire. Participants were asked to evaluate the information, regarding the importance or usefulness of the information in regard to safety, location of services, and orientation and wayfinding during movement. Through convenience sampling 115 adults (aged from 18 to 64 years) with visual impairments from four countries (Greece, Cyprus, Turkey, and Germany) took part in the research. Results: Pieces of environmental information, sorted in descending order starting with the most useful ones, have been listed. A repeated measures analysis of variance yielded a significant main effect for the type of information (safety, location of services, and wayfinding and orientation): F (2, 228) = 70.868, p <.001. Discussion: This study resulted in the specification of the most significant or useful information that should be included in O&M aids of campuses for individuals with visual impairments. Implications for practitioners: The results of this study will hold the interest of developers of O&M aids, O&M practitioners, rehabilitation teachers, and instructors who design and construct O&M aids. Moreover, the context for appropriately designed tactile or audio-tactile maps for campuses is provided, and campuses around the world could rely on this study for the creation of a valuable accessibility aid. [ABSTRACT FROM AUTHOR]

The article discusses clinical information on the diagnosis and treatment options for Stargardt Disease. Topics explored include the genetic mutations which tend to contribute to the development of the macular dystrophy condition, the detection of the disease through retinal pigment epithelial changes, and the therapeutic interventions such as gene therapy, stem cell therapy, and the administration of an altered form of vitamin A.

Purpose: The aim of this study was to determine the impact of OrCam on vision-related quality of life of patients with legal blindness and end-stage glaucoma. OrCam is a device comprised of a camera and earpiece attached to the user's eyeglass that translates written text to speech. Methods: In this prospective, observational study, a total of 27 participants were recruited and tested. All participants were legally blind. Participants were provided with the OrCam device during the study period and trained how to operate it. National Eye Institute Visual Functioning Questionnaire-25 (NEI-VFQ-25) and other questionnaires were given to participants at the baseline visit and at the end of the 4-week study for comparison. Additional questions were surveyed weekly during the study to monitor progress. Results: At the final visit after 1 month, most participants, 74.1% (n = 20/27), reported an increase in their overall quality of life. Participants were highly satisfied with the device; 88.9% (n = 24/27) reported being "very satisfied" or "satisfied" with the device. The NEI-VFQ-25 near vision subscale score improved from 29.9 to 37.2 (p =.045). Discussion: OrCam allowed participants with legal blindness to read independently when in controlled settings, subsequently improving their quality of life. However, users had more difficulty using the device when the location of text was not readily apparent (e.g., street signs, billboards), and users with some degree of vision had an easier time aligning the device with the text. Implications for practitioners: This device may offer participants with visual impairments the opportunity to read independently. [ABSTRACT FROM AUTHOR]

Introduction: This study was intended to explore and identify the experiences and perceptions of teachers of students with visual impairments who are blind concerning their accommodation needs and to establish their opinions on what improvements can be made. Method: A qualitative case study design was used and was collected through interviews, observations, and documents. Participants were four teachers who are blind who taught students with visual impairments in mainstream public and specialized residential schools in the United States. Within-case and cross-case levels of data analysis were used to generate and compare the themes that emerged. Results: The results illuminated accommodation issues for the teachers in the areas of family support, strategies the teachers use, challenges in their workplaces, and suggestions regarding possible improvements. Discussion: This study generated answers to the pertinent research questions. The study has revealed that the participants use different types and forms of accommodations to accomplish tasks. Some accommodations used include computer technology, assistive devices, and sighted assistants. However, the participants expressed that access to these accommodations are not consistent for all individuals who are blind. The participants also identified the accommodation challenges that are related to their blindness and provided suggestions for possible improvements. Implications for practitioners: Teachers of students with visual impairments who are blind need to be self-advocates in their personnel preparation programs and in their workplaces concerning the accommodations they need to accomplish job tasks. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The article discusses a study that identifies a technology approach to support a pre-service teaher of visually-impaired students with extremely low vision to do assessments for a learner with multiple disabilities. Topics cited include the significance of observations and practicum experiences to teacher preparation programs, a gap in study that delves into the issue of assessments done by teachers of students with visual impairments who are also visually impaired, and bug-in-ear technology.

The article discusses a study which compared the reading and writing performance of persons with visual impairments using different types of portable electronic magnifiers (PEM). Topics covered include the ocular diagnosis and educational attainment of subjects, the reading and writing rates of the PEMs used, and the Likert scale ratings of different writing tasks according to PEM used.

