4,322
Views
1
CrossRef citations to date
0
Altmetric
Research Papers

Enablers and barriers encountered by working-age and older adults with vision impairment who pursue braille training

ORCID Icon, & ORCID Icon
Pages 2347-2362 | Received 05 Mar 2020, Accepted 03 Oct 2020, Published online: 14 Oct 2020

References

  • Ponchillia PE, Ponchillia SV. Foundations of rehabilitation teaching with persons who are blind or visually impaired. New York (NY): American Foundation for the Blind; 1996.
  • Knowles MS, Holton EF, Swanson RA. The adult learner: the definitive classic in adult education and human resource development. London & New York: Routledge; 2015.
  • Bourne RRA, Flaxman SR, Braithwaite T, et al. Magnitude, temporal trends, and projections of the global prevalence of blindness and distance and near vision impairment: a systematic review and meta-analysis. Lancet Glob Health. 2017;5(9):e888–e897.
  • Varma R, Vajaranant T, Burkemper B. Visual impairment and blindness in adults in the United States: demographic and geographic variations from 2015 to 2050. J Am Med Assoc Opthalmol. 2016;134(7):802–809.
  • Kleege G. Visible braille/invisible blindness. J Vis Cult. 2006;5(2):209–218.
  • Graves A. Braille literacy statistics research study: history and politics of the "braille reader statistic": a summary of AFB leadership conference session on education. J Vis Impair Blind. 2018;112(3):328–331.
  • Dixon J, editor. Braille into the next milennium. Washington (DC): National Library Service for the Blind and Physically Handicapped; 2000.
  • Mick P, Hämäläinen A, Kolisang L, et al. The prevalence of hearing and vision loss in older Canadians: an analysis of Data from the Canadian Longitudinal Study on Aging; 2019. https://doi.org/https://doi.org/10.31234/osf.io/v7kr5
  • Holbrook MC, McCarthy T, Kamei-Hannan C. Foundations of education: volume i: history and theory of teaching children and youths with visual impairments. 3rd ed. New York: AFB Press; 2017.
  • Wormsley DP, D'Andrea FM. Instructional strategies for braille literacy. New York (NY): American Foundation for the Blind; 1997.
  • Ponchillia PE, Durant PA. Teaching behaviors and attitudes of braille instructors in adult rehabilitation centers. J Vis Impair Blind. 1995;89(5):432–439.
  • Hannan CK. Review of research: neuroscience and the impact of brain plasticity on braille reading. J Vis Impair Blind. 2006;100(7):397–413.
  • Sadato N, Okada T, Honda M, et al. Critical period for cross-modal plasticity in blind humans: a functional MRI study. Neuroimage. 2002;16(2):389–400.
  • Sterr A, Muller M, Elbert T, et al. Development of cortical reorganization in the somatosensory cortex of adult Braille students. Electroencephalogr Clin Neurophysiol Suppl. 1999;49:292–298.
  • Stevens JC. Aging and spatial acuity of touch. J Gerontol. 1992;47(1):P35–P40.
  • Stevens JC, Foulke E, Patterson MQ. Tactile acuity, aging, and braille reading in long-term blindness. J Exp Psychol Appl. 1996;2(2):91–106.
  • Goldreich D, Kanics IM. Tactile acuity is enhanced in blindness. J Neurosci. 2003;23(8):3439–3445.
  • Goldreich D, Kanics IM. Performance of blind and sighted humans on a tactile grating detection task. Percept Psychophys. 2006;68(8):1363–1371.
  • Legge GE, Madison CM, Vaughn BN, et al. Retention of high tactile acuity throughout the life span in blindness. Percept Psychophys. 2008;70(8):1471–1488.
  • Legge GE, Madison CM, Mansfield JS. Measuring braille reading speed with the MNREAD test. Vis Impair Res. 1999;1(3):131–145.
  • Schroeder FK. Perceptions of braille usage by legally blind adults. J Vis Impair Blind. 1996;90(3):210–218.
  • Ryles R. The impact of braille reading skills on employment, income, education, and reading habits. J Vis Impair Blind. 1996;90(3):219–226.
  • Silverman AM, Bell EC. The association between braille reading history and well-being for blind adults. JBIR. 2018;8(1):1–1. https://www.nfb.org/images/nfb/publications/jbir/jbir18/jbir080103.html
  • Southall K, Wittich W. Barriers to low vision rehabilitation: a qualitative approach. J Vis Impair Blind. 2012;106(5):261–274.
  • Pollard TL, Simpson JA, Lamoureux EL, et al. Barriers to accessing low vision services. Oph Phys Optics. 2003;23(4):321–327.
  • Spafford MM, Laliberte Rudman D, Leipert BD, et al. When self-presentation Trumps access: why older adults with low vision go without low-vision services. J Appl Gerontol. 2010;29(5):579–602.
