Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-08T13:21:40Z No. of bitstreams: 2 LUZIA_SILVA2015.pdf: 516247 bytes, checksum: d46e63d73d83a4f15140dc6ee52843d9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-08T13:21:40Z (GMT). No. of bitstreams: 2 LUZIA_SILVA2015.pdf: 516247 bytes, checksum: d46e63d73d83a4f15140dc6ee52843d9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-02-27 / This dissertation is a study on the acquisition of reading and writing for students with visual impairment from the contributions of Historical-Cultural Psychology and Historical-Critical Pedagogy, in order to highlight the importance of literacy in the framework of these students process. Based on the Materialist Historical and Dialectical method proposed by Marx and Engels, the work is characterized by a bibliographic study, based on published sources (books, articles, theses and dissertations). Presents as reference authors who developed their ideas from theories that conceive the subject founded on the historicity and materiality, such as Vygotsky, Luria, Leontiev, Saviani, among others. Therefore, start with the fundamentals that guide the learning processes and human development, with emphasis on the role of technical and psychological tools as a man of aids. Then prioritize the role of education as a socialization tool legacy historically produced by humanity, emphasizing the process of appropriation of reading and writing for students with and without disabilities. Finally, talks on specific issues to the acquisition of reading and writing for students with visual impairments, the teacher's role and the importance of teaching-learning resources. The findings highlight that, when planning the actions and teaching strategies, it is necessary to consider the specifics imposed by blindness or for reduction of visual function therefore hardly get will be successful in the education of students with visual impairment without the educational space is organized so that they participate actively in all the proposed activities and have unrestricted access to information made available to them. / A presente dissertação consiste em um estudo teórico sobre a aquisição da leitura e da escrita por alunos com deficiência visual a partir das contribuições da Psicologia Histórico-Cultural e da Pedagogia Histórico-Crítica, com vistas a evidenciar a importância desse referencial no processo de alfabetização desses alunos. Fundamentado no método Materialista Histórico-Dialético proposto por Marx e Engels, o trabalho caracteriza-se por um estudo bibliográfico, com base em fontes publicadas (livros, artigos, teses e dissertações). Apresenta como referenciais autores que desenvolveram suas ideias a partir de teorias que concebem o sujeito pautado na historicidade e na materialidade, tais como: Vigotski, Lúria, Leontiev, Saviani, entre outros. Para tanto, inicia com os fundamentos que norteiam os processos de aprendizagem e de desenvolvimento humano, com destaque para a função dos instrumentos técnicos e psicológicos enquanto meios auxiliares do homem. Em seguida, prioriza o papel da educação escolar como um instrumento de socialização dos legados produzidos historicamente pela humanidade, com ênfase ao processo de apropriação da leitura e da escrita por alunos com e sem deficiência. Por fim, discorre a respeito de questões específicas à aquisição da leitura e da escrita por alunos com deficiência visual, ao papel do professor e à importância dos recursos didático-pedagógicos. As conclusões destacam que, ao se planejar as ações e estratégias pedagógicas, é necessário que se considerem as especificidades impostas pela cegueira ou pela redução da função visual, pois, dificilmente obter-se-á sucesso na escolarização dos alunos com deficiência visual sem que o espaço educativo seja organizado de forma a que estes participem ativamente de todas as atividades propostas e tenham acesso irrestrito às informações a eles disponibilizadas.

