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Reference points provide crucial spatial information for people with visual disabilities, and existing literature categorizes and describes their functions. However, these studies still adhere to a geographical pointillist logic that perceives points as fixed and stable entities and overlooks corporeal processes through which reference points are created. Utilizing concepts from Deleuze-Guattarian philosophy and drawing from sit-down and go-along interviews with visually disabled people, this article answers the question of how to conceptualize reference points from a non-pointillist perspective. By elucidating how reference points need to be actualized through affirmative bodily acts of complex spatio-temporal assemblages, it dismantles their seemingly disembodied and static nature. Consequently, the text explores reference points interwoven with diverse assemblages and examines scenarios in which suitable assemblages could not be assembled, nor could reference points, therefore, be actualized. Thus, the article departs from conceiving of points solely as nouns and presents them in verbal terms, effectively reconciling stability with dynamism. [ABSTRACT FROM AUTHOR]

Introduction: Heritage sites often pose significant accessibility challenges for individuals with visual disabilities due to their preserved architectural features and strict regulations against modifications. In shared streets, designed to encourage pedestrian use and reduce vehicle dominance, these challenges are exacerbated by the lack of tactile and directional cues for visually impaired users. This study, set in the context of Canadian heritage sites, explores how shared streets can be adapted to be more inclusive while respecting the integrity of historical environments. Objective: The objective of this study is to explore and propose practical solutions to enhance the accessibility of shared streets for individuals with visual disabilities within heritage sites, with a particular focus on preservation requirements. Methodology: The study adopts a three-phase methodology. First, co-design sessions were conducted with three groups of stakeholders: people with disabilities, caregivers, and experts in accessibility and heritage preservation. Second, a narrative literature review was undertaken to identify practices from existing research and urban planning cases. Finally, solutions were developed in collaboration with a design firm to create practical, adaptable prototypes that address the specific needs identified in earlier phases. Findings: The co-design sessions revealed several key challenges, including the lack of tactile references, difficulties with snow removal, and the need for clearer delineation between pedestrian and vehicular zones. Solutions such as tactile paving, modular bollards, and the use of contrasting materials were developed to address these issues. The narrative review reinforced the importance of universal design in heritage contexts and provided insights into successful implementations in other urban settings. Conclusion: The study concludes that shared streets can be made more accessible for individuals with visual disabilities by adopting a modular design approach that integrates tactile cues and adaptable urban furniture. These solutions ensure that accessibility and safety can coexist with heritage preservation, promoting inclusivity in public spaces. The research highlights the importance of stakeholder engagement in the design process and offers a replicable framework for improving accessibility in heritage sites globally. However, further field testing is needed to assess the feasibility and acceptance of these solutions within the regulatory constraints of heritage environments. [ABSTRACT FROM AUTHOR]

This study utilises diversity dolls to elicit young children's perceptions of visual disabilities. The study which involved 20 participants aged between six to seven years old suggests that although many children have positive attitudes towards peers with physical disabilities, attitudes are often grounded in the deficit medical model, with concepts related to assistive devices, medical causes, social consequences, and dependency. The study contributes to the literature through its use of a child centred method and open discussion, which enabled children to offer their innermost thoughts that might have otherwise remained hidden. Some of the comments gathered were quite derogatory, particularly with regards to facial features, and without disability awareness education children risk carrying negative and hostile views into adulthood. Methods which help to unearth children's core belief structures about disability provide an important foundation on which early years practitioners can build intervention programs which critically examine social inequalities and deconstruct dominant discourses, helping young children to develop positive attitudes towards disability. [ABSTRACT FROM AUTHOR]

Globally, students with visual disabilities face significant challenges in accessing and learning mathematics, particularly when solving mathematical equations and expressions. These challenges result from the inherent complexity and abstract nature of mathematical content. Additionally, braille codes are inconsistent across regions, collaborative math platforms are unavailable, and accessible mathematics literature is scarce. Assistive technologies, artificial intelligence, and educational resources have improved accessibility for students with visual disabilities. However, these students still face significant challenges when navigating, exploring, and solving mathematical equations and expressions. These challenges contribute underrepresentation of these students in the science, technology, engineering, and mathematics disciplines. To address these limitations, this study proposes a novel solution to assist students with visual disabilities in learning mathematical expressions interactively with flexible navigation. This study proposes an algorithmic approach for converting input mathematical expressions into content MathML expressions, parsing those expressions into semantic elements, and then providing a structural overview of these expressions. Moreover, interactive keyboard keys were designed to provide flexible navigation through speech feedback, so that users can interact more effectively with expressions. Python libraries were utilized to implement the proposed solution. An empirical evaluation was conducted by 15 instructors and 94 students with visual disabilities and validated by Cronbach's alpha. Results indicate that the proposed solution improved mathematics accessibility and learning. This study lays a foundation for future research on the integration of advanced technologies in special education. [ABSTRACT FROM AUTHOR]

