The thesis is focused on spatial orientation and independent movement of visually impaired people. The aim of the thesis is to evaluate the extent of straight direction deviations concerning visually impaired pupils of primary and lower secondary schools. After analysis of specialized literature a description of current educational system for visually impaired pupils in the Czech Republic follows in the theoretical part. Specific needs related to the field of education of this target group are mentioned. Functional limitation of the visual analyzer influences spatial orientation and independent movement of the visually impaired individual. Therefore the thesis deals with the above mentioned topic and characterises education of the subject called spatial orientation and independent movement. Troubles in the field of motoric movement occur in the group of visually impaired people. This is apparent especially in incorrect walking technique and in deviation from the required straight direction. The research part of the thesis analyses deviations from the straight direction of the visually impaired and intact pupils.

Submitted by Maria Aparecida (cidazen@gmail.com) on 2017-03-03T14:03:11Z No. of bitstreams: 2 Tamires Coimbra Bastos.pdf: 2989888 bytes, checksum: 652fd889975a2ca3bc49e3a1e3ef5774 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-03-03T14:03:11Z (GMT). No. of bitstreams: 2 Tamires Coimbra Bastos.pdf: 2989888 bytes, checksum: 652fd889975a2ca3bc49e3a1e3ef5774 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-10-27 / Inclusive education has been the subject of intense debate and theoretical productions from the 90s Taking a leading role in discussions of the urgent need to overcome the exclusion and the development of strategies for real inclusion of people with disabilities in the regular education system of the country. Therefore, this research seeks to insert themselves in these educational discussions and are based on quantitative and qualitative analysis, covering quantitative and qualitative methods, from a case study in a school of public schools in São Luis-MA. This research aims to analyze how teachers of mainstream education and specialized educational services are enabling the process of inclusion of students with visual impairment (blindness and low vision) in high school in Sao Luis, MA. The participants of this research form two groups of teachers: 8 teachers of regular schools and 2 teachers of specialized educational services that work in high school in a school public school in São Luís, with whom interviews were conducted semistructured. The data obtained from these interviews were analyzed based on the content analysis technique as proposed by Bardin (1979).The results of this analysis revealed that the main difficulties encountered during the process of school inclusion of students with visual impairment in regular high school were: lack of adequate training of teachers to meet the demands of school inclusion; inadequate infrastructure with limited materials and resources; disproportion between the number of students and teachers in class; difficulty of abstraction and to understand which activities use of vision is required; lack of awareness of nondisabled peers and prejudice; learning difficulties due to late entry into the regular school; need for another professional in the classroom; dialog absence among teachers. The results also revealed the perceptions of these teachers on their own strategies: the use of special tools and supplies for the Braille system learning as reglete, punch, Braille and Sorobã machine; constant dialogue with the Napnee and students with visual impairment; individualized attention to students with visual impairment in contraturno; interaction of students with visual impairment and other colleagues of the room; raise awareness among teachers; provide training for teachers of the regular room. It concludes that the difficulties and barriers encountered in everyday practice have hamstrung the guarantee of the right to inclusive education for students with visual impairment. However, although it admits the existence of these difficulties it was plausible initiatives of teachers of regular schools and educational specialized care through excellent teaching practices based on school inclusion of students with visual impairment, contributing to the school to which they belong is a state reference in serving the student with visual impairment in regular high school rooms. / A educação inclusiva tem sido tema de intensos debates e produções teóricas desde a década de 90. Assumindo um papel preponderante nas discussões sobre a necessidade urgente de superação da exclusão e da elaboração de estratégias para a inclusão de pessoas com deficiência nos sistemas regulares de ensino do País. Diante disso, esta pesquisa busca inserirse nessas discussões educacionais pautando-se na análise quanti-qualitativa, que abrange métodos quantitativos e qualitativos, a partir de um estudo de caso em uma escola da rede pública de ensino no município de São Luís-MA. Esta pesquisa tem como objetivo principal analisar como os professores do ensino regular e do atendimento educacional especializado estão viabilizando o processo de inclusão de alunos com deficiência visual (cegueira e baixa visão) no ensino médio em São Luís-MA. Os participantes desta pesquisa foram dois grupos de professores: 8 professores do ensino regular e 2 professores do atendimento educacional especializado que trabalham no ensino médio em uma escola da rede pública de ensino do município de São Luís-MA, com os quais foram realizadas entrevistas semiestruturadas. Os dados obtidos a partir dessas entrevistas foram analisados com base na técnica da análise de conteúdo tal como proposta por Bardin (1979). Os resultados dessa análise revelaram que as principais dificuldades encontradas durante o processo de inclusão escolar de alunos com deficiência visual no ensino médio regular foram: ausência de adequada formação de professores para atender às demandas da inclusão escolar; infraestrutura inadequada com poucos materiais e recursos; desproporcionalidade entre o número de alunos e de professores em classe; dificuldade de abstração para compreender atividades cujo uso da visão é obrigatório; falta de conscientização dos colegas sem deficiência e preconceito; dificuldades de aprendizagem devido a entrada tardia na escola regular; necessidade de outro profissional em sala de aula; ausência de diálogo entre os professores. Os resultados também revelaram as percepções desses professores sobre as suas próprias estratégias: o uso de instrumentos e materiais especiais para a aprendizagem do Sistema Braille como: reglete, punção, máquina Braille e Sorobã; diálogo constante com o Núcleo de Apoio à Pessoa com Necessidades Educacionais Especiais (Napnee) e o aluno com deficiência visual; atendimento individualizado ao aluno com deficiência visual no contraturno; interação do aluno com deficiência visual e os demais colegas da sala; sensibilizar os professores; oferecer formação para os professores da sala regular. Conclui-se que as dificuldades encontradas na prática cotidiana têm cerceado a garantia do direito a uma educação inclusiva plena para os alunos com deficiência visual. No entanto, embora se admita a existência dessas dificuldades A educação inclusiva tem sido tema de intensos debates e produções teóricas desde a década de 90. Assumindo um papel preponderante nas discussões sobre a necessidade urgente de superação da exclusão e da elaboração de estratégias para a inclusão de pessoas com deficiência nos sistemas regulares de ensino do País. Diante disso, esta pesquisa busca inserirse nessas discussões educacionais pautando-se na análise quanti-qualitativa, que abrange métodos quantitativos e qualitativos, a partir de um estudo de caso em uma escola da rede pública de ensino no município de São Luís-MA. Esta pesquisa tem como objetivo principal analisar como os professores do ensino regular e do atendimento educacional especializado estão viabilizando o processo de inclusão de alunos com deficiência visual (cegueira e baixa visão) no ensino médio em São Luís-MA. Os participantes desta pesquisa foram dois grupos de professores: 8 professores do ensino regular e 2 professores do atendimento educacional especializado que trabalham no ensino médio em uma escola da rede pública de ensino do município de São Luís-MA, com os quais foram realizadas entrevistas semiestruturadas. Os dados obtidos a partir dessas entrevistas foram analisados com base na técnica da análise de conteúdo tal como proposta por Bardin (1979). Os resultados dessa análise revelaram que as principais dificuldades encontradas durante o processo de inclusão escolar de alunos com deficiência visual no ensino médio regular foram: ausência de adequada formação de professores para atender às demandas da inclusão escolar; infraestrutura inadequada com poucos materiais e recursos; desproporcionalidade entre o número de alunos e de professores em classe; dificuldade de abstração para compreender atividades cujo uso da visão é obrigatório; falta de conscientização dos colegas sem deficiência e preconceito; dificuldades de aprendizagem devido a entrada tardia na escola regular; necessidade de outro profissional em sala de aula; ausência de diálogo entre os professores. Os resultados também revelaram as percepções desses professores sobre as suas próprias estratégias: o uso de instrumentos e materiais especiais para a aprendizagem do Sistema Braille como: reglete, punção, máquina Braille e Sorobã; diálogo constante com o Núcleo de Apoio à Pessoa com Necessidades Educacionais Especiais (Napnee) e o aluno com deficiência visual; atendimento individualizado ao aluno com deficiência visual no contraturno; interação do aluno com deficiência visual e os demais colegas da sala; sensibilizar os professores; oferecer formação para os professores da sala regular. Conclui-se que as dificuldades encontradas na prática cotidiana têm cerceado a garantia do direito a uma educação inclusiva plena para os alunos com deficiência visual. No entanto, embora se admita a existência dessas dificuldades verificou-se iniciativas plausíveis dos professores do ensino regular e do atendimento educacional especializado por meio de excelentes práticas pedagógicas pautadas na inclusão escolar de alunos com deficiência visual, contribuindo para que a escola a qual pertencem seja uma referência estadual no atendimento ao aluno com deficiência visual em salas regulares do ensino médio.