Introduction: This study characterizes self-reported functional vision goals and the use of low vision resources (for example, services and devices) in ophthalmology clinic patients with age-related macular degeneration (AMD) and comorbid depressive symptoms. Methods: From July 2009 to February 2013, we assessed 188 consecutive patients (age 65; mean 84.0 years; 70.2% female) with AMD (best corrected distance acuity 20/70 or worse) enrolled in a 12-month randomized clinical trial to test the efficacy of a multi-component intervention that combined low vision optometry and home-based occupational therapy to prevent depression (Low Vision Depression Prevention Trial [VITAL]). A geriatric nurse conducted in-home assessments to measure visual acuity and contrast sensitivity, self-reported functional vision, functional vision goals that were personally important yet difficult to achieve (targeted vision function goals), and the use of low vision resources (defined as services, devices and strategies utilized by low vision patients to compensate for visual deficits). This study reports on baseline data collected prior to randomization. Results: Only 9.6% of the sample had received formal low vision services. The five most common goals were newspaper reading, leisure and entertainment, computer use, personal communication, and correspondence. Participants engaged in targeted vision function goals less frequently since being diagnosed with AMD, despite using low vision resources and reporting low to moderate difficulty in using them. Discussion: Few patients with AMD seen in ophthalmology clinics received low vision rehabilitation. Patients who utilized resources engaged in goals less frequently since being diagnosed with AMD. Implications for practitioners: Patients with AMD are underutilizing low vision rehabilitation resources. Strategies for increasing low vision referrals are suggested. [ABSTRACT FROM AUTHOR]

The author reflects on her journal as a woman with albinism and implications for professional practice. The author preferred not to share her visual challenges with potential employers or romantic partners. It is said that educators should create opportunities for students to interact with peers who are sighted and those who are visually impaired. The author mentioned the road race called the Vision 5K where she won medals and trophies.

The article discusses a study that examined special school teachers and their experiences with assistive technology-assessment process in Singapore and reports how teachers are assessing and making decisions related to assistive technology. The findings are summarized in 4 themes that include making a decision, accessing assistive technology an working together. It suggests a general implementation form that would guide teams through a planning process of assistive technology implementation.

The article discusses the results of qualitative data from studies on assistive technology utilization and competency, one on only teachers from Texas, and the other sampled teachers from 50 U.S. states and contiguous territories. Findings discussed include need for innovative models for service delivery and actual format for assistive technology instruction to be developed, factors affecting learners to be considered by model of service, and recommendations for effective assistive technology.

Introduction: This article presents an instrument that measures the assistive technology proficiency of teachers of students with visual impairments and their identification with a community of practice that values assistive technology. Teachers' deficits in assistive technology proficiency negatively impact students who are visually impaired by stunting the development of assistive technology skills, ultimately resulting in poorer postsecondary education and employment outcomes. Identification with a community of practice that values assistive technology may be supportive of the technological proficiency of teachers of students with visual impairments. Method: Assistive technology proficiency and community of practice identification dimensions were defined and outlined in rubric-like “construct maps.” A survey that was created to place teachers of students with visual impairments within each construct map was completed by 33 Californian teachers. Survey performance was evaluated by estimating Rasch models, which provided information on relative question difficulty and question performance. Results: Estimated question difficulties revealed expected patterns. Only two survey questions performed irregularly (infit > 1.33). Internal reliability was good (Cronbach's Alpha = 0.80) for assistive technology proficiency, and acceptable (Cronbach's Alpha = 0.70) for community of practice identification. Discussion: The findings suggest the survey reliably measured the assistive technology proficiency and identification with a community of practice that values technology in this sample of teachers. Utilization of this tool may enable the objective evaluation of assistive technology proficiency of teachers pre- and post-training. Implications for practitioners: Creation of a reliable instrument that measures these constructs will support investigations in how one relates to the other, and will consider how professional development may be designed to better support the use of assistive technology by teachers. [ABSTRACT FROM AUTHOR]

The article presents a study by Dr. Lauren J. Lieberman and colleagues on the role of physical education in educating visually impaired students of the expanded core curriculum (ECC) aspects. Topics discussed include the ECC aspects such as access, social and sensory skills, the significance of ECC aspects to educators, and ways physical education curriculum can address the ECC aspects. Also emphasized is the ability of visually impaired children to achieve potential when given enough exposure.

