Three-dimensional (3D) printing can represent research data to stimulate interest in science, specifically astronomy, when coupled with other resources for public understanding. Traditionally, imagery is the main product used to engage individuals in astronomy, disadvantaging those with visual impairments (VI). In this study, textured 3D prints of Hubble Space Telescope data were integrated into a lesson covering galaxies, as one part of a larger Science, Technology, Engineering, and Mathematics (STEM) study of students with VI. Over 3 years, 119 students participated in astronomy summer camps across the United States including a study of their conceptual understandings of galaxies. Students participated in pre- and post-lesson interviews which indicated that many students’ full scientific and partial understandings of galaxies greatly increased resulting from our approach including custom 3D prints and tactile materials. Analysis also showed the students’ misconceptions about galaxies were similar to those in studies with sighted students. Whether VI students hold distinct misconceptions warrants deeper investigation.
Individuals with visual impairment (VI) are at increased risk of developing mental health problems. However, the role of emotional dysregulation remains unclear. This study examined the association between VI and emotional dysregulation, including the moderating effects of age at onset and severity of VI. We compared four groups defined by the presence or absence of VI and mental health problems. Results showed that participants with VI and mental health problems had higher levels of emotional dysregulation than those with VI alone and controls, but lower levels than those with comorbid mental health problems. VI alone was not associated with emotional dysregulation. Age at onset, but not severity of VI, was related to emotional dysregulation. Early onset of VI (0–20 years) strengthened the association between mental health problems and emotional dysregulation. These findings highlight the importance of early identification and intervention targeting emotion regulation, particularly among individuals with early onset of VI.
This study explores how adults and the elderly experience living with vision loss in the Flanders region of Belgium. As part of a mixed-method design, five focus groups were conducted with 18 Dutch-speaking participants. Thematic analysis and International Classification of Functioning, Disability and Health (ICF) linking rules were applied, resulting in 409 concepts mapped to 119 ICF categories. Most concepts related to activities and participation (53%), followed by environmental factors (30%) and body functions (17%). Key challenges included emotional well-being, mobility, self-care, household tasks and access to information. Participants also highlighted barriers such as limited job opportunities, insufficient social support and restricted access to leisure activities. These findings underscore the complexity of functioning with vision loss and the importance of addressing both personal and environmental factors. This research provides essential input for a client-centered ICF Core Set for Vision Loss that reflects the real-world needs of people with vision loss.
This study investigated the relationship between visual impairment and activity limitation in the school context among 37 students with visual disability in northern Thailand. A questionnaire based on the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY) showed acceptable content validity and excellent reliability. Based on the distribution, most participants had mild visual impairment and demonstrated mild activity limitations. However, the mean scores indicated a moderate overall level of activity limitation. Results showed moderate correlations between visual impairment and activity limitation in general ( r = .45, p < .01), interpersonal interactions and relationships ( r = .47, p < .01), and self-care ( r = .51, p < .01), while showing a weak correlation with mobility ( r = .39, p < .05). This study provides new evidence, highlighting implications for occupational therapists and school professionals in collaborative planning to support participation and learning among students with visual disabilities.
This case study concerns communication with an individual with congenital deafblindness (CDB). Previous studies indicate that individuals with CDB face several challenges in language and psychosocial development due to limited hearing and visual abilities. Specifically, this study describes a case examining the influence of sign language knowledge on the communication between an individual with CDB and a support person fluent in sign language at a residential home. Through a conversation analysis (CA)-based multimodal analysis of the interactions between the support person and the individual with CDB, examples are provided to illustrate how sign language knowledge is used in communication. The results reveal specific communication strategies used, which are suggested to derive from the support person’s fluency in sign language. The study offers insights into how sign language knowledge contributes to a variety of communication strategies aimed at enhancing interaction with individuals with CDB.