Made available in DSpace on 2016-03-15T19:39:45Z (GMT). No. of bitstreams: 1 Tania Medeiros Aciem.pdf: 496194 bytes, checksum: 579716592317299a9aa3a2724ee0a206 (MD5) Previous issue date: 2011-08-16 / This study aims to identify the contribution of specialized institutions as the personal and social autonomy of visually impaired people (blindness) after going through rehabilitation services, more than four hours a week, a minimum of two years, between the years 2002 to 2009. Study subjects are visually impaired people (blindness), who went through rehab, and their family members who accompanied the process. It is a research project with qualitative approach, by organizing interviews and questionnaires to collect data on social autonomy and personal independence of people with visual impairments. The study involved the six people with visual impairments, and six family members, one member to each person with visual impairment. The survey results indicate that rehabilitation alternatives provided for determining changes to people with visual impairments in their social context. The conquest or reconquest of personal and social autonomy of this population was reached, providing thus a better quality of life. / Este estudo visou identificar a autonomia pessoal e social de pessoas com deficiência visual (cegueira) após passarem por serviços de reabilitação, com mais de quatro horas semanais, num período mínimo de dois anos, entre os anos de 2002 a 2009. Foram sujeitos deste estudo pessoas com deficiência visual (cegueira), que passaram pela reabilitação, e os respectivos familiares que acompanharam o processo. Foi uma pesquisa com enfoque qualitativo, através da organização de questionários e entrevistas para a coleta dos dados. O estudo envolveu seis pessoas com deficiência visual, além dos seis familiares, correspondendo um para cada pessoa com deficiência visual. Os resultados da pesquisa indicam que a reabilitação proporcionou alternativas para mudanças determinantes às pessoas com deficiência visual em seu contexto social. A conquista, ou a reconquista da autonomia pessoal e social dessa população foi alcançada, propiciando, consequentemente, uma melhor qualidade de vida.

Made available in DSpace on 2016-08-17T13:54:36Z (GMT). No. of bitstreams: 1 Dissertacao Alessandra.pdf: 2731498 bytes, checksum: f709954a30355384e77a25e5aec8b3ce (MD5) Previous issue date: 2013-08-30 / It is clear that the process of inclusion of students with disabilities find various obstacles due to inadequate practices of teachers, the inadequacies of school practices to the educational policies of inclusion, the lack of continuing education for teachers of regular schools, the lack of structural adaptations for teachers in regular schools, the lack of structural changes and curriculum of the school and the near absence of joint and coordinated among teachers of special education (specialized education and itinerant teaching) and regular education. Given this reality, we realized the need to investigate the process of inclusion in regular education of students with visual impairment, considering the importance of the issue for society and before exclusion that are still subject minorities, including the people with disabilities. This research aimed to examine how process is taking place for the inclusion of students with visual impairments, attended by the Service Center Pedagogical Maranhão (CAP-MA) in the public schools and municipal regular school in Sao Luis. It was documentary research, field, qualitative in the form of case study. For data collection we used documentary analysis and semi-structured interviews. These interviews were carried out with four groups of participants: five visually impaired students served by the CAP-MA five teachers of four teachers specialized schooling PAC-MA and four teachers of itinerant teaching. As places of the present investigation the CAP-MA and only one interview was held at the home of a teacher (a) roving. Data analysis was based on the assumptions of the content analysis by categorizing comparison of participants' responses. The results of this analysis revealed that the difficulties encountered by respondents include lack of materials, resources and equipment adapted or not students with visual impairments, the high number of students in regular classes, the lack of adequate training of teachers to student diversity, among others. The