Nivedha Venkataraghavan,1 Rajesh R Nayak,1 Teena Mariet Mendonca,1 Anitha Kiran,2 Soumya Padenkilmar Devendra,2 Ajay R Kamath,1 Gurudutt Kamath,1 Gladys Rodrigues1 1Department of Ophthalmology, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, India; 2Senior Specialist, Department of Ophthalmology, Government Wenlock Hospital, Mangalore, IndiaCorrespondence: Teena Mariet Mendonca, Department of Ophthalmology, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, India, Tel +91 9461495479, Email tmendonca87@gmail.com; teena.mendonca@manipal.eduPurpose: To study the causes of visual disability and clinico-demographic factors among applicants for disability certification in a tertiary care hospital in Karnataka.Methods: A prospective, cross‑sectional study analyzing the applications of 194 people who applied for disability certificates between May 2022 and September 2023 at a tertiary care hospital in Karnataka. The causes of visual impairment/blindness, percentage of disability, and respective sociodemographic factors, such as age and sex, were analyzed. The analysis was performed following the visual impairment (VI) disability categories and percentages proposed by the Government of India.Results: A total of 194 applications for disability certificates were analyzed, of which 60.8% (118) were males and 39.2% (76) were females. Most of the applications were from the 35– 60 years age group (41.2%), followed by the 18 (26.8%), 60+ (17.5%), and 18– 35 years age groups (14.4%). When the specific diagnostic causes of visual impairment and blindness were analyzed, the leading cause was retinitis pigmentosa (18.5%), followed by optic atrophy (11.8%), corneal opacities (9.79%), and pathological myopia (6.7%). Almost one-third of the cases (28.9%) were found to have been preventable causes of VI/blindness. Among these patients, most avoidable cases were under 18 years of age (40.4%). More than half of the applicants were categorized as blind (59.3%), followed by 21.1% with moderate VI, 13.4% with mild VI, and 6.2% with severe VI.Conclusion: This study highlights various causes and associated demographic factors of visual impairment and blindness among applicants for disability certificates. Analysis of the applications for visual disability certification proves useful in obtaining data on the burden of visual impairment on the healthcare system. Although the specific findings are more local in scope, these data provide insight into changing trends in eye disease and can be used to better plan and implement local- and national-level intervention strategies.Keywords: visual disability, visual impairment, avoidable blindness, disability certification

Understanding blindness or imagining being blind can be challenging for individuals without visual impairments. One of the affordances of high-immersion virtual reality (VR) is its ability to build empathy and facilitate perspective-taking. VR can be potent when providing narrative, experience-laden education that exposes users to ideas and settings that may be beyond their immediate reach. This paper reports on a pilot study based on a series of workshops conducted at a university intended to give participants the opportunity to experience a VR non-fiction story, documenting the experience of a man who became blind after years of deteriorating vision. The workshops intended to trigger participants’ interest in VR technology and brainstorm ways that VR can address equity and inclusion of individuals with visual disabilities in education and the workforce. Findings from survey responses and group discussions of 34 workshop attendees revealed that participants’ general empathy levels slightly increased after the VR experience. Participants’ perceptions of blind people’s productivity significantly increased following the VR experience, suggesting that immersive technology can be integrated in various educational and training settings to enhance empathy and understanding of the experiences of diverse populations, including populations that are underrepresented in higher education and the workforce. This pilot study is a stepping stone for a larger project aiming to confirm the preliminary findings and to derive more exhaustive recommendations for educators and educational policy makers to address inclusion of people with visual disabilities in education and the workforce.

Abstract Previous studies on the association between age-related macular degeneration (AMD) and rheumatoid arthritis (RA) have shown conflicting results. We sought to assess the association between AMD with/without visual disability (VD) and the risk of RA using National Health Insurance data in South Korea. In total, 3,537,293 individuals who underwent health checkups in 2009 were included and followed until 2019. Participants with VD were defined as those with loss of vision or a visual field defect as certified by the Ministry of Health and Welfare of Korea. Using multivariable adjusted Cox regression analysis, RA hazard ratios were estimated for control and AMD with/without VD groups. In total, 43,772 participants (1.24%) were diagnosed with RA. Individuals with AMD were at higher risk of RA compared to controls, regardless of the presence of VD (aHR 1.11; 95% CI 1.02–1.21). Among individuals with AMD, different risk levels of RA were observed between those without VD (aHR 1.13; 95% CI 1.03–1.21) and those with VD (aHR 0.90; 95% CI 0.64–1.27). AMD was associated with a higher risk of RA, which remained significant as a trend even after adjusting for lifestyle factors and comorbidities.

Helping people with intellectual and visual disabilities engage in activity and mobility is considered crucially important to promote constructive occupation and a basic form of physical exercise (i.e., objectives that are essential for the individuals’ wellbeing and in line with their rights). This study assessed two new programs aimed at helping eight participants with intellectual and visual disabilities (four in each program) to independently move through specific indoor destinations, collect and transport objects, and access stimulation events (e.g., music) with the support of technology systems involving a smartphone linked to mini cameras and speakers. The second program was more advanced than the first and (a) required the participants to discriminate the objects used and transport two (rather than one) of them before any stimulation event, and (b) included telephone calls to and stories from preferred communication partners among the stimulation events. Each program was implemented using a single-case research design (i.e., a non-concurrent multiple baseline design across participants). The results showed that both programs were effective in enabling the participants to collect, transport, and put away objects and access stimulation independently during 20-min sessions. Based on the results, both programs might be considered useful tools to help people with intellectual and visual disabilities manage independent activity and mobility.

Moving is an integral part of everyday life and applies to accessing the workplace, attending a health centre or meeting friends. Determination of the source of sound may be important when a visually impaired person is moving around. This allows to navigate, but also provides important information about potential danger. Sound exercises have been prepared to support the ability to recognize the direction of sound and to learn about the problems associated with it. The research version of the app was prepared covering 12 situations related to three static and nine dynamic sources of sounds. All 10 participants in the exercises had a significant degree of visual impairment. An extended dataset obtained from three subjects without disabilities was also included. As a result, six exercises qualified for the final set of sound exercises, which allow to gain benefits from their implementation. [ABSTRACT FROM AUTHOR]