  • Fraser SA, Kenyon V, Lagacé M, et al. Stereotypes associated with age-related conditions and assistive device use in Canadian media. Gerontologist. 2016;56(6):1023–1032.
  • Bolt D. Caught in the chasm: literary representation and suicide among people with impaired vision. Br J Vis Impair. 2005;23(3):117–121.
  • Jernigan K. Blindness: is literature against us? Chicago (IL): National Federation of the Blind; 1974.
  • Rudgard O. Calling people 'blind' is shocking and misleading says charity as it looks to change name. The Telegraph; 2018. Available from: https://www.telegraph.co.uk/news/2018/04/25/calling-blind-people-blind-off-putting-misleading-charity-says/
  • Greenland C. Vision Canada: the unmet needs of blind Canadians. Toronto: Canadian National Institute for the Blind; 1976.
  • Martiniello N, Eisenbarth W, Lehane C, et al. Exploring the use of smartphones and tablets among people with visual impairments: are mainstream devices replacing the use of traditional visual aids? Assist Technol. 2019. DOI:https://doi.org/10.1080/10400435.2019.1682084
  • Hersh M. Cane use and late onset visual impairment. TAD. 2015;27(3):103–116.
  • Hogan CL. Stigma, embarrassment and the use of mobility aids. Int J Orientation Mobility. 2012;5(1):49–52.
  • Knowles MS. Andragogy: adult learning theory in perspective. Community Coll Rev. 1978;5(3):9–20.
  • Tough A. Choosing to Learn. In: Healy GM, Ziegler WL, editors. The learning stance: essays in celebration of human learning. Toronto: Ontario Institute for Studies in Education; 1979.
  • Zhang C, Zheng G. Supporting adult learning: enablers, barriers, and services. Proceedings of the 14th annual ACM SIGITE conference on Information technology education (SIGITE '13); 2013 Oct; Orlando, Florida, USA. New York (NY, USA): Association for Computing Machinery; 2013. p. 151–152.
  • Meyer A, Rose DH, Gordon D. Universal design for learning: theory and Practice. Wakefield, MA: CAST Professional Publishing; 2014.
  • Baumgartner LM. An update on transformational learning. New Dir Adult Cont Educ. 2001;2001(89):15–24.
  • Michael J. Where's the evidence that active learning works? Adv Physiol Educ. 2006;30(4):159–167.
  • Leat SJ. A proposed model for integrated low-vision rehabilitation services in Canada. Optom Vis Sci. 2016;93(1):77–84.
  • Convention on the Rights of Persons with Disabilities (CRPD). United Nations Division for Social Policy and Development - Disability; 2016. https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html
  • Creswell JW. Qualitative inquiry and research design: choosing among five approaches. London: Sage Publications; 2007.
  • Corn AL, Lusk KE. Perspectives on low vision (Chapter 1). In: Foundations of low vision: clinical and functional perspectives. New York (NY): American Foundation for the Blind; 2010. p. 3–34.
  • Goodman LA. Snowball sampling. Ann Math Statist. 1961;32(1):148–170.
  • Smith JA. Semi-structured interviewing and qualitative analysis. In: Smith JA, Harré R, van Langenhove L, editors. Rethinking methods in psychology. London: Sage; 1995.
  • Horrigan-Kelly M, Millar M, Dowling M. Understanding the key tenets of Heidegger’s philosophy for interpretive phenomenological research. Int J Qual Methods. 2016;15(1):160940691668063.
  • Ninot G, Moullec G, Desplan J, et al. Daily functioning of dyspnea, self-esteem and physical self in patients with moderate COPD before, during and after a first inpatient rehabilitation program. Disabil Rehabil. 2007;29(22):1671–1678.
  • Fuhrer MJ. Assistive technology outcomes research: challenges met and yet unmet. Am J Phys Med Rehabil. 2001;80(7):528–535.
  • Phillips M, Proulx MJ. Social interaction without vision: an assessment of assistive technology for the visually impaired. Technol Innov. 2018;20(1):85–93.
  • Sugawara AT, Ramos VD, Alfieri FM, et al. Abandonment of assistive products: assessing abandonment levels and factors that impact on it. Disabil Rehabil Assist Technol. 2018;13(7):716–723.
  • International Classification of Functioning, Disability and Health (ICF). World Health Organization; 2001. https://www.who.int/classifications/icf/en/
  • World Medical Association. World Medical Association Declaration of Helsinki: ethical principles for medical research involving human subjects. JAMA. 2013;310(20):2191–2194.
  • Saleh GM, Patel JI, Sivaprasad S, et al. Digital Voice Signature: the future of consent? Clin Exp Ophthalmol. 2007;35(3):297.
  • Knobf M, Juarez G, Lee S-YK, et al., editors. Challenges and strategies in recruitment of ethnically diverse populations for cancer nursing research. Oncol Nurs Forum. 2007;34(6):1187–1194.
