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This study explored the classification experiences and views of Para Alpine skiers with visual impairment. Data from 11 interviews were analyzed using reflexive thematic analysis to generate three themes: Suitability—The skiers questioned the suitability of the visual measurements, testing environment, and the information they received regarding classification; Exclusivity—Skiers felt certain aspects of the system remain exclusive due to the restrictions of sport classes and lack of the athlete voice; and (Dis)trust—Skiers felt distrust in those implementing the system and in other athletes due to intentional misrepresentation. Speculation surrounding this resulted in the skiers' feeling doubt in their own classification. While there is not a "one size fits all" approach to classification, understanding skiers' experiences can be a vital first step and will help to guide future research into the evolution of this sport's classification. [ABSTRACT FROM AUTHOR]

Background: Children with identified special educational needs are at higher risk than other children of having visual needs that are not adequately met. This paper evaluates the impact of addressing the visual needs of these children on behaviour and academic achievements in a number of case studies. Method: Nine children (4-11 years of age, from four classrooms), who attended a special school in a medium-sized town in the UK, took part in the case studies reported here. The children were part of the Special Education Eyecare (SEE) Project. Six of the children were selected because they had unmet visual needs at baseline and required bespoke interventions to meet these needs; the other three children were selected because their visual needs had been met prior to the study and no further adjustments were needed. Repeated direct observations were conducted to assess the impact of the intervention on the children's behaviour in the classroom. The observer was "blind" with regard to the visual needs of the participants. Parents and teachers completed the Strength and Difficulties Questionnaire (SDQ) for each child, before and after the intervention. School files were analysed to assess effects on academic achievement. Findings: Subsequent to the implementation of bespoke visual adjustments, for example prescription of spectacles or changed seating in classroom, significant and sustained changes were observed with regard to the children's behaviour (i.e., increased engagement with peers and/or teachers and decreased off-task behaviour). Strength and Difficulties Questionnaire scores showed improvements regarding total difficulties, emotional difficulties, hyperactivity and prosocial (kind and helpful) behaviour. Due to highly variable data in school files, the effects on academic achievement were inconclusive. Discussion: The case studies reported here explored changes in behaviour of children with identified special educational needs after their visual needs were met. Findings show a positive overall effect on the behaviour of these children.

The role of the classroom assistant (CA) is considered pivotal in inclusive provision for pupils with additional needs. CAs' support of pupils who have a visual impairment (VI) is greatly underreported in the literature. Scaffolding theory was applied to investigate the role of CAs in supporting pupils who have a VI in mainstream schools in Northern Ireland, UK. Focus groups were conducted with 18 CAs who were embarking on an accredited VI-focused professional development programme. Findings revealed the majority of assistants had received no formal training to work with these pupils although they provided support in a wide range of ways to ensure their educational, social and physical inclusion in school. Although positive aspects of their contribution were described in inclusive terms, challenges were identified that mainly impacted on the participatory options of pupils with VI. Most prominently, minimal access to professional development engendered uncertainty that pupils were being appropriately and effectively supported. Viewed through the lens of scaffolding theory, CAs occupy a predominantly supporting role, with paucity in upskilling opportunities and hierarchical structures limiting further professional progression. More strategic consideration of the CA role could contribute to greater equity of access to education for children with VI. [ABSTRACT FROM AUTHOR]

Background Data on population-based self-reported dual vision and hearing impairment are sparse in Europe. We aimed to investigate self-reported dual sensory impairment (DSI) in European population. Methods A standardised questionnaire was used to collect medical and socio-economic data among individuals aged 15 years or more in 29 European countries. Individuals living in collective households or in institutions were excluded from the survey. Results Among 296 677 individuals, the survey included 153 866 respondents aged 50 years old or more. The crude prevalence of DSI was of 7.54% (7.36-7.72). Among individuals aged 60 or more, 9.23% of men and 10.94% of women had DSI. Eastern and southern countries had a higher prevalence of DSI. Multivariable analyses showed that social isolation and poor self-rated health status were associated with DSI with ORs of 2.01 (1.77-2.29) and 2.33 (2.15-2.52), while higher income was associated with lower risk of DSI (OR of 0.83 (0.78-0.89). Considering country-level socioeconomic factors, Human Development Index explained almost 38% of the variance of age-adjusted prevalence of DSI. Conclusion There are important differences in terms of prevalence of DSI in Europe, depending on socioeconomic and medical factors. Prevention of DSI does represent an important challenge for maintaining quality of life in elderly population. [ABSTRACT FROM AUTHOR]