Esta dissertação tem como intenção desenvolver uma proposta metodológica de adaptação e desenvolvimento de Objetos de Aprendizagem Acessíveis. Essa proposta metodológica define passo a passo o desenvolvimento do OA Acessível, seguindo o desenvolvimento de software orientado a objetos numa perspectiva inclusiva. Após a criação dessa proposta metodológica, foram feitas validações do OAA com sujeitos cegos e com limitação visual. No decorrer do texto, apresentamos as etapas de desenvolvimento do OA acessível, assim como as considerações finais do trabalho. / This methodological proposal defines step by step the development of an Accessible LO following the development of object oriented software in an inclusive perspective. After the creation of this methodological proposal, were made validations of the Accessible LO with blind subjects and with visual impairment. Throughout the text we present the development stages of the Accessible LO as well as the final considerations of the work.

O brinquedo é um importante artefato na infância. Através dele a criança tem oportunidade de desenvolver suas competências e habilidades. Para criança com deficiência visual, além disso, a utilização do brinquedo pode servir como um potencial estimulador de seus resquícios visuais e sentidos remanescentes. O objetivo principal dessa pesquisa é o de propor orientações para designers no projeto de brinquedos a fim de facilitar o processo de desenvolvimento desses produtos enfocando as necessidades das crianças com deficiência visual. O trabalho escrito está organizado na disposição de cinco capítulos, a saber: Introdução, Revisão de Literatura, Metodologia, Desenvolvimento e Finalização. A metodologia, por sua vez, está exposta em etapas consecutivas: a Etapa 1 diz respeito a revisão de literatura, essa foi uma importante etapa da qual foi extraída uma análise qualitativa de dados a respeito dos temas abordados que foram: processo de desenvolvimento de produtos, usabilidade, o brinquedo e a criança com deficiência visual. A Etapa 2 é o desenvolvimento que apresenta-se dividido em dois itens principais: o estudo de direcionado e a delimitação das orientações. No estudo direcionado utilizaram-se informações levantadas a partir da revisão de literatura para realização do desenvolvimento do projeto de brinquedos através de fases metodológicas previstas para geração de produtos em Löbach (2001) com a participação de usuários (crianças com deficiência visual, familiares e profissionais envolvidos no atendimento dessas crianças). Posteriormente, na Etapa 3 com a organização dessas orientações prévias modelou-se um questionário aplicado com designers e profissionais de áreas afins para observar a opinião sobre o compendio de orientações previamente delimitadas. Assim, os resultados apontaram que a maioria das pessoas questionadas possuía pouco conhecimento sobre o tópico deficiência visual. Os entrevistados consideraram as informações delimitadas pertinentes e apontaram que um aprofundamento em alguns tópicos melhoraria o entendimento dos mesmos. / The toy is an important artifact in childhood. Through it the child has the opportunity to develop their skills and abilities. Children with visual impairments, besides the use of the toy can serve as a potential enhancer of its remaining traces and visual senses. The main objective of this research is to propose guidelines for designers in the design of toys to facilitate the process of developing these products focusing on the needs of children with visual impairment. The written work is organized in five chapters available, namely: Introduction, Literature Review, Methodology, Development and Completion. The methodology, in turn, is exposed in consecutive steps: Step 1 concerns the literature review, this was an important step which was extracted from a qualitative analysis of data regarding the topics discussed were: the process of product development, usability , toy and children with visual impairments. Step 2 is the development that has been divided into two main items: the study of directed and delineation