Objective To investigate the relationships of serum Leptin and Apelin levels with visual disability after vitrectomy (PPV) in patients with proliferative diabetic retinopathy (PDR). Methods Totally 198 patients (198 eyes) with PDR treated with PPV were selected and followed up for 1 year after PPV, and the patients were divided into the visual disability group of 48 cases and the sighted group of 150 cases according to the occurrence of visual disability. Clinical data of the two groups were collected; 3 mL of fasting elbow vein blood was collected from PDR patients before PPV treatment, and serum Leptin and Apelin were detected by enzyme-linked immunosorbent assay; the effects of serum Leptin and Apelin levels on visual disability after PPV in PDR patients were analyzed by multifactorial Logistic regression. The predictive value of serum Leptin and Apelin levels on visual disability after PPV in PDR patients was analyzed by the receiver operating characteristic (ROC) curve. Results Compared with the sighted group, the visual disability group was older and had higher degree of PDR, proportion of preoperative iris neovascularization, glycated hemoglobin levels and serum Leptin and Apelin levels (all P<0. 05). The results of multifactorial Logistic regression analysis showed that severe PDR, preoperative iris neovascularization, elevated Leptin, and elevated Apelin were independent risk factors for visual disability after PPV in patients with PDR (all P<0. 05). The ROC curve showed that the area under the curve of serum Leptin and Apelin combined in predicting visual disability after PPV in PDR patients was 0. 921, which was greater than that of either alone (both P<0. 05). Conclusion Elevated serum Leptin and Apelin levels are risk factors for post-PPV visual disability in patients with PDR, and the combination of the two has a high predictive value for post-PPV visual disability in patients with PDR. [ABSTRACT FROM AUTHOR]

Despite the growing interest in walking methods in disability research, their methodological difficulties are rarely examined. Therefore, we debate the challenges of doing go-along interviews with visually disabled people when geographically studying blind experience with urban space. The article is divided into two parts. The methodological part examines the difficulties we encountered to contribute to the critical discussion of the ableist nature of both methodologies and post qualitative inquiry, and their interconnection with ableist conceptions of walking, talking, and space. Second, we discuss the epistemological consequences of go-along interviews, which have the potential to challenge existing thinking, ableist conceptions of space, and, consequently, the given discipline. The result is a constructivist conception of science that modifies human geography through visual disability and visual disability through human geography. [ABSTRACT FROM AUTHOR]

Understanding blindness or imagining being blind can be challenging for individuals without visual impairments. One of the affordances of high-immersion virtual reality (VR) is its ability to build empathy and facilitate perspective-taking. VR can be potent when providing narrative, experience-laden education that exposes users to ideas and settings that may be beyond their immediate reach. This paper reports on a pilot study based on a series of workshops conducted at a university intended to give participants the opportunity to experience a VR non-fiction story, documenting the experience of a man who became blind after years of deteriorating vision. The workshops intended to trigger participants’ interest in VR technology and brainstorm ways that VR can address equity and inclusion of individuals with visual disabilities in education and the workforce. Findings from survey responses and group discussions of 34 workshop attendees revealed that participants’ general empathy levels slightly increased after the VR experience. Participants’ perceptions of blind people’s productivity significantly increased following the VR experience, suggesting that immersive technology can be integrated in various educational and training settings to enhance empathy and understanding of the experiences of diverse populations, including populations that are underrepresented in higher education and the workforce. This pilot study is a stepping stone for a larger project aiming to confirm the preliminary findings and to derive more exhaustive recommendations for educators and educational policy makers to address inclusion of people with visual disabilities in education and the workforce. [ABSTRACT FROM AUTHOR]

Previous studies on the association between age-related macular degeneration (AMD) and rheumatoid arthritis (RA) have shown conflicting results. We sought to assess the association between AMD with/without visual disability (VD) and the risk of RA using National Health Insurance data in South Korea. In total, 3,537,293 individuals who underwent health checkups in 2009 were included and followed until 2019. Participants with VD were defined as those with loss of vision or a visual field defect as certified by the Ministry of Health and Welfare of Korea. Using multivariable adjusted Cox regression analysis, RA hazard ratios were estimated for control and AMD with/without VD groups. In total, 43,772 participants (1.24%) were diagnosed with RA. Individuals with AMD were at higher risk of RA compared to controls, regardless of the presence of VD (aHR 1.11; 95% CI 1.02–1.21). Among individuals with AMD, different risk levels of RA were observed between those without VD (aHR 1.13; 95% CI 1.03–1.21) and those with VD (aHR 0.90; 95% CI 0.64–1.27). AMD was associated with a higher risk of RA, which remained significant as a trend even after adjusting for lifestyle factors and comorbidities. [ABSTRACT FROM AUTHOR]

Objective: To investigate the relationship between serum high-sensitivity C-reactive protein (hs-CRP), chitinase 1 (CHIT1), mid-term factor (midkine) and severity of the disease and visual disability in patients with diabetic retinopathy (DR). Methods: 198 type 2 DR patients admitted to our hospital from March 2021 to December 2022 were selected, according to the severity of the disease, patients were divided into non-proliferative DR and proliferative DR, the number of cases was 121 and 77 cases respectively, the levels of serum hs-CRP, CHIT1 and midkine in non-proliferative DR and proliferative DR were compared. The patients were followed up for 1 year in the form of outpatient review to observe the occurrence of visual disability in DR patients. The patients were divided into visual disability group and non-visual disability group, the number of cases was 31 cases and 167 cases respectively. The levels of serum hs-CRP, CHIT1 and midkine in visual disability group and non-visual disability group were compared, the risk factors of visual disability were analyzed by Logistic regression. Results: The levels of serum hs-CRP, CHIT1 and midkine in patients with proliferative DR were higher than those in patients with non-proliferative DR (P<0.05). The levels of serum hs-CRP, CHIT1 and midkine in visual disability group were higher than those in non-visual disability group (P<0.05). The results of univariate analysis showed that, visual disability in DR patients was not related to gender, age, intraocular pressure, fasting blood glucose (FPG), triglyceride (TG), total cholesterol (TC), high-density lipoprotein cholesterol (HDL-C), low-density lipoprotein cholesterol (LDL-C) and insulin resistance index (HOMA-IR) (P>0.05), but related to the course of diabetes, the course of DR and glycosylated hemoglobin (HbAlc) (P<0.05). Logistic regression analysis showed that, the longer the course of diabetes, the longer the course of DR, the higher hs-CRP, the higher CHIT1 and the higher midkine were the main risk factors for visual disability in DR patients (P<0.05). Conclusion: The increase of serum hs-CRP, CHIT1 and midkine in DR patients are relate to the severity of the disease, and the visual disability of DR patients is affected by hs-CRP, CHIT1 and midkine, which is worthy of clinical attention. [ABSTRACT FROM AUTHOR]