Keeping faculty one step ahead of emerging technologies--and providing them with the support to manage what often feels like a rising tide of new tools and learning research--can indeed be difficult. Managing the widening gulf between early adopters and less technologically savvy faculty can be downright frustrating. And then there's the delicate balance between promoting technology tools and encouraging "teaching and learning" with technology. Members of the EDUCAUSE community are challenging themselves to take action and work together to generate a network of solutions that reflect "uncommon thinking for the common good." Through focus groups held during the summer of 2008 and with virtual brainstorming and survey participation by the wider teaching and learning community throughout the fall, EDUCAUSE embarked on identifying "The Top Teaching and Learning Challenges," with the final list released in January 2009. Ranked by popularity, the following are the top-five challenges for teaching and learning in 2009: (1) Creating learning environments that promote active learning, critical thinking, collaborative learning, and knowledge creation; (2) Developing 21st-century literacies (information, digital, and visual) among students and faculty; (3) Reaching and engaging today's learners; (4) Encouraging faculty adoption and innovation in teaching and learning with IT; and (5) Advancing innovation in teaching and learning with technology in an era of budget cuts. Since the authors opened the wikis in February 2009, numerous "community snapshots" have been contributed, spotlighting the ways that institutions are addressing the top challenges on their campuses. This article offers a preview of the "uncommon thinking" that is being shared by the community. (Contains 4 notes.) ["Charting the Course and Tapping the Community: The EDUCAUSE Top Teaching and Learning Challenges 2009" was written with Kristen Betts, Stephanie Boone, Patrick Faverty, Tanya Joosten, Elizabeth A. Kiggins, Jessica Knott, Erin Long, Alana J. Mauger, Jeffrey McClurken, Maureen McCreadie, Nils Peterson, and Celeste M. Schwartz.]

Anomalous visual processing has been described in individuals with autism spectrum disorder (ASD) but relatively few studies have profiled visual acuity (VA) in this population. The present study describes presenting VA in children with ASD (n = 113) compared to typically developing controls (n = 206) and best corrected visual acuity (BCVA) in a sub-group of children with ASD (n = 29). There was no statistically significant difference in presenting VA between groups (z = -1.75, p = 0.08); ASD group median VA (interquartile range, IQR) -0.05 logMAR (IQR: -0.125 to 0.025 logMAR) and typically developing control group -0.075 logMAR (IQR: -0.150 to -0.025 logMAR). Median BCVA was -0.175 logMAR (IQR: -0.200 to -0.125 logMAR) for the ASD sub-group. Clinicians should not anticipate reduced VA when assessing children with ASD., Author(s): Pamela M. Anketell[sup.1] [sup.2] , Kathryn J. Saunders[sup.1] , Stephen M. Gallagher[sup.3] , Clare Bailey[sup.4] , Julie-Anne Little[sup.1] Author Affiliations: (1) Vision Science Research Group, University of Ulster, Cromore [...]

Purpose: There is a relative paucity of self‐reported vision problems data in European countries. Methods: In this context, we investigated self‐reported vision problems through European Health Interview Survey 2, a cross‐sectional European population survey based on a standardized questionnaire including 147 medical, demographic and socioeconomic variables applied to non‐institutionalized individuals aged 15 years or more in 28 European countries, in addition to Iceland and Norway. Results: The survey included 311 386 individuals (54.18% women), with overall crude prevalence of self‐reported vision problems of 2.07% [95% CI; 2.01–2.14]. Among them, 1.70 % [1.61–1.78] of men, 2.41% [2.31–2.51] of women and 4.71% [4.53–4.89] of individuals aged 60 or more reported to have a lot of vision problems or to be not able to see. The frequency of self‐reported vision problems was the highest in Eastern European countries with values of 2.43% [2.30–2.56]. In multivariate analyses, limiting long‐standing illness, depression, daily smoking, lack of physical activity, lower educational level and social isolation were associated with self‐reported vision problems with ORs of 2.66 [2.42–2.92], 2.16 [2.01–2.32], 1.11 [1.01–1.23], 1.31 [1.21–1.42], 1.29 [1.19–1.40] and 1.45 [1.26–1.67], respectively, while higher income was associated with less self‐reported vision problems with OR of 0.80 [0.73–0.86]. Conclusions: This study demonstrated inequalities in terms of prevalence of self‐reported vision problems in Europe, with higher prevalence in Eastern European countries and among women and older individuals. [ABSTRACT FROM AUTHOR]