main challenges identified by the participants consisted of the need for effective inclusion school; awareness of all; teacher training as well as lack of coordination between the network state and local education and CAP-MA. Turning to the outlook, participants mentioned the need for effective inclusion school, the quality of mainstream education and better specialized education in public schools to help develop the student in the learning process. In our data, we conclude that for the process of inclusion of students with visual impairments, attended by Service Center Pedagogical Maranhão (CAP-MA) in the public schools and municipal regular education in São Luís-MA be effected is need to restructure the organization and physical structure and curriculum in schools, there is investment in high assistive technology and teacher training for specialized educational classes of regular schools and links between the school teachers and special education for proper planning for diversity of learners. / È notório que o processo de inclusão de alunos com deficiência encontra barreiras diversas, devido às práticas inadequadas dos professores, às inadequações das práticas escolares às políticas educacionais de inclusão, à falta de formação continuada para os professores da escola regular, à carência de adaptações estruturais para os professores da escola regular, à carência de adaptações estruturais e curriculares da escola e à quase inexistência de ações conjuntas e articuladas entre os professores da educação especial (atendimento educacional especializado e ensino itinerante) e do ensino regular. Diante dessa realidade, percebeu-se a necessidade de investigar o processo de inclusão no ensino regular de alunos com deficiência visual, considerando-se a importância do assunto para toda a sociedade e diante da exclusão que ainda estão submetidas as minorias, incluindo-se as pessoas com deficiência. Esta investigação teve como objetivo geral analisar como está ocorrendo o processo de inclusão de alunos com deficiência visual, atendidos pelo Centro de Atendimento Pedagógico do Maranhão (CAP-MA) nas escolas públicas estaduais e municipais do ensino regular em São Luís-MA. Tratou-se de pesquisa documental, de campo, qualitativa sob a forma de estudo de caso. Para a coleta de dados utilizaram-se análise documental e entrevistas semiestruturadas. Essas entrevistas foram aplicadas com quatro grupos de participantes, sendo cinco alunos com deficiência visual atendidos pelo CAP-MA, cinco professoras do ensino regular, quatro professores do atendimento educacional especializado do CAP-MA e quatro professoras do ensino itinerante. Como locais de realização da presente investigação o CAP-MA e apenas uma entrevista foi realizada na residência de um professor(a) itinerante. A análise dos dados teve por base os pressupostos da análise de conteúdo, mediante categorização comparativa das respostas dos participantes. Os resultados dessa análise revelaram que as dificuldades encontradas pelos entrevistados incluem a falta de materiais, recursos e equipamentos adaptados ou não aos alunos com deficiência visual; o número elevado de alunos nas classes comuns; a falta de formação adequada de professores à diversidade dos alunos, entre outras. Os principais desafios apontados pelos participantes consistiram na necessidade de efetivação da inclusão escolar; conscientização de todos; formação de professores; bem como a falta de articulação entre as redes estadual e municipal de ensino e o CAP-MA. Em relação às perspectivas, os participantes mencionaram a necessidade da efetivação da inclusão escolar, a qualidade do ensino regular e melhor atendimento educacional especializado nas escolas públicas para ajudar no desenvolvimento do aluno no processo ensino-aprendizagem. Diante dos dados obtidos, conclui-se que para o processo de inclusão dos alunos com deficiência visual, atendidos pelo Centro de Atendimento Pedagógico do Maranhão (CAP-MA) nas escolas públicas estaduais e municipais do ensino regular em São Luís-MA ser efetivado é preciso que reestruture a organização físico-estrutural e curricular nas escolas, haja investimento em altas tecnologias assistivas e formação de professores para o atendimento educacional especializado nas classes comuns do ensino regular e articulação entre os professores das escolas e da educação especial para planejamento adequado à diversidade dos educandos.