Helping people with intellectual and visual disabilities engage in activity and mobility is considered crucially important to promote constructive occupation and a basic form of physical exercise (i.e., objectives that are essential for the individuals' wellbeing and in line with their rights). This study assessed two new programs aimed at helping eight participants with intellectual and visual disabilities (four in each program) to independently move through specific indoor destinations, collect and transport objects, and access stimulation events (e.g., music) with the support of technology systems involving a smartphone linked to mini cameras and speakers. The second program was more advanced than the first and (a) required the participants to discriminate the objects used and transport two (rather than one) of them before any stimulation event, and (b) included telephone calls to and stories from preferred communication partners among the stimulation events. Each program was implemented using a single-case research design (i.e., a non-concurrent multiple baseline design across participants). The results showed that both programs were effective in enabling the participants to collect, transport, and put away objects and access stimulation independently during 20-min sessions. Based on the results, both programs might be considered useful tools to help people with intellectual and visual disabilities manage independent activity and mobility. [ABSTRACT FROM AUTHOR]

Many people including those with visual impairment and blindness take advantage of video conferencing tools to meet people. Video conferencing tools enable them to share facial expressions that are considered as one of the most important aspects of human communication. This study aims to advance knowledge of how those with visual impairment and blindness share their facial expressions of emotions virtually. This study invited a convenience sample of 28 adults with visual impairment and blindness to Zoom video conferencing. The participants were instructed to pose facial expressions of basic human emotions (anger, fear, disgust, happiness, surprise, neutrality, calmness, and sadness), which were video recorded. The facial expressions were analyzed using the Facial Action Coding System (FACS) that encodes the movement of specific facial muscles called Action Units (AUs). This study found that there was a particular set of AUs significantly engaged in expressing each emotion, except for sadness. Individual differences were also found in AUs influenced by the participants' visual acuity levels and emotional characteristics such as valence and arousal levels. The research findings are anticipated to serve as the foundation of knowledge, contributing to developing emotion-sensing technologies for those with visual impairment and blindness. [ABSTRACT FROM AUTHOR]

Gesture-based screen readers like VoiceOver or TalkBack provide visually impaired users with a means to interact with digital content. However, there is a significant lack of both strategies and resources for teaching the use of these screen readers, and standardized teaching guidelines are notably absent. Furthermore, there is no free, universally designed, and accessible app for practicing gestures in mobile screen readers. This study aims to identify best practice strategies for teaching and practicing the use of gesture-based screen readers among visually impaired users, based on observations from an IT course directed at visually impaired individuals. Moreover, we present common challenges related to usability, attitudes, emotions, technical aspects, and user guidance and education, as well as key traits and facilitators for learning gesture-based screen readers. Lastly, we assess the feasibility of an app to practice gestures and propose a framework for a gesture practice app to enhance user accuracy and patience. [ABSTRACT FROM AUTHOR]

IntroductionHeritage sites often pose significant accessibility challenges for individuals with visual disabilities due to their preserved architectural features and strict regulations against modifications. In shared streets, designed to encourage pedestrian use and reduce vehicle dominance, these challenges are exacerbated by the lack of tactile and directional cues for visually impaired users. This study, set in the context of Canadian heritage sites, explores how shared streets can be adapted to be more inclusive while respecting the integrity of historical environments.ObjectiveThe objective of this study is to explore and propose practical solutions to enhance the accessibility of shared streets for individuals with visual disabilities within heritage sites, with a particular focus on preservation requirements.MethodologyThe study adopts a three-phase methodology. First, co-design sessions were conducted with three groups of stakeholders: people with disabilities, caregivers, and experts in accessibility and heritage preservation. Second, a narrative literature review was undertaken to identify practices from existing research and urban planning cases. Finally, solutions were developed in collaboration with a design firm to create practical, adaptable prototypes that address the specific needs identified in earlier phases.FindingsThe co-design sessions revealed several key challenges, including the lack of tactile references, difficulties with snow removal, and the need for clearer delineation between pedestrian and vehicular zones. Solutions such as tactile paving, modular bollards, and the use of contrasting materials were developed to address these issues. The narrative review reinforced the importance of universal design in heritage contexts and provided insights into successful implementations in other urban settings.ConclusionThe study concludes that shared streets can be made more accessible for individuals with visual disabilities by adopting a modular design approach that integrates tactile cues and adaptable urban furniture. These solutions ensure that accessibility and safety can coexist with heritage preservation, promoting inclusivity in public spaces. The research highlights the importance of stakeholder engagement in the design process and offers a replicable framework for improving accessibility in heritage sites globally. However, further field testing is needed to assess the feasibility and acceptance of these solutions within the regulatory constraints of heritage environments.