guidelines. In the study we used directed information gathered from the literature review to completion of project development toys through methodological phases planned for generation of products Lobach (2001 ) with the participation of users ( visually impaired children , families and professionals involved in the care of these children ). Subsequently, in Step 3 with the organization of these guidelines prior modeled whether a questionnaire with designers and professionals in related fields to observe the review of compendium of guidelines previously delimited. Thus, the results indicated that the majority of those questioned had little knowledge about the topic visually impaired. Respondents considered the relevant information delimited and pointed to a deepening in some topics would improve understanding of the same.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-28T17:25:58Z No. of bitstreams: 1 2017 - Gra?a Auxiliadora Nobre Lopes.pdf: 473058 bytes, checksum: 2a7dd0ee4dcca8d60caadf67db4825d8 (MD5) / Made available in DSpace on 2018-09-28T17:25:58Z (GMT). No. of bitstreams: 1 2017 - Gra?a Auxiliadora Nobre Lopes.pdf: 473058 bytes, checksum: 2a7dd0ee4dcca8d60caadf67db4825d8 (MD5) Previous issue date: 2017-04-13 / In this study, we discuss the political-legal aspects that turn to the process of inclusion of students with visual impairment in the University, considering it as the generator of knowledge and promoter of the emancipation of its student body, reaffirming the right of isonomy and equity of opportunities. Thus, we investigate the technologies, with emphasis on Information and Communication Technologies (ICT), used by university students with visual impairment in their learning process in Higher Education in the city of Macap? / AP, with two blind students from Stadual University of Amapa (UEAP). We established as research objectives: To investigate the technologies used by university students with visual impairment in their learning process; To characterize the choices of pedagogical tools of these students in the scope of Information and Communication Technologies; Identify possible technological barriers in the learning process in Higher Education; Characterize the impacts of the technologies used by these students in their learning process. It is worth noting that in order to problematize the process of inclusion of students with visual impairment through the use of ICT as a dimension of accessibility to knowledge, the objectives were deployed in the following study questions: There are other tools of assistive technology in the daily life of the room of class?; What are its impacts on the learning process of students with visual impairment in Higher Education ?; What barriers or obstacles are evident in the process of schooling of students with visual impairment in Higher Education ?; What assistive technology tools are privileged in the choices of these visually impaired students in their learning process ?; What are the didacticpedagogical impacts of the technologies used in the learning process of students with visual impairment? Thus, this study contributes, adopting the methodological conception of Critical Theory as a method, with emphasis on Theodor Adorno's thought, for the unveiling of the plots experienced by students with visual deficiency in Public Higher Education of Amap?. For this, we use as a data collection procedure the semi-structured interview. In the progress of this study, we obtained as a result that even with the possibilities in the access to bibliographic collections in universities and academic databases, with all the tools available to students with visual impairment, either through braille, extended text or digital media , The subjects of our study still face numerous didactic-pedagogical barriers / Nesse estudo discutimos os aspectos pol?tico-legais que se voltam para o processo de inclus?o de estudantes com defici?ncia visual na Universidade, considerando-a como geradora de conhecimento e promotora da emancipa??o de seu corpo discente, reafirmando o direito de isonomia e equidade de oportunidades. Assim, investigamos as tecnologias, com ?nfase nas Tecnologias de Informa??o e Comunica??o (TIC), usadas por universit?rios com defici?ncia visual em seu processo de aprendizagem no Ensino Superior da cidade de Macap?