Made available in DSpace on 2016-04-18T21:11:06Z (GMT). No. of bitstreams: 3 Mara Olimpia de C Siaulys1.pdf: 1288950 bytes, checksum: bf127040b55cfa0d58fa7dfcc2b9c2ec (MD5) Mara Olimpia de C Siaulys2.pdf: 985223 bytes, checksum: 0a8292327d6879b1ffd60f3b3fae3f52 (MD5) Mara Olimpia de C Siaulys3.pdf: 2471971 bytes, checksum: 74edd55c571ea5a39f2b94fe2c2c8dc8 (MD5) Previous issue date: 2006-03-14 / This research seeks to verify the importance of toys and playing for the development and inclusion of children with visual impairment. The researcher´s involvement in the field of visual impairment began with the birth of her youngest child, who is congenitally blind, and continued with voluntary work and eventually the founding of Laramara Brazilian Association for Assistance to People with Visual. In educating her daughter, she used playing and toys, which encourage interaction and promote learning. Her preoccupation with her daughter s education motivated her to seek special education training at the University of São Paulo and to later work in the field. She developed playing activities and special toys and sought to share these ideas with families, introducing similar strategies at Laramara. She is a follower of Vygotsky s social-historical and cultural ideas, which emphasize social interaction and cultural instruments among them toys as determining factors for children s development. To respond to children s needs, she created special toys currently a total of 109 that are accessible to all Brazilian children through the publication Brincar para Todos (Playing for All), which shows how to construct and use them. The issues researched are: what is the role of playing and of specialized toys for the learning, development and inclusion of people with visual impairment? The goals were to verify the importance of specialized toys for the development of youths who used them in their infancy and to learn how families viewed playing as a mediating tool in their children s development. The methods used were qualitative ethnographic research, participative observation, in-depth interviewing, video documentation and document analysis. Five young men and women who participated in the researcher´s work when they were very young and who continue receiving services at the organization were interviewed. Also included in the research were five mothers of young children who are involved in toy and play-related projects at Laramara. The results show that the youths value the playing and the specialized toys for their learning and for their mainstream educational and social inclusion. Parents highlight the importance of the openness of the institutional area and its stimulating atmosphere as well as the specialized toys and playing activities, which are essential for the development and social inclusion of their children. / Esta pesquisa pretende verificar a importância dos brinquedos e brincadeiras para o desenvolvimento e inclusão de crianças deficientes visuais. O envolvimento da pesquisadora com esta área começou com o nascimento de sua filha caçula, que tem cegueira congênita, continuou com o trabalho voluntário e a fundação de Laramara Associação Brasileira de Assistência ao Deficiente Visual. Na educação da filha usou brincadeiras e brinquedos, que favoreceram a interação e aprendizagem. A preocupação com sua educação motivou-a a buscar habilitação em pedagogia especializada na Universidade de São Paulo e depois trabalhar na área. Desenvolveu brincadeiras e brinquedos especiais e procurou compartilhar essas idéias com as famílias, introduzindo estratégias semelhantes na Laramara. Acredita no pensamento sócio-histórico e cultural de Vygotsky que enfatiza a interação social e os instrumentos culturais, entre eles o brinquedo, como fatores determinantes para o desenvolvimento infantil. Para atender às necessidades das crianças criou brinquedos especiais, que hoje são em número de 109, acessíveis a todas as crianças brasileiras, pela divulgação no livro Brincar para Todos, que mostra como confeccioná-los e utilizá-los. As questões investigadas na pesquisa são: qual o papel da brincadeira e brinquedos especiais para a aprendizagem, desenvolvimento e inclusão de pessoas com deficiência visual? Os objetivos foram: verificar a importância dos brinquedos especiais para o desenvolvimento de jovens que os utilizaram na infância; como a família encara a ludicidade como mediadora do desenvolvimento de seus filhos. Foi utilizada a pesquisa qualitativa etnográfica, a observação participante, entrevista intensiva, videografia e análise de documentos. Foram entrevistados cinco jovens que participaram do trabalho da pesquisadora quando pequenos e que freqüentam a Instituição até os dias atuais. Participaram ainda cinco mães de crianças pequenas, envolvidas em projetos de brinquedos e brincadeiras na Laramara. Os resultados mostram que os jovens valorizam as brincadeiras e brinquedos especiais para sua aprendizagem e inclusão escolar e social. Os pais enfatizaram a importância do espaço institucional acolhedor, considerando o ambiente estimulador, os brinquedos especiais e as brincadeiras essenciais para o desenvolvimento e inclusão educacional e social de seus filhos.

