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Nowadays, typing is considered as one of the highly important aspects of accessibility that the visually impaired and blinds struggle with the most as existing virtual keyboards are complex and slow. This paper proposes a new text entry method named SwingBoard for visually impaired and blind smartphone users to solve their accessibility problem. It supports a–z, 0–9, 7 punctuations, 12 symbols, and eight keyboard functionalities that are arranged in 8 zones (specific range of angles), four segments, two modes, and different gestures. The proposed keyboard is suitable for the either single-handed or both-handed operation that tracks swipe angle and length to trigger any of the 66 key events. The key triggering process is based on only swiping the finger at different angles with different lengths. Typing speed of SwingBoard is increased by including some effective features such as the quick alphabet and number mode shifting, haptic feedback feature, talkback on swipe to learn the map quickly, and customizable swipe length feature. At the end of 150 one-minute tests, seven blind participants reached an average of 19.89 words per minute (WPM) with an 88% accuracy rate which is one of the fastest-ever recorded average typing speeds for the blind. Almost all users found SwingBoard effective, easy to learn and want to keep using it. SwingBoard is a handy virtual keyboard for visually impaired people with amazing typing speed and accuracy. Rehabilitation would be easier for a visually impaired/disabled person who can adapt the current technology-oriented world and use communication tools easily. As visually impaired and blind people faced a lot of problems in their regular life because of their inability to see things, coping with the evolving world's demands from a person to do a certain task using smart devices would be easier for them with the proposed virtual keyboard topology. As the number of visually impaired and blind users of smartphones rises, faster typing becomes a vital aspect of the smartphone experience. Deaf-blind communities are expanding but solutions for them are not increasing at the same pace because of the limitation of implication. Research on a virtual keyboard with the proposed eyes-free swipe-based typing operation and ears-free reliability on haptic feedback would enable others to create new solutions. [ABSTRACT FROM AUTHOR]

Visual impairment-related disabilities have become increasingly pervasive. Current reports estimate a total of 36 million persons with blindness and 217 million persons with moderate to severe visual impairment worldwide. Assistive technologies (AT), including text-to-speech software, navigational/spatial guides, and object recognition tools have the capacity to improve the lives of people with blindness and low vision. However, access to such AT is constrained by high costs and implementation barriers. More recently, expansive growth in mobile computing has enabled many technologies to be translated into mobile applications. As a result, a marketplace of accessibility apps has become available, yet no framework exists to facilitate navigation of this voluminous space. We developed the BLV (Blind and Low Vision) App Arcade: a fun, engaging, and searchable curated repository of app AT broken down into 11 categories spanning a wide variety of themes from entertainment to navigation. Additionally, a standardized evaluation metric was formalized to assess each app in five key dimensions: reputability, privacy, data sharing, effectiveness, and ease of use/accessibility. In this paper, we describe the methodological approaches, considerations, and metrics used to find, store and score mobile applications. The development of a comprehensive and standardized database of apps with a scoring rubric has the potential to increase access to reputable tools for the visually impaired community, especially for those in low- and middle-income demographics, who may have access to mobile devices but otherwise have limited access to more expensive technologies or services. A wide array of assistive mobile applications now serve as low cost, convenient, and effective alternatives to standard tools in the rehabilitation domain. Given an extensive (and growing) marketplace of assistive apps, we highlight the importance of developing standardized evaluation frameworks that serve to assess the merit, functionality, and accessibility of tools in respective rehabilitation fields. To provide an introduction to a novel resource accessible to the public to exhibit verified and reliable assistive apps for the visually impaired community, especially for those in low- and middle-income demographics who may not have access to common technologies and services. [ABSTRACT FROM AUTHOR]