/AP, tendo como interlocutores dois estudantes cegos da Universidade do Estado do Amap? (UEAP). Estabelecemos como objetivos da pesquisa: Investigar as tecnologias usadas por universit?rios com defici?ncia visual no seu processo de aprendizagem; Caracterizar as escolhas das ferramentas pedag?gicas destes estudantes no ?mbito das Tecnologias da Informa??o e Comunica??o; Identificar poss?veis barreiras tecnol?gicas no processo de aprendizagem no Ensino Superior; Caracterizar os impactos das tecnologias utilizadas por estes estudantes no seu processo de aprendizagem. Destaca-se que ao problematizar o processo de inclus?o de estudantes com defici?ncia visual por interm?dio do uso das TIC como mais uma dimens?o de acessibilidade ao conhecimento, os objetivos foram desdobrados nas seguintes quest?es de estudo: ?Existem outras ferramentas de tecnologia assistiva no cotidiano da sala de aula??; ?Quais os seus impactos no processo de aprendizagem de estudantes com defici?ncia visual no Ensino Superior??; ?Quais as barreiras ou obst?culos s?o evidenciados no processo de escolariza??o de estudantes com defici?ncia visual no Ensino Superior??; ?Quais as ferramentas de tecnologia assistiva s?o privilegiadas nas escolhas desses estudantes com defici?ncia visual no seu processo de aprendizagem??; ?Quais s?o os impactos did?tico-pedag?gico das tecnologias usadas no processo de aprendizagem dos estudantes com defici?ncia visual??. Assim, este estudo contribui, adotando a concep??o metodol?gica da Teoria Cr?tica como m?todo, com ?nfase no pensamento de Theodor Adorno, para o desvelar das tramas vivenciadas por estudantes com defici?ncia visual no Ensino Superior p?blico do Amap?. Para tal, utilizamos como procedimento de coleta de dados a entrevista semiestruturada. No avan?o deste estudo, obtivemos como resultado que mesmo com as possibilidades no acesso a acervos bibliogr?ficos em universidades e bases de dados acad?micos, com todas as ferramentas dispon?veis aos estudantes com defici?ncia visual, seja por meio do sistema braille, texto ampliado ou em meio digital, os sujeitos de nosso estudo ainda enfrentam in?meras barreiras did?tico-pedag?gicas.

Background: Fall risk increases with age and visual impairment, yet the oldest-old adults (>85 years) are rarely studied. Partnered dance improves mobility, balance, and quality of life in older individuals with movement impairment. Objective: The aim of the study was to determine the feasibility and participant satisfaction of an adapted tango program amongst these oldest-old adults with visual impairment. Exploratory analyses were conducted to determine efficacy of the program in improving balance and gait. Methods: In a repeated-measures, one-group experimental design, 13 older adults (7 women; age: M = 86.9 years, SD = 5.9 years, range = 77–95 years) with visual impairment (best eye acuity: M = 0.63, SD = 0.6 logMAR) participated in an adapted tango program of twenty 1.5-hour lessons, within 11 weeks. Feasibility included evaluation of facility access, safety, volunteer assistant retention, and participant retention and satisfaction. Participants were evaluated for balance, lower body strength, and quality of life in two baseline observations, immediately after the program and 1 month later. Results: Twelve participants completed the program. The facility was adequate, no injuries were sustained, and participants and volunteers were retained throughout. Participants reported enjoyment and improvements in physical well-being. Exploratory measures of dynamic postural control (p < .001), lower body strength (p = .056), and general vision-related quality of life (p = .032) scores showed improvements following training. Discussion: These older individuals with visual impairment benefitted from 30 hours of tango instruction adapted for their capabilities.

