Identifying Motivation of Parental Involvement and Problems in Homework Encountered By Blind and Low Vision Students

This study aims to understand the motivation of parents to assist their children who are blind or with low vision with their homework and its impact on their academic achievement. Three families have been selected, all of whom have a blind or low vision child who studies at secondary level in a public school. This study employs the in-depth interview to get the views from three pairs of parents. The result leads us to look beyond the relationship between homework management strategies and grades. Therefore, the key outcome of this study leads us to identify the problems in the process of doing homework for blind and low vision students who are taught in public schools. Solutions such as the learning skill in braille, strong parents support group and close engagement among parents and teachers are needed to create the stimulating learning environment to enable blind and low vision students to read, to learn and to write their homework independently. Therefore, the implications of this study are the need to amend the policy to facilitate parental engagement and establish the systematic assessment and planning to ameliorate the barriers faced by blind and low vision students

Inclusion of students who are blind or low vision in chemistry

In the School of Chemistry of The University of Sydney we aim to build an inclusive culture for all our staff and students. We have embraced changes in the undergraduate curriculum that offer diverse pathways for science students. In first-year chemistry, approximately half of all contact hours are spent in the chemistry laboratory. Laboratory work is particularly challenging for students who are blind or low vision. Historically, these students have worked with laboratory assistants that performed the experiments and informed them of the results and observations. While this allows students to adequately meet the requirements of the degree, it is not a satisfactory arrangement for them and restricts their learning potential in the laboratory. While the number of students with disabilities enrolling into science, technology, engineering and mathematics (STEM) continues to increase, they are still underrepresented as a result of technological and attitudinal barriers. This project aims to empower blind and low vision students to be in command of their own learning, with wide-ranging beneficial effects of improving their self-efficacy, self-confidence, and laboratory skills, and building a highly inclusive learning culture. According to the World Blind Union, there are more than 285,000,000 blind and visionally impaired persons around the world today. In this presentation we will discuss advanced technological developments (Supalo et al., 2016) that will help blind or low vision students to work independently in the Chemistry laboratory (Devi et al., 2023), including the use of commercially available talking scientific data loggers and braille embosser technologies to assist with data collection and analysis tasks. We aim to create a blueprint for other Schools in our own institution and beyond, and lead strategies in inclusive higher education for Australia. We have already mapped out a complete set of experiments that can be adapted, so that students who are blind or have low vision can carry them out independently. This presentation will discuss those experiments and our strategies towards implementing the whole laboratory program. REFERENCES Devi, P., Motion, A.,  Bhattacharya, J., Supalo, A. C., & Schmid, S. (2023) Unpublished results, The University of Sydney. Supalo, C. A., Humphrey, J. R., Mallouk, T. E., Wohlers, H. D., & Carlsen, W. S. (2016). Examining the use of adaptive technologies to increase the hands-on participation of students with blindness or low vision in secondary-school chemistry and physics. Chemistry Education Research and Practice, 17(4), 1174-1189

Expert Consensus on Barriers to College and University Online Education for Students with Blindness and Low Vision

The availability of online college and university courses have continued to grow, offering opportunities for education to students that may find attending in a regular classroom difficult, if not impossible. The number of students with disabilities enrolling in online courses is also growing. However, because of the mode of delivery (via computer/internet), blind and low vision college and university students can find it difficult to participate fully in an online course if it is not designed with accessibility in mind. Education is directly related to blind and low vision individuals becoming fully employed and independent. Blind and low vision college and university students who have previously taken an online course and used assistive technology devices to access the computer are aware of the issues of accessibility to online courses. The current study began by asking a group of blind and low-vision students to answer seven open-ended questions regarding their experiences accessing online courses at their college or university. The group responses generated 25 survey items and participants were asked to rate each item. Survey items were evaluated and participants were given the opportunity to re-rate their answers based on the group’s responses. The final results were evaluated and ranked in importance according to participant responses. Results were discussed along with the implications, limitations, and recommendations for future research

A Universe of Sound: processing NASA data into sonifications to explore participant response

