The Barriers and Facilitators to the Implementation of Interventions for Children with Visual Impairments, Their Parents/Guardians or Educators: A Systematic Scoping Review

ABSTRACT

A body of research indicates the importance of interventions for promoting the development and progress of children with visual impairments. However, the research available on suitable interventions for this population is relatively sparse. The purpose of this review is to identify, collate and appraise the available research evidence on implementation barriers and facilitators of interventions for children with visual impairments, their parents/guardians or educators. A systematic scoping search of peer-reviewed literature (including grey literature) was conducted from 15 June 2016 to 7 August 2016 and 2 May 2019 to 5 May 2019. Initial searches identified 6802 papers with 15 meeting the inclusion criteria. Three additional articles were identified through hand searching giving a final total of 18 included studies. The methodological quality score of the studies was variable with 61% scored in the average quality range. Sensory strategies, a family-centred approach, in-service training and routines-based activities were identified as implementation facilitators. Barriers were a lack of adaptive equipment and training for parents and professionals, complicating factors associated with the child's disability and an absence of specialists in interventions. Effective intervention strategies differ for this targeted population which requires individualised applications associated with teacher and parent/guardian training. For health or education professionals who work with children with visual impairments, the outcomes of this review suggest that a detailed assessment and identification of the individualised needs of children and their families, coupled with carefully designed and tested support practices to meet their individualised needs as well as promoting integrated working between health and care services, can optimise the positive implications for future practice. Along with this, future consideration should be given to the identification of the needs of children with visual impairments and additional disabilities in order to facilitate the adjustment of intervention strategies for this group.

KEYWORDS:

• Disability
• practice
• carers
• intervention
• visual impairment

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This article is a part of author Ph.D. study and is funded by the Ministry of National Education of the Republic of Turkey.

Notes on contributors

Eda Yesilkaya

Eda Yesilkaya completed her Ph.D. at School of Social Sciences, Education & Social Work, Queen’s University Belfast, Belfast, UK. Her research interests include disability studies, education of children with visual impairments and additional disabilities.

Paul Best

Paul Best is a lecturer at School of Social Sciences, Education & Social Work, Queen’s University Belfast, Belfast, UK. His research interests include online help-seeking, ehealth/mhealth, dementia care, mixed methods research, mental health and well-being and school-based research.

Bronagh Byrne

Bronagh Byrne is a lecturer at School of Social Sciences, Education & Social Work, Queen’s University Belfast, Belfast, UK. Her research expertise is focused on the implementation of disability rights and of children’s rights.

Gerry Marshall

Gerry Marshall is a lecturer at School of Social Sciences, Education & Social Work, Queen’s University Belfast, Belfast, UK. His research interests include the identity formation of young people growing up in children's homes and leaving care facilities. Other areas of research include the interface between children's rights with delivery of child-care services.