Comparing Functional Vision Skills of Students with Low Vision in Schools for the Visually Impaired and Inclusive Classrooms

Çakmak, Salih; Karakoç, Tamer; Şafak, Pınar

doi:10.15390/eb.2016.6481

Cited by 5 publications

(12 citation statements)

References 6 publications

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“…All studies were published between 2003 and 2022 and originated from various countries, including the United Kingdom (Khadka et al, 2010;Tadić et al, 2013Tadić et al, , 2017Dahlmann-Noor et al, 2017;Tailor et al, 2017;Dahlmann-Noor et al, 2018;Elsman et al, 2019b;Robertson et al, 2020Robertson et al, , 2021Robertson et al, , 2022, the United States (Castañeda et al, 2016;Kaiser and Herzberg, 2017;Hatt et al, 2019Hatt et al, , 2020Leske et al, 2019Leske et al, , 2021, India (Gothwal et al, 2003(Gothwal et al, , 2012Nirmalan et al, 2004), Turkey (Çakmak et al, 2016;Tunay et al, 2016), and Bulgaria (Pitakova and Zlatarova, 2018). Supplementary file S5 provides detailed characteristics of the studies.…”

Section: Phase 1: Characteristics Of Primary Studiesmentioning

confidence: 99%

Vision-related tasks in children with visual impairment: a multi-method study

et al. 2023

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ObjectiveFunctional Vision (FV) is vital for the successful growth of children with visual impairment. However, tasks related to measuring FV have not been thoroughly studied for this population. To address this gap, this study seeks to establish a comprehensive set of vision-related tasks that consider both the difficulty levels of activities and the ages of children with visual impairment.MethodsThis study utilized a sequential multi-method design, including a scoping review, a qualitative content analysis, and a focus group. Firstly, a scoping review was conducted to identify vision-related tasks based on the literature. Then, to contextualize the vision-related tasks, a qualitative content analysis was carried out. Subsequently, a focus group was conducted to categorize the identified tasks based on their difficulty levels and the children’s level of dependency. We utilized the directed content analysis method to analyze the data, using the occupational domain of the Occupational Therapy Practice Framework 4th edition (OTPF-4) as the primary framework.ResultsDuring the review phase, which included 22 studies, and the interview phase, which involved 16 participants, a total of 95 and 85 vision-related tasks were identified, respectively. These tasks were then categorized into 17 activities and five occupations, which included activities of daily living (ADL), instrumental activities of daily living (IADL), education, play, and participation in social activities. Among these occupations, ADL was the easiest, while participation in social activities was the most challenging. Finally, the tasks were arranged based on their difficulty level for children with visual impairment.ConclusionA comprehensive list of vision-related tasks has been developed based on the difficulty level of the tasks and the degree of dependency of children with visual impairment. This list can be used to develop standardized instruments for assessing FV in children with visual impairment.

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Section: Phase 1: Characteristics Of Primary Studiesmentioning

confidence: 99%

Vision-related tasks in children with visual impairment: a multi-method study

et al. 2023

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“…Most studies were in European (4,(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20) and Asian countries (21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31)(32)(33)(34)(35), followed by the United States (1,(36)(37)(38)(39) and Australia (40,41).…”

Section: Place Of Studiesmentioning

confidence: 99%

“…Most studies were conducted in European [4,[9][10][11][12][13][14][15][16][17][18][19][20] and Asian countries [21][22][23][24][25][26][27][28][29][30][31][32][33][34][35], followed by the United States [1,[36][37][38][39] and Australia [40,41].…”

Section: Place Of Studiesmentioning

confidence: 99%

“…Some tools were developed for CYP-VI [1,11,17,18,20,24,25,29]. Some early papers adapted CYP-VI instruments with [26,28,[48][49][50][51][52][53][54] or without reporting psychometric properties [10,12,16,19,28,31,41,45].…”