Globally, students with visual disabilities face significant challenges in accessing and learning mathematics, particularly when solving mathematical equations and expressions. These challenges result from the inherent complexity and abstract nature of mathematical content. Additionally, braille codes are inconsistent across regions, collaborative math platforms are unavailable, and accessible mathematics literature is scarce. Assistive technologies, artificial intelligence, and educational resources have improved accessibility for students with visual disabilities. However, these students still face significant challenges when navigating, exploring, and solving mathematical equations and expressions. These challenges contribute underrepresentation of these students in the science, technology, engineering, and mathematics disciplines. To address these limitations, this study proposes a novel solution to assist students with visual disabilities in learning mathematical expressions interactively with flexible navigation. This study proposes an algorithmic approach for converting input mathematical expressions into content MathML expressions, parsing those expressions into semantic elements, and then providing a structural overview of these expressions. Moreover, interactive keyboard keys were designed to provide flexible navigation through speech feedback, so that users can interact more effectively with expressions. Python libraries were utilized to implement the proposed solution. An empirical evaluation was conducted by 15 instructors and 94 students with visual disabilities and validated by Cronbach’s alpha. Results indicate that the proposed solution improved mathematics accessibility and learning. This study lays a foundation for future research on the integration of advanced technologies in special education.

AIM: To analyze the causes of blindness and low vision in patients with visual disability in Yangpu District of Shanghai from 2019 to 2022.METHODS:Cross-sectional study. A total of 1 604 patients who participated in the evaluation of visual disability in Shanghai Yangpu District Kongjiang Hospital, from April 2019 to December 2022 were selected for the study. The grade of visual disability and the main causes of blindness and low vision were determined by trained doctors.RESULTS:A total of 804 patients with visual disabilities were identified, with 87.31% aged 60 and above. The causes of visual disability were high myopic retinopathy(30.47%), age-related macular degeneration(23.26%), glaucoma(17.04%), and diabetic retinopathy(11.07%). Glaucoma(36.96%)is the leading cause of blindness.CONCLUSION: The majority of patients with visual disability are aged 60 years and above. More attention should be paid to the elderly population. Comprehensive prevention, treatment and rehabilitation measures should be applied in different diseases based on classification, so as to early reduce the occurrence of visual disability.

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background and Objectives: Vision significantly contributes to postural control, balance, coordination, and body kinematics, thus deeply influencing everyday functionality. Sight-impaired subjects often show upper body anatomofunctional and kinetic chain alterations negatively impacting daily living efficiency and autonomy. The present study aimed to investigate and train, for the first time, upper body sensorimotor control in an Italian blind baseball team to boost global and segmental functionality while contemporarily prevent injuries. Materials and Methods: The whole team underwent a validated test battery using both quantitative traditional tools, such as goniometric active range of motion and muscular/functional tests, and an innovative biofeedback-based device, a Libra proprioceptive board. Consequently, a 6-week adapted training protocol was designed and leaded to improve sensorimotor control and, hence, counteract disability-related deficits and sport-specific overuse syndromes. Results: Statistically significant improvements were observed in all the investigated parameters. Noteworthy, an overall boost of global and segmental stability was detected through an orthostatic dynamic balance enhancement during the Y Balance test (p = 0.01) and trunk multiplanar control improvement on the Libra board (p = 0.01). Concurrently, the comparison of baseline vs. post-intervention outcomes revealed a consistent increase in upper body mobility (p < 0.05 for all the assessed districts), core recruitment (p = 0.01 for all the administered functional tests), and proprioceptive postural control (p = 0.01 for the Libra board validated test). Conclusions: Our findings suggest that a tailored sensorimotor training, conceived and led by an adapted physical activity kinesiologist, may effectively improve upper body functional prerequisites and global proprioceptive control, thus potentially promoting autonomy, quality of life, and physical activity/sport practice adherence in visually impaired individuals. [ABSTRACT FROM AUTHOR]

Library anxiety, a phenomenon characterized by discomfort, fear, or other negative emotions associated with navigating libraries, is a significant issue for many undergraduate students. This study, which examined the library anxiety reported by 37 visually disabled undergraduate students across seven state universities in Indonesia, sheds light on this critical topic. The measurement of library anxiety was based on the Malay Version of Bostick's Library Anxiety Scale, as adapted by Karim and Rashid (2016), which includes three factors: barriers with service providers, affective boundaries, and comfort with library technology. The research also explores library anxiety as a variable itself. The findings, derived from a descriptive quantitative research method using purposive sampling, reveal that visually disabled students experienced low levels of library anxiety. However, the anxieties experienced involved navigating the library facility and engaging with library technology. Notably, library anxiety, as its culminating variable, showed that male students experienced a higher level of library anxiety than female students. This study underscores the importance of applying the Bostick scale to explore more disabled students' experiences with library anxiety, providing valuable insights for educators, policymakers, and researchers. [ABSTRACT FROM AUTHOR]

In recent years, important advances have taken place to improve game accessibility for all types of players. However, audio description (AD), the access service that translates images into words, is yet to be widely implemented in mainstream games. This paper presents part of the results of the Researching Audio Description Project: Translation, Delivery and New Scenarios (RAD). One of the main objectives of the project is to investigate the potential inclusion of AD in video games in order to improve their accessibility and to contribute to a more enjoyable experience for persons with visual disabilities. First, the evolution of game accessibility is discussed, including the latest developments in the field, both from the industry and research perspectives. Secondly, the RAD Project is presented. Thirdly, the data collected from a survey addressed to blind and low vision persons in Spain is described, for which 106 valid answers were received. Survey topics include the game accessibility barriers encountered by participants, their desired solutions, and their interest in the potential application of AD. Finally, results are discussed regarding similar studies, limitations, and future research. Survey participants are interested in including AD in video games, particularly in non-interactive sections such as cutscenes. Other pressing issues for the game industry regarding accessibility are improving screen reader compatibility, enhancing sounds, and exploring the technical feasibility of game AD in real-time action. [ABSTRACT FROM AUTHOR]