Submitted by Vanessa Silva Perez (vanessaperez_ufrj@yahoo.com.br) on 2013-06-12T00:13:58Z No. of bitstreams: 1 Dissertação final_VSP.pdf: 818613 bytes, checksum: 740cf1d07ae65b05ab82e7a5871af93a (MD5) / Approved for entry into archive by ÁUREA CORRÊA DA FONSECA CORRÊA DA FONSECA (aurea.fonseca@fgv.br) on 2013-06-19T14:29:22Z (GMT) No. of bitstreams: 1 Dissertação final_VSP.pdf: 818613 bytes, checksum: 740cf1d07ae65b05ab82e7a5871af93a (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2013-06-24T20:07:28Z (GMT) No. of bitstreams: 1 Dissertação final_VSP.pdf: 818613 bytes, checksum: 740cf1d07ae65b05ab82e7a5871af93a (MD5) / Made available in DSpace on 2013-06-24T20:07:53Z (GMT). No. of bitstreams: 1 Dissertação final_VSP.pdf: 818613 bytes, checksum: 740cf1d07ae65b05ab82e7a5871af93a (MD5) Previous issue date: 2013-06-06 / This study aimed to identify how the process occurs inclusion and exclusion of visually impaired people in organizations, considering such disabilities as the most representative of the deficiencies in the country. Despite this fact, the blind professionals are those with the lowest rate of employment in enterprises that opt for people who have so - called 'minor deficiencies' to compose its staff. Visually impaired people suffer the stereotype of disability that carry throughout history, even with the presence of the Quota Law. For the construction of the study was a field study, which included semi-structured interviews and participant observation. The conclusion was reached on the inclusion process of the visually impaired, is that this is virtually the discourse of HR representatives of companies, being visible preference for hiring people with disabilities considered 'light' despite the number of professional blind available. The stereotype of working disability appears linked to the process of exclusion of the blind, demonstrates that occur due to ignorance about the visually impaired. New constructions were found, as the stereotype originated from the blind and also the direction major institutions that have for the development of the visually impaired, which can significantly affect how they relate to the seers. / O presente estudo objetivou identificar como ocorre o processo de inclusão e exclusão do deficiente visual nas organizações, considerando tal deficiência como a mais representativa das deficiências no país. Apesar desse dado, os profissionais cegos são os que possuem menor índice de contratação pelas empresas, que optam por pessoas que possuem as chamadas 'deficiências leves' para compor seu quadro de funcionários. Os deficientes visuais sofrem pelo estereótipo de incapacidade que carregam ao longo da história, mesmo com a presença da Lei de Cotas. Para a construção do estudo foi realizada uma pesquisa de campo, que contou com entrevistas semiestruturadas e observação participante. A conclusão a que se chegou sobre o processo de inclusão do deficiente visual, é que este ocorre praticamente no discurso dos representantes de RH das empresas, sendo visível a preferência de contratação de pessoas com deficiências consideradas 'leves', apesar do número de profissionais cegos disponíveis. O estereótipo de incapacidade laborativa aparece ligado a esse processo de exclusão do cego, que demonstra ocorrer por desconhecimento acerca da deficiência visual. Novas construções foram encontradas, como o estereótipo oriundo do próprio cego e também do direcionamento que instituições importantes apresentam para o desenvolvimento de deficientes visuais, que podem afetar de forma significativa a forma como se relacionam com os videntes.