This study explored the impact of assistive technology on the well-being of legally blind adults. In this mixed-method study, a convenience sample of 86 legally blind adults took an electronic survey. The questionnaire was comprised of demographics, use patterns, and an instrument called TENS-Interface that measured the impact of technology on well-being categories of autonomy, competence, and relatedness. Descriptive statistics, reliability, power analysis and bivariate correlations were calculated using SPSS statistical software. Three participants completed follow up semi-structured interviews, which were analysed for themes of technological mediation using NVivo 12 software. The TENS-Interface was validated for use with a legally blind population. Descriptive statistics showed a higher mean for autonomy than competence or relatedness. Braille was positively correlated to both autonomy and competence, while screen reader proficiency was related to competence. Daily use of social media, email, instant messaging, and video calls were correlated to relatedness. The technological devices used by interview participants were analysed for technological mediation. Training was identified as an additional theme. Recommendations for practice include providing training to legally blind adults in screen reader use and braille use to support well-being via competence and autonomy. Training is also recommended for this population in the use of social media, email, and video calls to promote well-being through opportunities for relatedness. Further research is recommended to explore instructional methods that are not only efficient, but also meaningful for older adults in the position of losing their vision. Providing access to braille instruction and braille assistive technology equipment can promote legally blind adults' well-being by supporting their basic needs for both competence and autonomy. Providing training in screen reader use can promote legally blind adults' well-being by supporting their basic need for competence. Providing training in use of email, social media, video calls, and instant messaging can promote legally blind adults' well-being by supporting their basic need for relatedness. A consideration of technological mediation can allow practitioners to make recommendations that take into account not only efficient task completion, but issues related to meaning and social context. Instruction for adults losing their vision adventitiously needs to address not only efficient task performance, but also meaning and social context. [ABSTRACT FROM AUTHOR]

Route planning is key support, which can be provided by navigation tools for the blind and visually impaired (BVI) persons. No comprehensive analysis has been reported in the literature on this topic. The main objective of this study is to examine route planning approaches used by indoor navigation tools for BVI persons with respect to the route determination criteria, how user context is integrated, algorithms adopted, and the representation of the environment for route planning. A systematic review was conducted covering the period 1982–July 2018 and thirteen databases. From the 1709 articles that resulted from the initial search, 131 were selected for the study. Route length was the sole factor used to determine the best route in the majority of the studies. Routes with less obstacles, less turns, more landmarks and close to walls were selected by the other studies. User variations were considered in few studies. Unique needs of the BVI persons were addressed by few novel algorithms which had integrated multiple parameters and BVI-friendly route modelling. Differences between the navigation capabilities of the sighted and the BVI community were not a major concern when deciding the optimum routes in the majority of BVI indoor navigation tools. How to trade-off between factors affecting optimum routes, and how to model suitable routes in complex buildings needs to be studied further, looking from the user perspective. Navigation differences between sighted and blind and vision-impaired (BVI) communities are not concerned frequently when planning routes in indoor navigation tools of BVI persons. Selecting routes avoiding areas difficult to traverse, close to walls, having landmarks, and less turns are some approaches used to address the unique needs of the BVI community. Assisting for recovery from veering and real-time obstacle detouring are useful features offered by these tools. Identifying and prioritizing different factors contributing to better routes, concerning user variations, and adopting multi-objective route optimization will help to develop improved route planning methodologies for BVI indoor navigation tool [ABSTRACT FROM AUTHOR]

Visual sensory substitution devices (SSDs) convey visual information to a blind person through another sensory modality. Using a visual SSD in various daily activities requires training prior to use the device independently. Yet, there is limited literature about procedures and outcomes of the training conducted for preparing users for practical use of SSDs in daily activities. We trained 29 blind adults (9 with congenital and 20 with acquired blindness) in the use of a commercially available electro-tactile SSD, BrainPort. We describe a structured training protocol adapted from the previous studies, responses of participants, and we present retrospective qualitative data on the progress of participants during the training. The length of the training was not a critical factor in reaching an advanced stage. Though performance in the first two sessions seems to be a good indicator of participants' ability to progress in the training protocol, there are large individual differences in how far and how fast each participant can progress in the training protocol. There are differences between congenital blind users and those blinded later in life. The information on the training progression would be of interest to researchers preparing studies, and to eye care professionals, who may advise patients to use SSDs. There are large individual differences in how far and how fast each participant can learn to use a visual-to-tactile sensory substitution device for a variety of tasks. Recognition is mainly achieved through top-down processing with prior knowledge about the possible responses. Therefore, the generalizability is still questionable. Users develop different strategies in order to succeed in training tasks. [ABSTRACT FROM AUTHOR]