The article discusses the process of creating tactile adaptation of various paintings, which are mostly done in the microcapsule technique and the thermovacuum technique. Topics discussed include the three stages of adaptation used by the group on the painting "Portrait of Empress Elisabeth of Habsburg" and the explanation on the process done in each adaptation stage. Also mentioned are technologies used in creating the tactile painting.

The article explores the use of haptic simulations when teaching temperature and pressure to students with visual impairments. Topics discussed include the technologies that can be used by educators in teaching the concept of temperature and pressure to students with visual impairments, the procedure observed by the authors on conducting the tests and the findings of the said tests. Also mentioned are the limitations of the study.

Introduction: The study presented here examines which haptic cues individuals with visual impairments use more frequently and determines which of these cues are deemed by these individuals to be the most important for way-finding in urban environments. It also investigates the ways in which these haptic cues are used by individuals with visual impairments. Methods: To answer the research questions, both quantitative and qualitative data were collected. The data collection procedure consisted of three parts: a focus-group interview, questionnaires, and fully structured interviews. Results: A list of 37 haptic cues used for outdoor wayfinding emerged from the focus-group interview. The following haptic cues were calculated to be the most significant for outdoor wayfinding by individuals with visual impairments: changes in the texture of walking surface, sidewalks, bus stops, slopes, curb ramps, walls, parking posts, traffic lights, flower beds, and potholes. Participants use these haptic cues as points of reference, to determine their position in an environment, and to collect information about other objects in the environment. Haptic cues also function as warnings of possible hazards and help individuals with visual impairments to avoid colliding with objects while walking. Discussion: The participants reported that they use haptic cues that can be perceived through different means and that they use their sense of touch to gain different types of spatial information. A discrepancy was revealed for several cues between their scores in frequency and usefulness. Implications for practitioners: Findings from this study could be used to inform training in orientation and mobility, to enhance route descriptions, and to inform the design of commercial tactile maps. [ABSTRACT FROM AUTHOR]

The article presents a case study of Ryan A. Cole, a university student with low vision who registered for an introductory physics course at Trent University in the fall of 2009 and experienced difficulties with the laboratory portion of the course as a result of his vision problem. A discussion of a video assistive device which was obtained for Cole and helped him to nearly fully participate in the course, and of the disadvantages which were associated with the device, is presented.

Introduction: Development of a sensing device that can provide a sufficient perceptual substrate for persons with visual impairments to orient themselves and travel confidently has been a persistent rehabilitation technology goal, with the user interface posing a significant challenge. In the study presented here, we enlist the advice and ideas of individuals who are blind with respect to this challenge, for an envisioned camera-based aid to navigation and wayfinding. Methods: We administered a short questionnaire about user preferences and needs for such a device to a sample of 10 well-educated, employed (or retired) visually impaired participants with light perception or less, who were familiar and comfortable with assistive technology. Generally, the items were rankings of relative priority. Results: Participants preferred speech as a communications medium for navigating the environment; preferred controlling the auditory display by querying the system rather than interacting via a menu or receiving a stream of continuous speech; and preferred providing input to the system through a keypad rather than through a voice recognition system. Architectural features such as doors and stairs were ranked the most important environmental objects to be located with such a device (over furniture, persons, personal items, and even text signs). Discussion: Our sample reported a desire for devices that can guide them to architectural features of their environment. They appear to prefer device interfaces that give them control, and would rather query a system than interact with a menu. They prefer unobtrusive input on a device via keypad rather than through voice recognition. Implications for practitioners: Designers of camera-based navigation devices may wish to consider the preferences of our sample by incorporating a query-based interface with simple keypad input and speech output, and to include in their object recognition efforts the goal of identifying architectural features that are significant to users who are blind in navigation. [ABSTRACT FROM AUTHOR]

The article reports on research which was conducted to define and create a video library of eight to 10 minute videos which can be used to explain exemplary teaching practices to teachers who work with students who are visually impaired. A discussion of topics, including literacy, braille reading and writing and technology, which will be covered in the videos, which will be used in school settings from the elementary school to the high school, is presented. Research questions which were developed in an effort to guide the research are examined.