Purpose: Cerebral visual impairment (CVI) is the leading cause of childhood visual impairment in the developed world. Despite this, there are no agreed clinical guidelines for the investigation and diagnosis of the condition. Before development of such guidelines can commence, it is important to recognise which approaches are currently employed. This systematic review evaluated the literature to identify which methods of assessment are currently used to investigate and diagnose childhood CVI. Methods: Medline, Embase, CINAHL, Scopus and the Cochrane Library databases were systematically searched in January 2020 using defined search terms. Articles were included if they: (i) were research papers, conference abstracts or research protocols published in peer‐reviewed scientific journals, or relevant textbooks; (ii) included a clinical investigation of CVI in children; (iii) provided an explanation or criteria to diagnose CVI and (iv) were specifically investigating cerebral/cortical visual impairment. Methods used to a) assess and b) diagnose CVI were extracted from included articles. 'Assessment scores' were assigned for each method employed by researchers to investigate and diagnose CVI to quantify and compare approaches between articles. A quality grading was also applied to each article. Results: Of 6454 identified articles, 45 met the inclusion criteria. From these, 10 categories of assessment utilised within included articles were identified: (1) Medical history, (2) Vision assessment/ophthalmologic examination, (3) Neuroimaging, (4) Visual behaviour and direct observation, (5) Structured history‐taking, (6) Visual perception tests, (7) Ocular movement and posture assessment, (8) Intelligence/IQ assessment, (9) Clinical electrophysiology and (10) Neurodevelopmental tests. In terms of diagnostic criteria, the most commonly reported approach was one of exclusion, i.e., CVI was diagnosed when visual dysfunction could not be attributed to abnormalities detected in the anterior visual pathway. Conclusion: There is a lack of common practice in the approaches used by clinicians to investigate and diagnose CVI in children. At present, a 'diagnosis of exclusion' remains the most common means to diagnose CVI. Development of clinical guidelines for assessment and diagnosis are necessary to ensure consistency in the diagnosis of CVI and the timely implementation of support to alleviate the impact of CVI on the child's daily living. [ABSTRACT FROM AUTHOR]

Background: Administering anti-vascular endothelial growth factor (anti-VEGF) by intraocular injection has been shown to have a safe systemic profile. Nevertheless, incidents of acute kidney injury following anti-VEGF injection have been reported. We assessed the long-term effect of multiple intravitreal anti-VEGF injections on measures of renal function in patients with diabetes including rate of change of estimated glomerular filtration rate (eGFR) and urine albumin-to-creatinine ratio (ACR).Methods: A retrospective review of patients receiving diabetic macular oedema (DMO) treatment was undertaken. Serum creatinine, ACR, number of intravitreal anti-VEGF injections and clinical characteristics were collected from electronic healthcare records (EHR). A co-efficient of eGFR and ACR change with time was calculated over a mean duration of 2.6 years. Regression modelling was used to assess variation in the number of anti-VEGF injections and change in eGFR and ACR.Results: The EHR of 85 patients with DMO (59% male, 78% type 2 diabetes mellitus [T2DM]) were reviewed. On average, 26.8 intravitreal anti-VEGF injections were given per patient over a mean duration of 31 months. No association between increasing number of anti-VEGF injections and rate of eGFR decline (beta = 0.04, 95% confidence intervals [CI]: - 0.02, 0.09; p = 0.22) or ACR change over time (beta = 0.02, CI: - 0.19, 0.23; p = 0.86) was detected, following adjustment for hypertension, cerebrovascular disease, T2DM, and medications taken.Conclusion: Our data suggests regular long-term intravitreal VEGF inhibition does not significantly alter the rate of change in eGFR and/or ACR with increasing number of treatment injections. [ABSTRACT FROM AUTHOR]