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2017-07-07T18:24:53Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Ana Lucia Farão Carneiro de Siqueira.pdf: 1203537 bytes, checksum: bd1d26c88608f979c99314677b5c47ed (MD5) / Made available in DSpace on 2017-07-07T18:24:53Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Ana Lucia Farão Carneiro de Siqueira.pdf: 1203537 bytes, checksum: bd1d26c88608f979c99314677b5c47ed (MD5) Previous issue date: 2017-04-24 / This dissertation was developed in the Master's Program in Education, in the research's line of Pedagogical Formation and Practice of Professional Teacher, from the University of Western Sao Paulo. The research aims to analyze the resources needed so that virtual learning environments can enable accessibility, autonomy and independence for students with visual impairment. This research adopts a qualitative approach. The study was carried out at a Public Higher Education Institution (HEI), located in the state of Sao Paulo, Brazil, which has been offering distance education courses since 2009, period in which was set up its Distance Education Center (known as NEaD). In this context, the Virtual Learning Environment (VLE) used by this HEI in the offer of courses in distance learning was analyzed. In addition to the analysis of this VLE, with the purpose of enriching the data and analyzes carried out, as well as to identify the level of accessibility of the learning environment and resources available, this study considered the participation of two subjects, that is, two Students Target Audience of Special Education (known as EPAEE) with visual impairment. The following instruments were used to collect data: observation and semi-structured interview. Researchers such as Moran, Santarosa, Sonza, Schlünzen, Trentin, Valente among others were studied in order to address aspects related to accessibility and technologies. Based on data gathered from the researcher's observation, added to information obtained with the invited participants and the theoretical basis studied, it was possible to present indicators needed for the inclusion of people with visual impairment in VLE in online courses, understanding which changes HEIs should trigger to adjust the attendance to these people / A presente dissertação foi desenvolvida no Programa de Mestrado em Educação, na linha de pesquisa de Formação e Prática Pedagógica do Profissional Docente, da Universidade do Oeste Paulista. A pesquisa apresenta como objetivo geral, analisar os recursos necessários para que os ambientes virtuais de aprendizagem possibilitem a acessibilidade em um curso a distância, autonomia e independência de estudantes com deficiência visual. Esta pesquisa adota um enfoque qualitativo. O estudo foi realizado em uma Instituição de Ensino Superior (IES) pública, localizada no estado de São Paulo/SP, que oferta cursos na modalidade a distância desde 2009, período no qual implantou seu Núcleo de Educação a Distância (NEaD). Nesse contexto, foi analisado o Ambiente Virtual de Aprendizagem (AVA) utilizado por essa IES na oferta de cursos em EaD. Além da análise desse AVA, com o propósito de enriquecimento dos dados e análises realizadas, bem como da identificação do nível de acessibilidade do ambiente de aprendizagem e recursos disponíveis, foi considerada, nesta pesquisa, a participação de dois sujeitos, ou seja, de dois Estudantes Público Alvos da Educação Especial (EPAEE) com deficiência visual. Para a coleta de dados, foram utilizados os seguintes instrumentos: observação e entrevista semiestruturada. Também foram consultados pesquisadores como Moran, Santarosa, Sonza, Schlünzen, Trentin, Valente, entre outros, para abordar aspectos relacionados à acessibilidade e tecnologias. A partir dos dados levantados da observação da pesquisadora, somados às informações obtidas através dos sujeitos convidados e da base teórica estudada, tornou possível a apresentação de indicadores necessários para a inclusão de pessoas com deficiência visual (PDV) em AVA, em cursos na modalidade on-line e quais mudanças as IES devem desencadear para adequar o atendimento a essas pessoas.

Orientador: Juliana Presotto Pereira Netto / Resumo: De acordo com o censo realizado pelo Instituto Brasileiro de Geografia e Estatística em 2010, identificou-se que 18,8% da população nacional são pessoas com alguma espécie de deficiência visual. Ante a esse expressivo número, figura-se ser importante para o mundo jurídico a análise do conceito de pessoa com deficiência visual e suas modificações ao longo do tempo, principalmente, quando, na práxis forense e administrativa previdenciária, observa-se a segregação de pessoas detentoras de deficiência visual monocular deste conceito jurídico. Há também ainda, a interpretação de legislações vigentes, que ainda trazem um conceito superado do que se considera pessoa com deficiência. Para conceituá-la, inicialmente, se utilizou o modelo exclusivamente médico lastreado em limitações físicas; passo seguinte se adotou o modelo social, cujo enfoque era a opressão social sofrida pelas pessoas com deficiência; e, atualmente, o modelo utilizado é o biopsicossocial, analisando-se a pessoa com deficiência por intermédio de perícia médica e social, conjugando a análise dos impedimentos corpóreos de longo prazo, frente às barreiras sociais, ambientais e atitudinais existentes. Para as legislações que usam o modelo médico restritivamente, o possuidor de visão monocular não se enquadra no conceito de pessoa com deficiência. Contudo, por todos os modelos, o médico, social ou biopsicossocial, é possível se considerar a pessoa com visão monocular como pessoa com deficiência visual. Nesse contexto, e... (Resumo completo, clicar acesso eletrônico abaixo) / Mestre