Copyright of PODIUM- Revista de Ciencia y Tecnologia en la Cultura Física is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lubelski Rocznik Pedagogiczny is the property of Maria Curie-Sklodowska University in Lublin and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Canadian Journal of Disability Studies is the property of Canadian Disability Studies Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Library anxiety, a phenomenon characterized by discomfort, fear, or other negative emotions associated with navigating libraries, is a significant issue for many undergraduate students. This study, which examined the library anxiety reported by 37 visually disabled undergraduate students across seven state universities in Indonesia, sheds light on this critical topic. The measurement of library anxiety was based on the Malay Version of Bostick's Library Anxiety Scale, as adapted by Karim and Rashid (2016), which includes three factors: barriers with service providers, affective boundaries, and comfort with library technology. The research also explores library anxiety as a variable itself. The findings, derived from a descriptive quantitative research method using purposive sampling, reveal that visually disabled students experienced low levels of library anxiety. However, the anxieties experienced involved navigating the library facility and engaging with library technology. Notably, library anxiety, as its culminating variable, showed that male students experienced a higher level of library anxiety than female students. This study underscores the importance of applying the Bostick scale to explore more disabled students’ experiences with library anxiety, providing valuable insights for educators, policymakers, and researchers.

In Russia, a complex approach to diabetes mellitus and diabetic retinopathy (DR) treatment is adopted, yet certain issues remain in the system of medical care for DR patients. The statistical data are important to assess the availability and quality of medical care in each region of the Russian Federation, to plan resource distribution, and determine the volume of medicinal and technical support. The article presents an analysis of the territorial differences of DR prevalence and of dispensary follow-up of DR patients. In order to eliminate certain territorial defects in the organization of medical care for such patients, an improvement of outpatient medical aid organization and a more effective interaction between ophthalmological and endocrinal health services is required.

BackgroundSport has the well-known power of improving body awareness, self-esteem, and social interaction, thus promoting quality of life and psychophysical wellbeing. Specifically referring to adapted disciplines, habitual practice often becomes an effective integration and self-efficacy booster. Among disabilities, visual impairment deeply alters body image perception, autonomy, and environmental/social interaction heavily reducing sport or leisure involvement opportunities. In particular, visually impaired women represent one of the most vulnerable categories to gender and disability discrimination. Moreover, even when congenitally sightless, they perceive social pressure of mainstream beauty ideals, mostly spread by media, comparable to their sighted peers. On these premises and the previously demonstrated psychophysical benefits of Italian blind baseball practice on this target population, the present study aimed to deepen the social and educative potentialities of such adapted sport applying a more sociological research approach.MethodsThe “red diamonds” event, namely, the first ever female blind baseball match, was the setting for the administration of our structured online survey. In detail, our survey comprised different evaluation tools such as the 18-item Psychological Well-Being Scale, the 12-item Short Form questionnaire, the Dresden Body Image questionnaire, the Rosenberg Self-Esteem Scale, and sociological model designed questions. Quality of life, psychological wellbeing, self-esteem, body image, and perceived female sport psychological violence were investigated in the whole women sample (n = 33) voluntarily adhering to the game.ResultsSurvey results revealed no statistically significant differences between visually impaired players (n = 13; mean age: 32.84 ± 12.05 years) and sighted on-field subjects (i.e., coaches, assistants, and referees; n = 20; mean age: 47.15 ± 12.31 years) in almost all the inquired variables, thus remarking the social and functional benefits of adapted sport through the “dual embodiment” and empowerment phenomenon.ConclusionsGiven that the event was inspired by and performed on the World Day against women violence, our study deepened not only the topic of disability discrimination but also the currently alarming gender-related one. In such a context, the present research might provide interesting cues for further investigations on disability and gender disparities in sports, hence spreading interest in this under-investigated field. In perspective, the “red diamonds” experience could also contribute to inspiring and progressively developing educative tools against any kind of discrimination by promoting integration and social growth through regular sports practice.

The binocular Esterman visual field test (EVFT) of 120 points was the first method to quantify the defects in the binocular visual field. It is used in many parts of the world as a standard test to determine whether an individual has the visual capabilities to drive safely. In Japan, it is required for the grading and issuance of visual disability certificates. The purpose of this study was to determine the reliability of the EVFT results. We studied 104 patients who had undergone the binocular EVFT at Mie University Hospital. Their mean age was 68.0 ± 11.4 years, and the best-corrected visual acuity of the better eye was 0.18 ± 0.38 logMAR units. The EVFT was performed twice on the same day, and the results of the first and second tests were compared. The mean Esterman scores for the first and second test were 89.3 ± 30.5 and 89.1 ± 30.2, respectively, and the test times were 338.9 ± 86.8 and 336.7 ± 76.4 s, respectively. The differences were not significant (p = 0.69 and p = 0.33). In the Bland–Altman analyses (second–first test) of the Esterman scores, the mean difference was 0.38 without significant fixed errors (p = 0.20) or proportional errors (p = 0.27). The limits of agreement within the 1.96 standard deviation were −8.96 to +9.45 points. The agreement rate for the most peripheral 24 test points was significantly lower than the agreement rate for the other 96 test points (p < 0.01). The agreement rate of the upper visual field was significantly lower than that of the lower field (p < 0.01). The overall reliability rate of the EVFT is acceptable, but the peripheral and upper test points have relatively low reliability rates. These findings are important for interpretations of the EVFT results. [ABSTRACT FROM AUTHOR]