  • Becker H, Roberts G, Morrison J, et al. Recruiting people with disabilities as research participants: challenges and strategies to address them. Intellect Dev Disabil. 2004;42(6):471–475.
  • Matua GA, Van Der Wal DM. Differentiating between descriptive and interpretive phenomenological research approaches. Nurse Res. 2015;22(6):22–27.
  • Hennink MM, Kaiser BN, Marconi VC. Code saturation versus meaning saturation: how many interviews are enough? Qual Health Res. 2017;27(4):591–608.
  • Ferguson PM, Nusbaum E. Disability studies: what is it and what difference does it make? Res Pract Persons Severe Disabil. 2012;37(2):70–80.
  • Mankoff J, Hayes GR, Kasnitz D. Disability studies as a source of critical inquiry for the field of assistive technology. Proceedings of the 12th international ACM SIGACCESS conference on Computers and accessibility; Orlando, Florida, USA: Association for Computing Machinery; 2010. p. 3–10.
  • Reynolds F, Prior S. 'A lifestyle coat-hanger': a phenomenological study of the meanings of artwork for women coping with chronic illness and disability. Disabil Rehabil. 2003;25(14):785–794.
  • Braun V, Clarke V. Thematic analysis. APA handbook of research methods in psychology., Vol 2: Research designs: Quantitative, qualitative, neuropsychological, and biological. APA handbooks in psychology®. Washington (DC): American Psychological Association; 2012. p. 57–71.
  • InqScribe. 2.2.4. Inquirium; 2018. https://www.inqscribe.com/
  • Finlay L. Unfolding the phenomenological research process:iterative stages of “seeing afresh. J Humanist Psychol. 2013;53(2):172–201.
  • Smith JA, Flowers P, Larkin M. Interpretative phenomenological analysis: theory, method and research. London: Sage Publishing; 2009.
  • Asselin ME. Insider research: issues to consider when doing qualitative research in your own setting. J Nurses Staff Dev. 2003;19(2):99–103.
  • Mingus M. Leaving Evidence [Internet]; 2011 [cited 2020]. Available from: https://leavingevidence.wordpress.com/2011/05/05/access-intimacy-the-missing-link/
  • Levack WMM, Boland P, Taylor WJ, et al. Establishing a person-centred framework of self-identity after traumatic brain injury: a grounded theory study to inform measure development. BMJ Open. 2014;4(5):e004630.
  • Gorges J, Kandler C. Adults' learning motivation: expectancy of success, value, and the role of affective memories. Learn Individ Differ. 2012;22(5):610–617.
  • Rivers WP. Autonomy at all costs: an ethnography of metacognitive self‐assessment and self‐management among experienced language learners. Mod Lang J. 2001;85(2):279–290.
  • Gitlin LN. Why older people accept or reject assistive technology. Generations. 1995;19:41–46.
  • Rogers S. Learning braille and print together — the mainstream issues. Br J Vis Impair. 2007;25(2):120–132.
  • Bogart KR, Logan SW, Hospodar C, et al. Disability models and attitudes among college students with and without disabilities. Stigma Health. 2019;4(3):260–263.
  • Farrow KR. Using a group approach to motivate adults to learn braille. J Vis Impair Blind. 2015;109(4):318–321.
  • Grue J. The problem with inspiration porn: a tentative definition and a provisional critique. Disabil Soc. 2016;31(6):838–849.
  • Fraser S, Beeman I, Southall K, et al. Stereotyping as a barrier to the social participation of older adults with low vision: a qualitative focus group study. BMJ Open. 2019;9(9):e029940.
  • Hammer G. If they‘re going to stare, at least i‘ll give them a good reason to”: blind women’s visibility, invisibility, and encounters with the gaze. Signs. 2016;41(2):409–432.
  • Gordon P, Kerzner L, Sheldon T, et al. Assistive devices in Canada: ensuring inclusion and independence. Toronto: ARCH Disability Law Centre; 2007.
  • Burmedi D, Becker S, Heyl V, et al. Emotional and social consequences of age-related low vision. Vis Impair Res. 2002;4(1):47–71.
  • Walker AS, Sangelkar S, editors. Design exploration of affordable refreshable braille display technology for low-income visually impaired users. Proceedings of the ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference; 2017: American Society of Mechanical Engineers Digital Collection.
  • São José JMS, Amado CAF, Ilinca S, et al. Ageism in health care: a systematic review of operational definitions and inductive conceptualizations. Gerontologist. 2019;59(2):e98–e108.
  • Wittenstein SH, Pardee ML. Teachers' voices: comments on braille and literacy from the field. J Vis Impair Blind. 1996;90(3):201–209.
  • Rush KL, Chiasson M, Butterfield M, et al. Recognition: key to the entrepreneurial strategies of rural coalitions in advancing access to health care. Int J Equity Health. 2019;18(1):119.