Evidence-based recommendations for interventions to reduce fall risk in older adults with visual impairment are lacking. Adapted tango dance (Tango) and a balance and mobility program (FallProof) have improved mobility, balance, and quality of life (QOL) in individuals with movement impairment. This study compared the efficacy of Tango and FallProof for 32 individuals with visual impairment (age: M = 79.3, SD =11 [51–95 years]). Participants were assigned to Tango or FallProof to complete twenty, 90-min lessons within 12 weeks. Participants underwent assessment of balance, dual-tasking, endurance, gait, and vision-related QOL. The balance reactions of participants in both groups improved (p < .001). Endurance, cognitive dual-tasking, and vision-related QOL may have improved more for Tango than FallProof. Group differences and gains were maintained across time. Both programs could be effective options for motor rehabilitation for older adults with visual impairment because they may improve mobility and QOL while reducing fall risk.

Thesis (MPH.) -- University of Limpopo, 2015 / Purpose: The purpose of this study was to determine the prevalence and causes of visual impairment (low vision and blindness) among eye clinic patients at Nkhensani hospital in Limpopo province, South Africa. Methods: This was a cross sectional design in which 400 stratified participants aged ≥ 6 years were selected {100 participants in each stratum (6 – 18; 19 – 35; 36 – 59 and ≥ 60 years)}. Presenting, pinhole and best corrected visual acuities were measured using a logMAR E chart. Where reduced visual acuity (VA) was due to uncorrected refractive errors (UREs), ophthalmic lenses were used to compensate for the refractive errors using subjective refraction method and best corrected VA was measured. All participants underwent external and internal ocular examinations using ophthalmoscope to detect eye diseases. Participants with ocular pathology were referred to the ophthalmic nurse and/or ophthalmologist for further management. Refractive error findings were elaborated on in this study in order to highlight the importance and impact of this eye condition. Results: The ages of participants ranged from 6 to 92 years with mean of 39.5 ± 23.5 years. They included 161 (40.3%) males and 239 (59.8%) females. The prevalence of significant visual impairment (SVI) (VA < 6/18 to no light perception, i.e. low vision and blindness), low vision and blindness based on presenting visual acuity (PVA) in the right eye were 34.8%, 16.3% and 18.5% respectively while the prevalence based on the best corrected VA were 24.0%, 7.5% and 16.5% respectively. Based on the PVA, there was a significant association between age (Chi = 71.6; df =3; p = 0.00) and gender (Chi = 8.9; df =1; p = 0.003) with visual impairment (VI) of the right eye. In the left eye, the prevalence of SVI, low vision and blindness based on PVA were 35.8%, 17.5% and 18.3% respectively, while the prevalence based on best corrected VA were 24.8%, 8.5% and 16.3% respectively. Based on PVA, there was a significant association between age and visual impairment in the left eye (Chi = 52.9; df =3; p = 0.00) but there was no association between gender and VI (Chi = 1.9; df =1; p = 0.163). In both eyes, the prevalence of SVI, low vision and blindness based on PVA were 27.0%, 17.5% and 10.3% respectively, while the prevalence based on best corrected VA were 16.8%, 3.8% and 9.5% respectively. Based on the PVA, there was a significant association between age and VI (Chi = 54.1; df =3; p = 0.00) and gender and VI (Chi = 4.7; df =1; p = 0.03) in both eyes. iv The causes of significant visual impairment were uncorrected refractive errors (38.0%), cataract (25.9%) and glaucoma (17.6%) in both eyes. Among all participants, the leading causes of low vision based on presenting VA were uncorrected refractive errors (56.7%), cataract (20.9%) and glaucoma (9.0%). The main causes of blindness in both eyes were cataract (34.1%), glaucoma (31.7%) and corneal anomalies (17.1%) based on presenting visual acuity. After optical corrections, the main causes of VI were cataract (39.4%), glaucoma (28.8%) and corneal anomalies (18.2%). The main causes of low vision were cataract (42.9%), glaucoma (21.4%) and corneal anomalies (17.9%), while the main causes of blindness were cataract (39.5%), glaucoma (34.2%) and corneal anomalies (15.8%). Conclusion: The findings in this study indicate that the overall prevalence of visual impairment, low vision and blindness among patients attending the Nkhensani hospital eye clinic were 27.0%, 16.8% and 10.3% respectively. The main causes of visual impairment, low vision and blindness were uncorrected refractive errors, cataract and glaucoma. A focus on the optical correction of refractive errors and surgical intervention in the case of cataract would lead to a significant reduction in the burden of visual impairment among patients who utilise Nkhensani hospital for eye care services. Also, early detection and appropriate management of glaucoma will reduce the burden of this ocular morbidity. A significant proportion of these prevailing ocular morbidities are avoidable and with appropriate management, visual impairment is preventable.