Open knowledge has the potential to expand inclusive and equitable access to lifelong learning while supporting social inclusion. However, there is low public awareness on issues around inclusiveness, especially for students with visual disabilities who are unable to use the medium of the sighted owing to the consequences of their disabilities. This article discusses various issues around the accessibility of open educational resources (OERs) and the integration of inclusive institutional culture in the Nigerian university system. An interpretive approach was adopted for this study. Out of 22 universities offering enrolment to students with visual disabilities in Nigeria, seven universities were purposively selected based on the availability of OERs on their websites. The purposive sampling method was also used to choose 30 participants from four out of the seven universities who could serve as key informants for the study. Data were collected using in-depth interviews. Data from interviews was designed to achieve qualitative analyses and results were analysed thematically. The study revealed strategies university libraries could deploy to improve access to OERs for students with visual disabilities and provided insightful thoughts and direction on re-imagining the future of the open knowledge movement in Nigeria and the rest of Africa. [ABSTRACT FROM AUTHOR]

The objective of this study is to identify the impact of a training program in Reading and Writing Braille symbols in English language for students with visual disability in the elementary stage in Jordan. Participants are 60 students with visual disability, from Grades 1–6, studying at the blind school in Abdoun. Members were divided into two groups: control and experimental. In order to evaluate the efficacy of the training program, the researcher developed a scale to measure pre- and post-ability to read and write Braille symbols in English language. Means and standard deviations were calculated for both groups. Analysis was carried out using two-way analysis of variance. The results indicate statistically significant differences on reading and writing dimensions and on the total score, as well as on the post training results in favor of the experimental group indicating significant impact of the training program. The results did not show any significant differences between blind and partial visual disability in the experimental group on reading and writing scores and on the total score. Findings demonstrated the efficacy of the training program, which introduced reading and writing in a simple and interesting way according to certain levels ranging in difficulty, in addition to using different forms of reinforcement to motivate students. As for the implications for practitioners, teachers in inclusive schools of schools of visually disabled students can use the training program to teach both blind and partially sighted students reading and writing English Braille using both the hands. [ABSTRACT FROM AUTHOR]

Public transport is a viable option that can help persons with visual disability to overcome mobility challenges. The main aim of the review is to identify existing provisions, barriers, and/or access to public transport services for persons with visual disability. A scoping review was conducted based on the framework proposed by Arskey and O'Malley. A total of 16 studies were systematically selected out of 273 published literatures which was obtained from electronic database searches. Four themes emerged from the selected studies. The major theme was challenges related to accessing public transport from the perspective of persons with visual disability (PVD) with presentation of information, drivers/workers attitude, bus design, technological barriers, and accessibility of public spaces being the subthemes. The other three themes were the challenges reported by the transport drivers, available facilities/adaptations and resolutions, and policies and recommendations. In conclusion, the current review suggests that access to public transportation for persons with visual disability is considerably inadequate. Poor presentation of information, inappropriate driver attitude, and inconsistent bus design seem to be the major barriers persons with visual disability encounter during public transport travel. [ABSTRACT FROM AUTHOR]

Copyright of Espacios en Blanco. Revista de Educacion is the property of Espacios en Blanco Serie Indagaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: There has been a steady increase in the number of students with disabilities (SWD) in Higher Education Institutions (HEIs) in South Africa, with a significant number of students having visual disabilities. Equal access remains a key challenge in the classroom setting, thus emphasising a significant gap. Objectives: This paper capitalised on the significance of this gap and examined the potential of Universal Design of Instruction (UDI) to promote equal access for students with visual disabilities (SWVDs) in the classroom within a university setting in order to maximise learning outcomes. Method: The study was conducted at the University of KwaZulu-Natal (UKZN), which had approximately 204 SWVDs. This paper draws primarily on the quantitative component of the study. Data collection entailed distributing a questionnaire to all SWVDs. Analysis was conducted using SPSS 21, which produced descriptive and inferential statistics. The theoretical framework of Sen's Capability Approach in line with the Social Model of Disability was applied. Results: Findings indicated a lack of UDI in the classroom with very little compliance to all principles, resulting in increased challenges in teaching and learning for SWVDs. The incorporation of UDI in the classroom does have a positive correlation with learning outcomes. Conclusion: The incorporation of UDI principles can offer a potential design for easier access to teaching and learning to enhance and maximise learning outcomes; alleviate access challenges in the classroom; and address the negative experiences thereof for SWVDs. Contribution: The study adds value to the scarce body of knowledge on UDI in the classroom for university SWVDs from a learning enhancement perspective. [ABSTRACT FROM AUTHOR]

The building consists of a series of spaces that interact with each other, forming the school building which contains/ encloses the educational process, as well as a series of activities that control the design of the school spaces. The design of these spaces depends on the nature of its intended activity and the requirements of this activity. The elements, requirements and design of the educational building vary according to the educational need, as well as the type and nature of the disability.Since existing schools are not suitable for integrating disabled persons with their ordinary colleagues, the architectural and physical space of the schools must be tailored to fit the needs of this group, so that children with disabilities can continue to be educated alongside their ordinary colleagues in order to integrate them into society and reduce their overall dependence on others both within and outside their families.The subjects directly related to the design of open spaces in schools for the visually disabled have been studied, and the impact of these subjects on the child's behavior and on the improvement of his/her functions as a user has been determined. Furthermore, this research studied the design elements of the open spaces and external location and their relationship with the visually disabled child as a user, the extent to which they affect his/her development, upbringing, interaction awareness of the surrounding place, and the extent to which he/she meets his/her needs.

Background: Work related eye injuries are one of the common causes for preventable vision loss. The aim of the study was to analyse the epidemiological characteristics of work related eye injury in a tertiary care eye hospital in South India. Methodology: This prospective observational study included all patients who reported to ophthalmic outpatient department with work related eye injury during the study period. Results: Out of the 416 patients, majority were males. The injuries were common in younger age group. Metal welding and grinding, and agriculture were the high risk occupations for work related eye injuries. Corneal foreign body was the most common type of eye injury noted. Most of the patients were not using protective eye gear at the time of injury. About 7.2% of the patients had previous history of eye injury at work place. Conclusion: As work related eye injury is common in younger age group early intervention is required in order to avoid permanent visual impairment. Specific interventional programmes should be considered as these workers are prone for recurrent eye injuries. There is a need for more effective preventive measures, especially in metal work, agriculture and carpentry, where increased frequency and worst prognoses of injuries were observed.