IntroductionHistorically, astronomy has prioritized visuals to present information, with scientists and communicators overlooking the critical need to communicate astrophysics with blind or low-vision audiences and provide novel channels for sighted audiences to process scientific information.MethodsThis study sonified NASA data of three astronomical objects presented as aural visualizations, then surveyed blind or low-vision and sighted individuals to elicit feedback on the experience of these pieces as it relates to enjoyment, education, and trust of the scientific data.ResultsData analyses from 3,184 sighted or blind or low-vision survey participants yielded significant self-reported learning gains and positive experiential responses.DiscussionResults showed that astrophysical data engaging multiple senses could establish additional avenues of trust, increase access, and promote awareness of accessibility in sighted and blind or low-vision communities

Awareness, knowledge, and barriers to low vision services among eye care practitioners in Maharashtra

Background: Visual impairment is an important global health issue. 90% of the world's blind people reside in underdeveloped countries. According to population-based statistics, India has the most visually impaired persons (about 9 million). The world health organization (WHO) estimates that 285 million people worldwide are blind or have impaired eyesight. Hence it is necessary to have information about knowledge and awareness of low vision services among eye care practitioners to improve the low vision care in the world.Methods: A prospective cross-sectional survey was done at Dr. D. Y. Patil medical college and research centre (Ophthalmology department) between eye care practitioners practicing in Maharashtra, India, through a pre-tested standardized questionnaire.Results: In this study, retinal problems (76.1%) and glaucoma (11.1%) were reported as two major causes of low vision. Provision of best spectacle correction, rehabilitation, and referral to other hospitals/specialized centers was considered by 31.7%, 4.7%, and 23.8% practitioners, respectively. Magnifiers were found to be the most commonly prescribed low vision device (73%).Conclusions: Low eyesight is a big health issue all over the world. Low vision services assist patients in improving and maintain their functional vision. It also enhances the quality of life and everyday living skills. There are many barriers and a lack of understanding about low vision services. They assess eye care providers' awareness, knowledge, and challenges to poor vision services in Maharashtra. This study results showed a lack of awareness (33.3%) and training (33.3%) among the practitioners were the significant barriers restricting low vision services

Teacher Training Workshop for Educators of Students Who Are Blind or Low Vision

The Independent Laboratory Access for the Blind (ILAB) project has developed a suite of speech accessible tools for students who are blind or low vision to use in secondary and postsecondary science laboratory classes. The following are illustrations of experiments designed to be used by educators to introduce them to the ILAB tools, and to demonstrate how these tools can be incorporated into standard laboratory experiments. Information about the Lawrence Hall of Science’s SAVI/SELPH curriculum is also discussed

Multisensory Adaptations: Creating Art with Students Who Are Blind and Low Vision

The main purpose of this article is to present approaches and strategies to making 2-D visual arts instruction meaningful and accessible for students who are blind or low vision. The suggestions provided within this article are based on current literature, researcher observations, and the contributions of an experienced, practicing art teacher at the Indiana School for the Blind and Visually Impaired

Teaching Two Critical Locomotor Skills to Children Who Are Blind or Have Low Vision

Alexandria has retinopathy of prematurity. While attending elementary school, she received the services of a teacher of visually impaired students, an adapted physical education teacher, and an orientation and mobility instructor. Her instructors praised her running and never provided any constructive feedback on the movement patterns of her running, so Alexandria assumed that she was running with proper form. It was not until Alexandria advanced to middle school that a physical educator informed her that she had a shuffling gait and needed to swing her arms while running. Through tactile modeling and physical guidance, Alexandria’s gait improved dramatically; however, she was embarrassed that her form was not corrected at a younger age

Current Trends in Occupational Therapy Low Vision Rehabilitation

In the U.S. the number of adults age 40 and older who are blind or have low vision is 3.3 million (National Eye Institute, 2004) and it is expected to reach 5.5 million by the year 2020 (U.S. Department of Health and Human Services, 2011). The background and training occupational therapists receive on disability and aging puts them in a position to serve this population of individuals with low vision concerns. This study described the level of knowledge, confidence and practices of occupational therapists in the U.S. who work in physical disability settings with regard to the assessment and treatment of adult clients with low vision. A survey was mailed to 250 currently practicing occupational therapists with 58 of those returned meeting the inclusion criteria. Overall, respondents reported reasonable knowledge and confidence related to evaluating and treating adult clients with low vision. However, thirty-two respondents indicated that they felt additional education or training was needed to provide effective low vision treatment for their clients. This is despite the fact that most had entry-level education and continuing education that addressed low vision rehabilitation. It is essential that occupational therapists have the basic knowledge, tools and resources to effectively and confidently assess and treat the millions of Americans with low vision