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Methods commonly used to enhance the language-learning experiences of students who are visually impaired (that is, those who are blind or have low vision), are not sufficient for foreign language learning. There are several challenges involved in the study of foreign languages by students who are visually impaired. One of the most pressing of these challenges is that teachers of students with visual impairments provide braille copies of all instructional materials in the foreign language. If the teacher is not familiar with the foreign language the student is studying, it becomes even more difficult to provide the required workbooks, textbooks, and other materials to be transcribed into the foreign language. Likewise, those teachers who are unfamiliar with the foreign language may not know how to pronounce the special accented letters when providing instruction to their students regarding the braille symbols used to represent these letters. The authors recommend a Windows-based computer equipped with one of the latest versions of Job Access with Speech (JAWS) and a Focus braille display. In the instructions provided, the authors assume that the computer user has sufficient knowledge to download books from Bookshare. If this is not the case, the authors recommend that detailed instructions be acquired from the Bookshare website (www.bookshare.org). JAWS comes "out of the box" from the manufacturer with preinstalled software that allows it to recognize eight different languages in addition to English when the cursor moves over content that has been "tagged" for the language in question. The steps that need to be taken to enable JAWS to recognize foreign languages in Bookshare books are also provided in detail. Using the steps outlined in this article, students who are visually impaired can have full access to published materials written in various foreign languages.

People with visual impairments (that is, those who are blind or have low vision) have a disadvantage in the process of being selected as a romantic partner. It is further underscored that these difficulties with dating and fitting in among sighted individuals extend beyond formative years into adulthood (Sacks & Wolffe, 2006). Thus, the researchers were interested in investigating the issue of sighted individuals dating persons who are blind. The question was, "Are sighted individuals opposed to dating persons who are blind?" Researchers made the decision to use Tinder (2016), the currently popular online dating application, as a vehicle with which to answer the question.

There is a critical need for Americans to study foreign languages to support the United States' participation in a global economy, commitment to national security, and actions in the political arena. However, there is a lack of American students learning what the US Department of State refers to as "critical languages," which are less commonly studied languages crucial to national security and the economy. The commonly accepted rate of unemployment among Americans who are blind or have low vision is slightly more than 70%, according to Erickson, Lee, and von Schrader (2017). Given that the majority of persons who are blind are unemployed in the United States, mastery of the Russian language may lead to gainful employment, given the demand for such linguistically skilled individuals. Thus, this article describes the procedures that will allow braille readers to use assistive technology to study the Russian language. Because most effective instruction for foreign language study is based on the multiple modalities of reading, writing, and listening, using a screen reader with a refreshable braille display is an advisable method for braille readers to study a foreign language. The work of Kapperman, Koster, and Burman (2018) and Kapperman, Kelly, and Foster (2019) demonstrated the effectiveness of using the screen readers Job Access With Speech (JAWS) and NonVisual Desktop Access (NVDA) with a refreshable braille display for students who are blind to study foreign languages. Their methods, which are possible to execute by students who are blind without input from individuals who are sighted, form the basis of this article. This article builds on their work and extends it to encompass the study of a foreign language that does not use the Latin alphabet: Russian, which uses the Cyrillic alphabet in print and the Russian braille code in braille. English-speaking braille readers learning Russian can access foreign language content using JAWS or NVDA together with a refreshable braille display, using the methods described in this article.

Individuals with visual impairments (that is, those who are blind or have low vision) do not have the same opportunities to develop their knowledge of sexual health and participate in sex education as their sighted peers (Krupa & Esmail, 2010), although young adults with visual impairments participate in sexual activities at similar rates as their sighted peers (Kelly & Kapperman, 2012). Thus, prior research has found that young adults with visual impairments are regularly engaging in sexual activity (Kelly & Kapperman, 2012) but without having the opportunity to acquire the necessary information on important matters pertaining to sexual health (Krupa & Esmail, 2010). An additional challenge to providing instruction on this value-laden topic is that little information has been reported in the literature on all aspects of sexuality as it pertains to those who are visually impaired. In this report, the authors have assembled a series of recommendations for accommodations and additional teaching and preteaching to guide teachers of students with visual impairments in sex education instruction for students with visual impairments. This report is based on the assumption that students with visual impairments participate, along with sighted students, in commonly offered sex education classes. (Contains 1 table.)