Section: Psychometric Analysismentioning

confidence: 99%

“…Five articles reported formal validity [12,13,18,20,35], three articles, content validity [4,25,31], five, standard reliability [12,25,26,28,31], and 12 articles construct reliability [1, 11, 14, 18-20, 25, 26, 31, 33, 45, 47].…”

Section: Reliabilitymentioning

confidence: 99%

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Psychometric Properties of Tools Used for Children and Adolescents With Visual Impairments: A systematic Review Study

Fard

Mirzaie

Hosseini

et al. 2022

jrehab

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Objectives: The use of standard tools can show the exact effects of interventions in children and adolescents with visual impairment (CYP-VI). However, to date, no comprehensive review study has evaluated the general characteristics and psychometrics of the instruments used in CYP-VI. Therefore, the present study investigated the psychometric properties of the tools used for CYP-VI. Methods: Databases of Cochrane, Scopus, PubMed, Web of Science, Iran Medex, Magiran, National Library of Iran (INL) and Google Scholar were searched using Persian and English keywords until 2021. The studies and tools used in CYP-VI were reviewed by two people in terms of inclusion criteria. Relevant information and quality assessment of the tools were checked with the adapted Casmin checklist (COSMIN) and Critical Review Form – Quantitative Studies. Psychometric properties of the studied instruments in the narrative categories were analyzed with face, content, criterion-dependent and reliability with internal and external reliability subgroups. Results: Out of 1738 articles found, 39 studies were analyzed. Out of 39 articles, 26 were of high quality and others were of medium level. Study design included tool development / cultural adaptation, experimental, longitudinal or cross-sectional studies. Assessments were categorized into developmental (general skills, cognitive and social skills), Activities of Daily Living (ADL), Quality of Life (QoL) and Functional Vision (FV). Among the developmental tools; Only Decker intelligence test, vision related quality of life, Cardiff visual acuity questionnaire for children, first and second versions of LV Prasad functional vision questionnaire and functional vision questionnaire for children and young people with desirable psychometric properties have been reported. In relation to adaptive instruments, the changes made included the use of auditory, tactile, olfactory and motor aids, vocabulary changes, instrumental methods and the use of assistive devices, only a few of which reported psychometric properties. Conclusion: This review study shows that limited tools have been designed for CYP-VI whose validity and reliability have not been fully evaluated and reported. However, to improve the quality of studies and control systematic errors, we need standard tools.

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Determining the Appropriateness of Visual Based Activities in the Primary School Books for Low Vision Students

Çakmak¹

2017

EUROPEAN J ED RES

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Abstract:The general aim of this research is to try to determine the appropriateness of the visuals in the primary school Turkish workbooks for the students with low visibility in terms of visual design elements. In the realization of the work, the document review method was used. In this study, purposive sampling method was used in the selection of student workbooks. The Ministry of National Education Publications Student Workbook which has been studied in the provinces of Ankara city is determined as the document to be examined. Within the scope of the research 1. 2. 3. and 4. Class Turkish lesson, a random theme was determined among the themes in the Student Workbooks and the activities included in that theme were examined. The "Visual Design Principles Evaluation Form" has been prepared so that the necessary data can be collected after the document review for the research is decided. Within the scope of the research, color use, contrast use, font, layout use, and visual complexity are not appropriate for the low vision students. This situation gives the impression that the visual limitations, the low vision students have difficulty in, are not taken into consideration while preparing the visual activities in the Turkish textbooks. It can be said that the elementary school students who see this way out of the way are disadvantaged compared to their peers who have the normal sight power and use the same text book.

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Comparing Functional Vision Skills of Students with Low Vision in Schools for the Visually Impaired and Inclusive Classrooms

Cited by 5 publications

References 6 publications

Vision-related tasks in children with visual impairment: a multi-method study

Vision-related tasks in children with visual impairment: a multi-method study

Psychometric Properties of Tools Used for Children and Adolescents With Visual Impairments: A systematic Review Study

Determining the Appropriateness of Visual Based Activities in the Primary School Books for Low Vision Students

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