Introduction: The study presented here evaluated the usability of the audio description software LiveDescribe and explored the acceptance rates of audio description created by amateur describers who used LiveDescribe to facilitate the creation of their descriptions. Methods: Twelve amateur describers with little or no previous experience with audio description used the software LiveDescribe to describe a single episode of a 20-minute comedy show. Seventy-five reviewers who were blind, had low vision, or were sighted then rated the descriptions using a number of criteria, including overall quality and entertainment value. Results: LiveDescribe was found to be easy to use and useful. Three of the 12 describers produced descriptions that were rated as of good overall quality, 6 produced descriptions that were rated as of medium quality, and 3 produced descriptions that were rated as of poor quality. Discussion: These findings indicate that amateur description is feasible even with minimal training in either description itself or LiveDescribe. Audiences' preferences for description seem to be based on various characteristics of describers, such as the describers' vernacular and tone of voice and the length and timing of the descriptions. Implications for practitioners: If amateur description is indeed feasible, the quantity of audio descriptions that are available to the general public could be increased significantly. A great deal of informal description is already created by families and friends of individuals who are visually impaired through the "whisper method." If this description process could be captured and formalized through a tool such as LiveDescribe and shared through the Internet, many more descriptions could be made available. [ABSTRACT FROM AUTHOR]

This article describes and analyzes the development of a navigation and orientation system for people with visual impairments as it evolved over three decades. It includes reflections on how users have been involved in the redesign process and illustrates how people with and without disabilities have collaborated to create a more suitable and accessible transportation system. [ABSTRACT FROM AUTHOR]

The effectiveness of different types of verbal information provided by electronic travel aids was studied in a real-life setting. Assessments included wayfinding performance and the preferences of 24 visually impaired users. The participants preferred a combination of route information and environmental information, even though this information did not always result in their optimal wayfinding performance. [ABSTRACT FROM AUTHOR]

The study reported here evaluated a self-determination intervention using the empowered curriculum for students with visual impairments. The perceptions of students, family members, and teachers of the usefulness of the chosen curriculum were also evaluated. Despite design limitations, the qualitative data suggest that the students enjoyed the empowered curriculum and found it to be useful. [ABSTRACT FROM AUTHOR]

A map exploration and representation exercise was conducted with participants who were totally blind. Representations of maritime environments were presented either with a tactile map or with a digital haptic virtual map. We assessed the knowledge of spatial configurations using a triangulation technique. The results revealed that both types of map learning were equivalent. [ABSTRACT FROM AUTHOR]

Five focus groups were conducted as part of an assessment to identify stakeholders' views of the service delivery needs of persons who are visually impaired. The analyses of the data from the focus groups were clustered into four distinct themes or concerns regarding the variability in services, outreach, transportation, and service delivery. [ABSTRACT FROM AUTHOR]

This article introduces a recently developed haptic glove system and describes how the participants used a video game that was purposely designed to train them in skills that are needed for the efficient use of the haptic glove. Assessed skills included speed, efficiency, embodied skill, and engagement. The findings and implications for future research are discussed. [ABSTRACT FROM AUTHOR]

This study evaluated a protocol that was developed to assess how beneficial electronic travel aids are for persons who are visually impaired. Twenty persons with visual impairments used an electronic travel device (Trekker) for six weeks to conform to the protocol, which proved useful in identifying successful users of the device. [ABSTRACT FROM AUTHOR]

Using the expert opinion of more than 30 professionals, this Delphi study set out to develop a set of assistive technology competencies for teachers of students with visual impairments. The result of the study was the development of a highly reliable and valid set of 111 assistive technology competencies. [ABSTRACT FROM AUTHOR]

The following variables were found to be associated with employment for transition-age youths with visual impairments who are served by vocational rehabilitation agencies: work experience, academic competence, self-determination, use of assistive technology, and locus of control. Self-esteem and involvement with the counselor were not associated with employment in this study. [ABSTRACT FROM AUTHOR]

A systematic review of all types of assistive devices indicated the need more research related to performance measurements and the effectiveness of vision rehabilitation devices. [ABSTRACT FROM AUTHOR]

This literature review of existing electronic mobility aids for persons who are visually impaired and recent developments in this field identified and classified 146 products, systems, and devices. The 21 that are currently available that can be used without environmental adaptation are described in functional terms. [ABSTRACT FROM AUTHOR]

Abstract: This article reports on a survey of the preferences of visually impaired persons for a possible personal navigation device. The results showed that the majority of participants preferred speech input and output interfaces, were willing to use such a product, thought that they would make more trips with such a device, and had some concerns about the cosmetic acceptability of a device and the use of a single or stereo headphone interface. [ABSTRACT FROM AUTHOR]