Orientation and Mobility (O&M) professionals teach people with low vision or blindness to use specialist assistive technologies to support confident travel, but many O&M clients now prefer a smartphone. This study aimed to investigate what technology O&M professionals in Australia and Malaysia have, use, like, and want to support their client work, to inform the development of O&M technologies and build capacity in the international O&M profession. A technology survey was completed by professionals (n = 36) attending O&M workshops in Malaysia. A revised survey was completed online by O&M specialists (n = 31) primarily in Australia. Qualitative data about technology use came from conferences, workshops and interviews with O&M professionals. Descriptive statistics were analysed together with free-text data. Limited awareness of apps used by clients, unaffordability of devices, and inadequate technology training discouraged many O&M professionals from employing existing technologies in client programmes or for broader professional purposes. Professionals needed to learn smartphone accessibility features and travel-related apps, and ways to use technology during O&M client programmes, initial professional training, ongoing professional development and research. Smartphones are now integral to travel with low vision or blindness and early-adopter O&M clients are the travel tech-experts. O&M professionals need better initial training and then regular upskilling in mainstream O&M technologies to expand clients' travel choices. COVID-19 has created an imperative for technology laggards to upskill for O&M tele-practice. O&M technology could support comprehensive O&M specialist training and practice in Malaysia, to better serve O&M clients with complex needs. Most orientation and mobility (O&M) clients are travelling with a smartphone, so O&M specialists need to be abreast of mainstream technologies, accessibility features and apps used by clients for orientation, mobility, visual efficiency and social engagement. O&M specialists who are technology laggards need human-guided support to develop confidence in using travel technologies, and O&M clients are the experts. COVID-19 has created an imperative to learn skills for O&M tele-practice. Affordability is a significant barrier to O&M professionals and clients accessing specialist travel technologies in Malaysia, and to O&M professionals upgrading technology in Australia. Comprehensive training for O&M specialists is needed in Malaysia to meet the travel needs of clients with low vision or blindness who also have physical, cognitive, sensory or mental health complications. [ABSTRACT FROM AUTHOR]

Students with visual loss may benefit from assistive technology (AT) for their educational activities. To understand the barriers faced in using ATs by students who have heard of ATs and reported needing them, but were not using (acquainted students), at schools for the blind in Delhi. Two hundred and fifty students were selected randomly from ten schools for the blind in Delhi and screened for presenting and pinhole binocular distance vision using a modified 'E' chart and multiple pinhole occluder. Students were divided into two groups; 1/60 or better vision (likely to benefit from vision-based AT) and <1/60 vision, (likely to benefit from tactile/sound-based AT). Awareness of, and need for, ATs was investigated for each student with a questionnaire. Then information on barriers to using AT was obtained from students who knew about AT, felt they needed AT, but were not using them. This information was collected for a total of 42 ATs. The three most requested tactile/sound-based ATs for the 250 students were talking watch, Braille typewriter and audio format. The three most requested vision-based ATs in 69 (27.6%) students who had presenting or pinhole visual acuity less than 6/18 to 1/60 were near optical magnifiers, electronic magnifiers and large keyboard for computer. Non-availability of ATs in schools was the most common perceived barrier (43% of overall responses), followed by economic constraints (20% of responses). Non-availability or limited possession of ATs and financial constraints were the major barriers to use of ATs among students. Students with visual disability face many challenges in accessing assistive technology for their education learning, especially in low middle-income countries. Non-availability and limited possession of assistive technology by schools for the blind are main barriers in the study. School authorities must recognize their responsibility to ensure assistive technology (academic and non-academic related, visual and non-visual based) are made accessible for their students with adequate quantity. Future studies should focus on all school age children in the community rather than focusing on school going children. [ABSTRACT FROM AUTHOR]