How individuals who are blind locate targets

Abstract

How do individuals who are blind locate, for example, the '@' in an email address, the black king on a chessboard or their own house on a map? To locate information in peri-personal (nonrotated) tabletop space is a two-phase process: Phase 1 is to detect and identify the target; Phase 2 is to discover its position. This study investigated the relationship between Phase 1 and Phase 2 of the location process. A total of 23 individuals who are blind participated. Their accuracy in Phase 2 was affected by what strategy they had adopted in Phase 1; their location time was not. Three location strategies were identified in Phase 2-the routing strategy, the global view strategy, and the touch vision strategy: the location time and accuracy not affected by which strategy had been adopted. 50% adopted the same strategy for ranking (Phase 1) target-discriminating features and (Phase 2) target-locating cues in order of importance.

Improved access to museum collections without vision: How museum visitors with very low or no vision perceive and process tactile–auditory pictures

“…To reduce further the risk of certain answers and/or suggestions being specific to one particular participant, tactile picture, and/or audio-description, some information was required in more than one session: for example, ‘Please tell/show me everything that attracts your attention, and then describe each thing’ in one-on-one sessions 1–6 and group sessions 10 and 11 (Supplemental Appendix 1; cf. Graven, 2015, 2016a, 2016b, 2018). Furthermore, to mimic a regular museum visit as much as possible, there were no instructions on how the participants should explore the multisensory pictures.…”

“…The participants were asked to describe how they explored each tactile picture, what attracted their attention and to describe each thing, what they found the most important and why, what they did not find interesting – just ‘scanned over’ – and why; to comment on the amount of details, and to explain where they would have wanted the audio-description and what they would have used the audio-description for (Supplemental Appendix 1; cf. Argyropoulos & Kanari, 2015; Berlá, 1981; Berlá & Butterfield, 1977; Berlá, Butterfield, & Murr, 1976; Berlá & Murr, 1975; Candin, 2003; Cornoldi, Tinti, Mammarella, Re, & Varotto, 2009; Graven, 2018; Heller, 1989; Heller, Kennedy, & Joyner, 1995; Holmes, Hughes, & Jansson, 1998; Jehoel et al, 2006; Millar, 1994, 2008; Millar & Al-Attar, 2003, 2004; Postma, Zuidhoek, Noordzij, & Kappers, 2007; Rowell & Ungar, 2003; Tompson & Cronicle, 2006; Tompson, Cronicle, & Collins, 2003; Ungar, Blades, & Spencer, 1995; Wijntjes & Kappers, 2007).…”

“…Finally, the participants were asked about all audio-description trigger points whether consistency in where they are placed in relation to each element is important (or not, for example, because they would recognise them anyway from one tactile picture and/or element to another), and to explain why (Supplemental Appendix 1; cf. One-on-one sessions 1–6; Group session 7-8, and Berlá, 1981; Berlá & Butterfield, 1977; Berlá et al, 1976; Berlá & Murr, 1975; Cornoldi et al, 2009; Cryer et al, 2011; Graven, 2015, 2016a, 2016b, 2018; Millar, 1977, 1984, 1985, 1987a, 1987b, 1997, 2008; Millar & Al-Attar, 2003, 2004; Nolan & Kederis, 1969; Nolan & Morris, 1971; Postma et al, 2007; Rowell & Ungar, 2003; Ungar et al, 1995; Watanabe & Oouchi, 2003).…”

“…In addition, the interviewer observed what the participants were doing when the audio-description was presented (Supplemental Appendix 1; cf. Supplemental Appendix 2; One-on-one sessions 1-6; Group session 7-11, 13 and Berlá, 1981; Berlá & Butterfield, 1977; Berlá et al, 1976; Berlá & Murr, 1975; Cornoldi et al, 2009; Graven, 2018; Millar, 1984, 1987b, 1994, 1997, 2008; Millar & Al-Attar, 2003, 2004; Postma et al, 2007; Ungar et al, 1995; Watanabe & Oouchi, 2003).…”

The Practice of Uslub Al-Da’wah in the Religion Learning Process towards Blind Disability Persons

“…In addition, the study of Tarsidi (2012); Peter and Ferlis (2014); Zuhda (2014); Rosli et al (2015) also support the study that the visually impaired often face psychological problems such as low self-esteem, fear and shame in dealing with society. Emotional stress in people with visual impairments can occur when they have difficulty learning something new such as identifying a shape, surface, symbol and determining a place whether it involves touch or movement (Graven, 2018). In fact, according to Tarsidi (2012) the emotional stress in the visually impaired increases when it occurs to people who are blinded by accidents in adulthood.…”