Background and Objectives: Vision significantly contributes to postural control, balance, coordination, and body kinematics, thus deeply influencing everyday functionality. Sight-impaired subjects often show upper body anatomofunctional and kinetic chain alterations negatively impacting daily living efficiency and autonomy. The present study aimed to investigate and train, for the first time, upper body sensorimotor control in an Italian blind baseball team to boost global and segmental functionality while contemporarily prevent injuries. Materials and Methods: The whole team underwent a validated test battery using both quantitative traditional tools, such as goniometric active range of motion and muscular/functional tests, and an innovative biofeedback-based device, a Libra proprioceptive board. Consequently, a 6-week adapted training protocol was designed and leaded to improve sensorimotor control and, hence, counteract disability-related deficits and sport-specific overuse syndromes. Results: Statistically significant improvements were observed in all the investigated parameters. Noteworthy, an overall boost of global and segmental stability was detected through an orthostatic dynamic balance enhancement during the Y Balance test (p = 0.01) and trunk multiplanar control improvement on the Libra board (p = 0.01). Concurrently, the comparison of baseline vs. post-intervention outcomes revealed a consistent increase in upper body mobility (p < 0.05 for all the assessed districts), core recruitment (p = 0.01 for all the administered functional tests), and proprioceptive postural control (p = 0.01 for the Libra board validated test). Conclusions: Our findings suggest that a tailored sensorimotor training, conceived and led by an adapted physical activity kinesiologist, may effectively improve upper body functional prerequisites and global proprioceptive control, thus potentially promoting autonomy, quality of life, and physical activity/sport practice adherence in visually impaired individuals.

Behaviour problems among students with visual disabilities are mentioned as a challenge confronting teachers. This study explores teachers' experiences of behaviour problems and strategies used to mitigate such problems among students with visual disabilities in Ghana. In-depth interviews were conducted with 15 purposively selected teachers. Thematic analysis was used to analyse the data. The findings are discussed using a psychological theory, namely the biological theories and psychodynamic theories. The study shows that students exhibit several classroom behaviour problems, categorised into physiological (emotional problems, noncompliance and aggression) and physical and social problems (verbal abuse, sleeping, talking, habitual lateness and teasing). Factors causing behaviour problems are negative attitudes of teachers, unfavourable teaching methods, the nature of the family, and classroom environment. The study concludes that behavioural (rewards and motivation, punishment, and classroom rules and regulations), humanistic (positive student-teacher relationship) and systemic (participatory teaching strategy and resource persons) approaches can be employed as mitigation strategies. [ABSTRACT FROM AUTHOR]

Copyright of Pasos: Revista de Turismo y Patrimonio Cultural is the property of Universidad de La Laguna, Instituto Universitario de Ciencias Politicas y Sociales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background and purpose: The association between Parkinson's disease (PD) and age‐related macular degeneration (AMD) has been shown in previous reports. However, the association between the severity of AMD and PD development is unknown. The aim was to evaluate the association of AMD with/without visual disability (VD) with the risk of PD occurrence using the National Health Insurance data in South Korea. Methods: A total of 4,205,520 individuals, 50 years or older and without a previous diagnosis of PD, participated in the Korean National Health Screening Program in 2009. AMD was verified using diagnostic codes, and participants with VD were defined as those with loss of vision or visual field defect as certified by the Korean Government. The participants were followed up until 31 December 2019, and incident cases of PD were identified using registered diagnostic codes. The hazard ratio was calculated for groups (control and AMD with/without VD) using multivariable adjusted Cox regression analysis. Results: In total, 37,507 participants (0.89%) were diagnosed with PD. Amongst individuals with AMD, the risk of PD development was higher in individuals with VD (adjusted hazard ratio [aHR] 1.35, 95% confidence interval [CI] 1.09–1.67) than in those without (aHR 1.22, 95% CI 1.15–1.30) compared with controls. Additionally, an increased risk of PD was observed in individuals with AMD compared with controls, regardless of the presence of VD (aHR 1.23, 95% CI 1.16–1.31). Conclusions: Visual disability in AMD was associated with the development of PD. This suggests that neurodegeneration in PD and AMD may have common pathways. [ABSTRACT FROM AUTHOR]

For Ancient Greeks, beauty was a characteristic of individuals and actions that they considered to be morally good. Greek statuary and art in general project beauty based on the assumption that outward appearance reflects personal virtues (Tytler, 1982, p. 36). Pythagoreans, for example, held that ugliness expressed confusion and turmoil, and that beauty was a material expression of universal truth. In more modern times, and in many ways envisaging today’s materialistic societies, Kant expresses a certain perplexity that beauty is perceived primarily as a pleasurable response to exterior form (2000, p. 111). In this sense contemporary culture, with the increasing visual refinements of its graphic products and virtual reality, has set new metrics for defining the value of beauty. Our televisions, for example, broadcast images of heroes who are physically beautiful while being morally suspect and socially abrasive. The unstable value of beauty is reflected in literature. In Indian literature disability has been represented, but these representations have lacked significant scholarly diagnostic treatment. The Disability Rights Movement has recently begun to change this situation. This paper strives to examine a disabled individual’s struggle for integration through Preeti Monga’s autobiography The Other Senses. It also analyses how the disabled create subjective normality and the process by which they attain it. By tracing the roles of sexuality, dependency, and interpersonal relationships in the lived experience of Preeti Monga, this research aims to reveal the significance of the quest for normality in shaping personal identity.