The Lifestyles of Blind, Low Vision, and Sighted Youths: A Quantitative Comparison

Wolffe, Karen E.; Sacks, Sharon Zell

doi:10.1177/0145482x9709100310

Cited by 70 publications

(54 citation statements)

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“…Furthermore, they experience difficulties in establishing and maintaining social, intimate and romantic relationships, which may threaten psychosocial development [ 9 – 12 , 18 , 19 ]. In addition, these individuals are more likely than their sighted peers (or persons with other disabilities) to live with their family after finishing school [ 20 – 22 ]. Multidisciplinary rehabilitation centers (MRCs) for the visually impaired can play a role in identifying the difficulties young adults experience, and offer guidance and rehabilitation to help overcome these difficulties [ 23 ].…”

Section: Introductionmentioning

confidence: 99%

Psychometric properties of a new intake questionnaire for visually impaired young adults: The Participation and Activity Inventory for Young Adults (PAI-YA)

Elsman¹,

Rens²,

Nispen³

2018

PLoS ONE

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BackgroundTo be able to identify and monitor personal needs and goals of visually impaired young adults before and during rehabilitation trajectories, the Participation and Activity for Young Adults (PAI-YA) was developed involving young adults (18–25 years) and professionals as stakeholders. The psychometric properties of this new patient-reported outcome measure were investigated in order to develop an improved version.MethodsYoung adults registered at two low vision rehabilitation centers in the Netherlands were invited to complete the 141-item PAI-YA (n = 186) in a test-retest design. To select the best items for the PAI-YA, response frequencies were assessed and a graded response model (GRM) was fitted. Item reduction was informed by response frequencies, insufficient item information, and participants’ comments. Fit indices, item and person (theta) parameters were computed, after which known-group validity, concurrent validity, test-retest reliability and feasibility were studied.ResultsResponse frequencies, violation of assumptions and item information informed the elimination of 81 items, resulting in a unidimensional PAI-YA showing satisfactory fit to the GRM. Known-group validity showed significant differences for visual impairment, financial situation, sex, educational situation and employment situation. Concurrent validity with (scales of) other questionnaires showed moderate to strong expected correlations. Test-retest reliability was satisfactory for all items (kappa 0.47–0.87), as was agreement (63.1–92.0%). Four items and one response option were added to increase feasibility.ConclusionsThis study contributes to the development and assessment of psychometric properties of the PAI-YA, which resulted in an improved 64-item version. Evidence was provided for construct validity, known-group validity, concurrent validity and test-retest reliability. These results are an important step in the development of a feasible instrument to investigate and monitor rehabilitation needs of visually impaired young adults, to structure the intake procedure at low vision rehabilitation services and to evaluate the effectiveness of rehabilitation.

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Section: Introductionmentioning

confidence: 99%

Psychometric properties of a new intake questionnaire for visually impaired young adults: The Participation and Activity Inventory for Young Adults (PAI-YA)

Elsman¹,

Rens²,

Nispen³

2018

PLoS ONE

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“…, and for some, music is a source of personal enjoyment in their daily lives (Robb, 2003;Wolffe, Koenig, Sacks, & Lewis, 2003;Wolffe & Sacks, 1997).…”

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confidence: 99%

Finding meaning through musical growth: Life histories of visually impaired musicians

Park

2017

Musicae Scientiae

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The purpose of this study is to examine in depth the lives of visually impaired professional musicians via the life history method. The researcher conducted in-depth interviews with eight visually impaired professional musicians. The data analysis considered three facets of life history proposed by Mandelbaum: dimensions, turning points, and adaptations. The dimensions of life (families, schools, private music teachers, and performance groups) were analysed first. The turning points of life involve accepting and overcoming an impairment and choosing to major in music. Adaptations to life involve persevering in a harsh social environment, living as an impaired musician, aspiring to a successful career as a professional musician, and learning from vigorous musical activities. Most participants suggested that families and performance groups are the most important dimensions of their lives. With respect to turning points, choosing to major in music has enabled the participants to accept and overcome the difficulties associated with being visually impaired. Through adaptation, the participants appear to have found their value, role, and meaning both as members of society and as professional musicians. This implies both the importance of expanding performing opportunities for visually impaired musicians and the importance of acknowledging their professional activities, affording visually impaired musicians better livelihoods by offering them more fulfilling roles in the field of music along with significant, long-term public support.

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“…However, students with a visual impairment may need more opportunities for educationally meaningful interaction than students with sight [26][27][28][29]. Wolffe and Sacks [30] found that students with a visual impairment spend more time alone than peers with sight. Rosenblum [31] found that children with visual impairments have satisfying and supportive friendships; however, Mac-Cuspie [32] concluded as children with a visual impairment grow older, they participate less in social activities.…”

Section: Implications For Practicementioning

confidence: 99%

Inquiry-Based Education for Students with Visual Impairment

Rooks-Ellis

2014

ISRN Education

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The purpose of the study presented here was to identify and synthesize studies of evidence-based practices for working with students with visual impairment in the science classroom. Expanding a comprehensive literature search conducted in 1992, 10 empirical reports were found and reviewed. A synthesis of the results showed strong support for inquiry-oriented approaches to science instruction for children with disabilities. Evidence also was found that knowledge of science pedagogy for children with disabilities is continuing to increase; however, the literature to support evidence-based methodology for students with visual impairment in the science classroom is sparse. This critical review is a call for research that provides support for inquiry approaches in science education for the learner with a visual impairment.

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The Lifestyles of Blind, Low Vision, and Sighted Youths: A Quantitative Comparison

Cited by 70 publications

References 0 publications

Psychometric properties of a new intake questionnaire for visually impaired young adults: The Participation and Activity Inventory for Young Adults (PAI-YA)

Psychometric properties of a new intake questionnaire for visually impaired young adults: The Participation and Activity Inventory for Young Adults (PAI-YA)

Finding meaning through musical growth: Life histories of visually impaired musicians

Inquiry-Based Education for Students with Visual Impairment

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