Reading is one of the most important activities in most people’s life. For children, reading is a window to knowledge, good educational achievement and better job opportunities in the future. Thus reading fluency is a very important factor in the child’s education. Children and young adults with low vision usually use a close working distance to gain relative distance magnification. Unlike adults, they have active accommodation. Many studies, however, have shown that children and young adults with low vision have reduced accommodation response compared to the norms of their age. Reading additions (high plus lenses) can correct for this reduction in accommodation and may be an optimum method of prescribing magnification in younger adults with low vision. There have been no studies to verify the best method of prescribing reading additions in young adults with low vision and few studies of their effect on reading performance. This is the first study to compare different methods to determine reading additions and their effect on reading performance in young adults with low vision. The aims of the present study are 1) to investigate if three different methods to determine reading additions would lead to significantly different dioptric powers 2) to determine which method (if any) would lead to better reading performance. Reading performance was assessed by measuring the maximum reading speed, critical print size (CPS), print size threshold and the area under the reading speed curve. This was an experimental study involving thirty participants with low vision aged between 8 to 35 years. Participants were recruited from the Low Vision Clinic at the School of Optometry, University of Waterloo, Canadian National Institute for the Blind (CNIB) and the Vision Institute of Canada. All participants underwent a routine clinical examination including distance visual acuity, near visual acuity, Pelli-Robson contrast sensitivity, unilateral cover test, static retinoscopy, subjective refraction and measurement of the habitual reading distance. A questionnaire was used to determine their usage of any low vision aids, their perceived difficulty with reading and time spent reading. Reading additions were determined by 1) an objective method using Nott dynamic retinoscopy 2) an age-based formula 3) a subjective method based on the participant’s response to lenses. Reading tasks and dynamic retinoscopy were conducted at a fixed working distance of 12.5cm. Reading performance was assessed using MNREAD-style reading charts with each of the reading additions and without a reading addition, in a random order. Sentences were arranged in way that no sentence was repeated by the same participant. Participants were timed with a stop watch in order to calculate the reading speed in correct words per minute (CWPM). Reading speeds were plotted against print size to calculate the maximum reading speed, the critical print size, MNREAD threshold and the area under the reading speed curve. The participant’s mean age was 16 (± 6) years. There were equal number of males and females. The mean distance visual acuity of the tested eye ranged from 0.357 to 1.184 logMAR with a mean of 0.797 ± 0.220 logMAR. The near visual acuity ranged between 0.301 to 1.301 logMAR with a mean of 0.80 ± 0.26 logMAR. There were six participants who already had a reading addition. Maximum reading speed ranged between 52 to 257 wpm (165 ± 61 wpm). Critical print size ranged between 0.325 to 1.403 logMAR (0.965 ± 0.279 logMAR). Repeated measures ANOVA on the whole group showed that there was a significant difference between the reading additions (p=0.001). The retinoscopy reading addition power was significantly lower than the age add (p=0.002) and the subjective add (p=0.038). Repeated measures ANOVA did not show any improvement of any of the reading measures with the reading additions compared to without the reading addition. A re-analysis was undertaken excluding participants who had normal accommodation at 12.5cm. The results of repeated measures ANOVA showed that there was no significant difference in the dioptric powers obtained by the three methods, although, all reading addition power were significantly greater than zero (t-test <0.0005). There was a significant difference in the area under the reading speed curve (p=0.035), which was greater with the subjective addition than with no reading addition (p=0.048). The MNREAD threshold significantly improved with the age addition compared to no addition (p=0.012). There was a large variability between the participants in their response to a reading addition. Analysis of individual data showed that some participants showed a clear improvement in reading performance with a reading addition. Other participants did not demonstrate any obvious improvement in reading performance with