Introduction This study analyzed the qualitative responses of a survey of teachers of students with visual impairments in Canada and the United States about tactile and print graphic use by their students with visual impairments. Questions focused on barriers to students using graphics, strategies taught to tactile graphics users, and profiles of successful tactile and print graphics users. Methods The researchers followed a thematic analysis approach to independently code and then reach consensus on themes and subthemes of the qualitative responses. Results In general, the teachers cited a range of challenges under the main themes of quality and instruction. Subcategories included availability of time for both production and instruction, lack of standardization in material production, and student development of concepts through the use of graphics. Main characteristics of successful graphics users included motivation and an ability to apply skills across tasks. Variations in responses for tactile and print graphics users are highlighted. Discussion Findings highlighted areas in which teachers of students with visual impairments can focus to promote effective graphics use by their students. Commonality in strategies used for teaching tactile graphics was apparent, as was a general belief that being intelligent contributed to success. Implications for practitioners Frequent exposure and practice with graphics, whether tactile or print, is important. Developing an ability to analyze the features of a graphic and its impact on comprehension can inform strategies for and selection of instructional methods.

Introduction This study analyzed the responses of a survey of students with visual impairments in Canada and the United States about their use of tactile and print graphics. Demographic, Likert scale, and open-ended questions focused on perceptions of quality, preferences, instruction, and strategies. Methods Percentages of agreement for tactile and print graphic users are reported. Comparisons were made between the two groups. Results Students felt positive about the quality of the graphics, but density and complexity were identified as challenges. Students varied as to whether they felt graphics supported their understanding of concepts. Both groups indicated that written descriptions were helpful. Students in this survey were positive about knowing how to use strategies that help them access graphics. Discussion Tactile graphics appear to play an additional role in inclusion for some students. Attention to instructional needs should not overlook students with visual impairments who use print graphics. Additional inclusion of quality written descriptions may support understanding of graphical information. Implications for practitioners Conceptual understanding would be supported by helping students recognize where graphics and descriptions are useful. Timeliness of access to graphics in the classroom and attention to quality graphics that reduce complexity and clutter remain important.

Introduction This study investigated the perceptions and practices of teachers of students with visual impairments in Canada and the United States regarding graphics (both tactile and print) that are used by students with visual impairments. Questions focused on quality, importance, and instruction in the use of graphics. Methods An electronic survey was disseminated. Results were summarized by percentage, based on the number of respondents who answered each question. Parallel questions that compared responses for tactile versus print graphics were statistically compared using the Wilcoxon signed-rank test, and effect sizes were computed. Results In general, teachers valued the use of graphics and the need to provide instruction. Significant differences were found in how teachers answered tactile and print graphic questions. Fewer than 50% of the respondents felt that graphics were appropriately adapted on large-scale assessments, that there was sufficient instruction in the use of graphics in mainstream classrooms, or that there was an adequate amount of instructional time to teach the use of graphics. Discussion Findings highlighted a need to gain insight into effective teaching strategies that help students gather information from both tactile and print graphics. Attention to students with low vision using print graphics needs to be part of future investigations. Implications for practitioners Advocacy for sufficient instruction time for graphics and continued monitoring of the quality and effectiveness of graphics in educational materials are important. Providing feedback to material producers can help to support quality. Increasing student independence and exposure to graphics could support the effective use of graphics on assessments.

The study presented here investigated factors that are related to social skills measures of youths with visual impairments. It found that participation in extracurricular activities and paid work experiences, as well as the age of onset of visual impairments, were significantly related to differences in the participants’ scores on the Social Skills Rating System.

PurposeOlder adults with glaucoma show inappropriate gaze strategies during routine mobility tasks. Furthermore, glaucoma is a risk factor for falling and colliding with objects when walking. However, effective interventions to rectify these strategies and prevent these adverse events are scarce. We designed a gaze training program with the goal of providing proof-of-concept that we could modify mobility-related gaze behavior in this population.MethodsA total of 13 individuals with moderate glaucoma participated in this study. We taught participants general and task-specific gaze strategies over two 1-hour sessions. To determine the efficacy of this gaze training program, participants performed walking tasks that required accurate foot placement onto targets and circumventing obstacles before and after training. We used a mobile eye tracker to quantify gaze and a motion-capture system to quantify body movement.ResultsAfter training, we found changes in the timing between gaze shifts away from targets relative to stepping on them (P < 0.05). In the obstacle negotiation task, we found a greater range of gaze shifts early in walking trials and changes in the timing between gaze shifts away from obstacles after training (P < 0.05), each suggesting better route planning. A posttraining reduction in foot-placement error and obstacle collisions accompanied these changes (P < 0.05).ConclusionsOur results demonstrated that it is possible to modify mobility-related gaze behavior and mobility performance in older adults with glaucoma.Translational RelevanceThis study provides proof-of-concept for a gaze training program for glaucoma. A larger, randomized controlled trial is warranted.