Introduction: This study presents the perceptions of employed individuals with visual impairments living in one of the world's most populous developing nations, Nigeria. Methods: The researchers developed a questionnaire that assessed personal and professional experiences among a sample of 172 adults with visual impairments living and working in Nigeria. Qualitative analyses of all the participants' responses to open-ended questions on the questionnaire were performed; as well as an analysis of responses from a subset of the participants who engaged in face-to-face interviews. Results: Participants identified out-of-date or inaccessible equipment and materials, coupled with inadequate assistance, transportation issues and environmental barriers, poor remuneration, weak job status, discrimination, lack of funds or time, inaccessible housing, and limited training opportunities as work challenges. The majority felt that further education was the key to improving their work situations. Discussion: This study validated the findings of the quantitative study with which it was aligned, underscoring the importance of education and access to employment for people with visual impairments. The participants in this study conveyed their thoughts about what worked and what did not work for them in employment. They also shared their ideas about how parental support had enabled them to achieve employment, and stressed the importance of disability-specific skills such as using assistive technology, mobility techniques, and independent living skills. Implications for practitioners: Practitioners are reminded of the importance of working closely with families to help them help their children acquire skills and the belief that they can work. They also need to remember the critical need for their students and clients to master disability-specific skills.

The present study analyzes four consecutive years of monthly labor force participation rates reported by the Current Population Survey that included nationally representative samples of the general U.S. population and nationally representative samples of the U.S. population with specifically identified disabilities. Visual impairment is one of the disabilities specifically included in the survey questionnaire. Three questions were the focus of this study, derived from a secondary analysis of current population data. These questions are: (1) During the four-year time period from 2009 to 2012, what is the labor force participation rate among all working-age (16 to 64 years of age) people in the U.S. civilian non-institutional population and how does this number compare with the labor force participation rate among working-age individuals who are visually impaired in the U.S. civilian non-institutional population during the same time period? (2) Taking a closer look, what are the yearly average labor force participation rates among working-age individuals when examined by gender during the 2009-2012 time frame? and (3) How does the yearly average labor force participation rate from research question 1 change over the four-year time period from 2009 to 2012? The study found that approximately 39% of people with visual impairments participated in the U.S. workforce compared with nearly three-fourths (or approximately 74%) of the general working-age population during the measured four-year period.

Introduction: Worldwide, people with visual impairments often struggle to gain employment. This study attempts to closely evaluate the work experiences of employed individuals with visual impairments living in one of the world's most populous developing nations, Nigeria. Methods: The researchers developed a questionnaire that assessed personal and professional experiences among a sample of 172 adults with visual impairments living and working in Nigeria. Statistical analysis procedures included descriptive and nonparametric methods. The Mann-Whitney "U" test compared the difference between the mean ranks of 12 work-experience measures (dependent variables) within the independent groups. Results: Gender, degree of visual impairment (total blindness or low vision), age at onset of visual impairment (childhood or adulthood), educational attainment, and marital status were all characteristics that evidenced significant differences ("p" less than 0.05) in the participants' work experiences evaluated by the present study. However, there were also instances where there were no significant differences in the independent groups among several of the 12 work-experience measures ("p" greater than 0.05). Discussion: Annual income, hours worked per week, confidence level performing current work, and future job opportunities were found to be significant based on participants' gender, education, or marital status. There was overall consistency among participants in the sample (regardless of degree of visual impairment or age at onset of visual impairment). Implications for practitioners: In this sample, advanced education equated to higher salaries and greater confidence in performing work. The importance of postsecondary education was affirmed in terms of future earnings and confidence.

Introduction: Little research has been reported on all aspects of sexuality as it pertains to individuals with visual impairments. This article analyzes data on the sexual experiences of young adults who are visually impaired and young adults without disabilities. Methods: The authors conducted a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2) federal database and assessed a nationally representative sample of transition-aged young adults with visual impairments. During the same period as the NLTS2, identical survey questions were asked of young adults without disabilities who participated in survey research by the Centers for Disease Control and Prevention (CDC). The CDC survey sample included young adults who were two to three years younger than the participants in the NLTS2 sample. The descriptive analysis presents estimates of the sexual activity and use of contraception by both samples. Results: Of the transition-aged young adults with visual impairments, 57% reported having sexual intercourse, and of the transition-aged young adults without disabilities, 65% reported having sexual intercourse. Likewise, nearly 40% of the young adults with visual impairments and approximately 50% of those without disabilities reported having had sexual intercourse in the three months before the survey. The use of condoms was also similar (64% of those with visual impairments and 54% of those without disabilities) even though the use of contraceptives other than condoms varied between the samples. Discussion: The transition-aged young adults with visual impairments reported having similar rates of sexual experiences as their sighted counterparts, except two to three years later. Implications for Practitioners: The researchers concluded that there is a need to provide effective instruction in sexual health that incorporates meaningful methods and materials that are designed specifically to meet the unique needs of young adults who are visually impaired. (Contains 4 tables.)

