We evaluated spatial displacement and temporal duration thresholds for discriminating the motion direction of gratings for a broad range of speeds (0.06 degrees/s to 30 degrees/s) in fovea and at +/-30 degrees eccentricity. In general, increased speed yielded lower duration thresholds but higher displacement thresholds. In most conditions, these effects of speed were comparable in fovea and periphery, yielding relatively similar thresholds not correlated with decreased peripheral acuity. The noteworthy exceptions were interactive effects at slow speeds: (1) Displacement thresholds for peripheral motion were affected by acuity limits for speeds below 0.5 degrees/s. (2) Low-vision observers with congenital nystagmus had elevated thresholds for peripheral motion and slow foveal motion but resembled typically sighted observers for foveal motions at speeds above 1 degree/s. (3) Suppressive center-surround interactions were absent below 0.5 degrees/s and their strength increased with speed. Overall, these results indicate qualitatively different sensitivities to slow and fast motions. Thresholds for very slow motion are limited by spatial resolution, while thresholds for fast motion are probably limited by temporal resolution.

Initial reading speeds across grades show points at which children with low vision are at risk of developing low literacy skills. Outcome group measures showed that children who received optical devices increased their silent reading speeds and comprehension rates. Findings indicate the provision of optical devices offer a benefit for deciphering text but not for the mechanics of reading.

This article describes the results of a qualitative study on researchers’ observations of teachers of students with visual impairments and how the teachers spend their time in the classroom. The researchers report on the types of training and services being provided to students, including instruction in areas of the expanded core curriculum, also known as disability-specific skills training.

A panel of 20 experts in orientation and mobility (O&M) reached consensus on concepts and skills that O&M specialists should teach to students who are blind or have low vision. Panelists also agreed on visual, environmental, and behavioral conditions that would require a formal O&M assessment.