reading additions. Of those participants who showed an improvement, all but one participant had abnormal accommodation. However, not all participants who did not show an improvement had normal accommodation. Univariate analysis and forward step-wise linear regression analysis were used to investigate if any improvement in reading performance and the habitual reading performance without a reading addition could be predicted by factors that were measured in the study. These factors included distance visual acuity, near visual acuity, contrast sensitivity, lag of accommodation, age, time spent on reading each day, perceived difficulty of reading regular print and whether or not the participant received training for the usage of his/her low vision aids. Improvement in reading performance could not be predicted by any of these factors. Habitual reading performance without a reading addition was correlated with some factors. Univariate analysis showed that critical print size was associated with MNREAD threshold (r=0.904. p<0.0005), distance visual acuity (r=0.681, p<0.0005) and contrast sensitivity (r=-0.428, p=0.018) and MNREAD threshold without an addition was associated with the contrast sensitivity (r=-0.431, p=0.017,) and distance visual acuity (r=0.728, p<0.0005). Difficulty of reading correlated with near visual acuity (Spearman correlation coefficient=0.620, p=0.0009), MNREAD threshold (Spearman correlation coefficient=0.450, p=0.02) and maximum reading speed (Spearman correlation coefficient=-0.472, p=0.014). Time spent on reading each day correlated with the area under the reading speed curve (Spearman correlation coefficient=0.659, p=0.0024). The multiple regression analysis showed that MNREAD threshold was best predicted by distance visual acuity (R=0.728, p <0.0005), critical print size could be predicted by distance visual acuity (R=0.681, p <0.0005) and age (R=0.748, p=0.022) and the power of the subjective addition could be predicted by age (R=0.583, p=0.001) and near visual acuity (R=0.680, p=0.028). There was evidence that a reading addition improved reading performance as measured by the area under the curve and MNREAD (reading acuity) thresholds, but this was not predicted by any visual factor, except that all those who gained improvement had poor accommodation. Therefore, it is recommended that an eye care practitioner should demonstrate a reading addition in a low vision assessment of children and young adults, particularly with patients who have reduced accommodation.

This dissertation considers the interactions of users who have been diagnosed with Age-related Macular Degeneration (AMD), the leading cause of blindness in adults 65 years and older. The investigation focused on the quantification of behaviors and strategies used by this growing subset of computer users. Participants diagnosed with AMD and age-matched controls without any ocular disease completed a series of visual search, icon selection and manipulation tasks with desktop or handheld PCs. Participants searched, selected and manipulated familiar playing card icons under varied icon set sizes, inter-icon spacing, icon sizes and auditory feedback. A comprehensive account of the interaction was made using a collection of efficiency, accuracy and information processing metrics. While all participants demonstrated a high rate for successful task completion, analyses revealed participants' overall task efficacy to be coupled with features of the interface and also strongly linked with measures of ocular health and personal factors. The outcomes of this study contribute to a growing body of work which informs a framework of performance thresholds for critical graphical user interface interactions based on visual profile, interface features and supplemental non-visual cues, including the following: The impact of auditory feedback on task interaction and information processing for visually impaired versus visually healthy older adults; The observed of use of the mouse pointer or stylus as means to direct attention during visual search and the implications of manual dexterity on visual search; The presence of speed accuracy trade-offs in handheld PC interaction performance for individuals based on their contrast sensitivity and near visual acuity; The shifting impact of increased icon spacing on visual search and movement times, versus its role in the accuracy of icon release; The utility for non-clinically acquired summaries of visual health to effectively predict performance decrements in handheld or desktop interaction; Emergent differences between handheld and desktop interaction and the most influential visual factors informing performance on each; and Empirical evidence that older adults, even with visual impairments can interact with small handheld displays, in spite of the size images.