Introduction: Youths and adults without disabilities have been increasing the regularity of their online connectivity at a rapid pace, as previous research has indicated. The study presented here examined the degree to which transition-aged youths with visual impairments have used the Internet and what outcomes they have achieved following their graduation from high school. Methods: The authors conducted a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2) database and assessed a nationally representative sample of youths with visual impairments who were making the transition from high school to further education or work. The descriptive analysis showed estimates of Internet use among these youths during three periods (2005, 2007, and 2009). Multilevel longitudinal modeling was used to analyze the change in the prevalence of Internet use as the youths matured and to assess the impact of postsecondary opportunities on online communication. Results: Across the three waves of data collection, an average of 43% of the transition-aged youths with visual impairments used the Internet regularly for online communication. There was no significant change in the use of the Internet as these young people matured (p = 0.06). The youths who used the Internet for regular online communication were significantly more likely to be engaged in postsecondary work (p less than 0.01), education or training (p less than 0.01), or volunteering and engaging in community service (p less than 0.01). Discussion: The study showed that transition-aged youths with visual impairments are not progressing at rates commensurate with their peers without disabilities in the vital area of Internet use. Their best performance, in Wave 5, was 49%; compared to 93% of youths without disabilities in the same year. The positive impact of participation in postsecondary opportunities on the likelihood of online connectivity is demonstrated. Implications for practitioners: Implications for lifelong success in today's technology-driven society are discussed. (Contains 4 tables.)

The provision of services to youths with visual impairments who are in transition from school to work and adult life is not a new concept. Projects have focused on this population for many years within the rehabilitation and education communities. Beginning in the mid-1970s, the U.S. federal government passed numerous pieces of legislation that demonstrated its commitment to the career development of people with disabilities and mandated their inclusion in meaningful educational and rehabilitation experiences. Despite these legislative efforts, however, positive transition outcomes for youths who are blind or have low vision have remained elusive. To gain a better understanding of the factors that are inhibiting their pursuit of employment, independent living, and other positive transition outcomes as these youths move from school to work and adult responsibilities, the authors investigated which disability-specific services these young people receive through the public school system and how those services translate into outcomes for the youths who receive them. The analyses they performed indicated that there are numerous significant relationships between the receipt of instruction in expanded core curriculum (ECC)-like content areas and meaningful outcomes, such as employment, postsecondary training, and engagement in social activities. (Contains 2 tables.)

Even though a wide variety of assistive technology tools and devices are available in the marketplace, many students with visual impairments (that is, those who are blind or have low vision) have not yet benefitted from using this specialized technology. This article presents a study that assessed the use of assistive technology by high school students with visual impairments through a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2). An investigation of many contextual factors that may or may not have contributed to the use of assistive technology was also replicated with the NLTS2 database. The predictors included those that Kelly (2009) found to be significant, as well as a measure of the likelihood of these high school students, who are about to make the transition to adulthood and post-high school outcomes (that is, employment or postsecondary training), eventually getting paid jobs. (Contains 3 tables.)

This synthesis examined the research literature from 1965 to 2009 on the assistive technology that is used by individuals with visual impairments. The authors located and reviewed 256 articles for evidence-based research on assistive technology that had a positive impact on educational performance. Of the 256 studies, only 2 provided promising evidence-based practices. (Contains 1 table.)

This study investigated the use of assistive technology by students in the United States who are visually impaired through a secondary analysis of a nationally representative database. It found that the majority of students were not using assistive technology. Implications for interventions and potential changes in policy or practice are discussed. (Contains 4 tables.)

This study compared the use of computers and telephones by preadolescent and adolescent students with visual impairments and those with other disabilities using data from the Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study-2. It found that both groups of students with visual impairments used computers and received telephone calls significantly less often than did students in some other disability groups. The implications of these findings for the isolation of students with visual impairments and training in assistive technology are discussed. (Contains 3 tables and 2 figures.)