Thesis (Ph. D. (Medical Sciences)) -- University of Limpopo, 2016. / The burden of visual impairment is a major health problem worldwide, especially in the rural and remote areas of developing countries. Visual impairment does not only affect the productivity of the individuals affected, but may also result in a loss of income for those caring for them, which is time consuming. Globally, the majority of instances of visual impairment can be avoided or treated, if detected early. Therefore, it was considered important to evaluate the burden and determinants of blindness and visual impairment in order to institute measures to prevent avoidable blindness. AIM OF THE STUDY The aim of this study was to investigate the burden and determinants of blindness and visual impairment among the elderly in the Dikgale Health and Demographic Surveillance System (HDSS), Capricorn District, Limpopo Province, South Africa. METHODOLOGY A cross-sectional analytic and descriptive study design was used. The participants included males and females, 50 years and above, who were permanent residents in the Dikgale HDSS. Optometric procedures were performed and a questionnaire was administered to the people selected as study participants to collect data about the knowledge, need, utilisation of eyecare services and barriers to the use of eye-care services in the area. Optometric procedures performed included case history, presenting visual acuity, pin-hole visual acuity if the presenting visual acuity was less than 6/18, auto and subjective refraction, visual fields using a Novissphere and Amsler’s grid, tonometry, direct ophthalmoscopy through a dilated pupil, and light perception for cases of blindness. Prevalence rates of blindness and visual impairment were determined by the results obtained from the oculo-visual examinations, such as visual acuity xvii measurements. Data analysis was done using the Statistical Package for Social Sciences (SPSS) Version 23. Overall prevalence was calculated, as well as prevalence within subgroups defined by gender. To determine the predictive values for the determinants of visual impairment, the Pearson’s Chi square (with a 0.05 significant level) was used in order to eliminate the possibility that the observed results happened by chance. The odds ratios were calculated and interpreted at a 95% confidence interval to determine the strength of association between visual impairment and risk factors. Binary and multinomial logistic regression analyses were used to describe the relationship between visual impairment and demographics, socioeconomic factors, ocular risk factors and chronic diseases. All reported p-values which were two-sided and p-values <0.05 were considered significant. Results are presented in narrative and tabular forms and as figures. The study used descriptive analytical methods to describe the outcome of the research. RESULTS Of the 1000 selected subjects for the study, a total of 704 participated (i.e. completed the questionnaire and had the clinical tests performed on them), in other words, a response rate of 70.4%. The participants included 508 females and 196 males. All participants were Black South Africans and their ages ranged from 50 to 105 years, with a mean age of 65.6±10.3. The prevalence of bilateral visual impairment meeting the criteria in the better eye was 26.4% (186) of the 704 observed respondents. The majority of the participants had moderate visual impairment, with a similar prevalence in males and females. Many participants used tobacco products (278 or 39.4%). Cataracts (46.2%) and refractive error (40.3%) continue to be the leading causes of visual impairment, followed by corneal disorders (4.9%) and glaucoma (4.3%). The prevalence of low vision increased with age (p<0.001), but there was no significant difference between females (62.0) and males (58.5). The odds ratio of having visual impairment increased significantly with age ranging from OR 1.2 (95% CI, 0.6-2.3) in the age group 60-69 to OR 3.8 xviii (95%CI, 1.6-9.0) in the age group 80+. The likelihood of having visual impairment increased with tobacco use OR 1.9 (95%CI, 1.1-3.3). Not using available eye-care services increased the risk of having visual impairment OR 1.3 (95%CI, 0.8-2.2). Refractive error and pathological disorders were significantly associated with all the different degrees of visual impairment. Tobacco use was only significantly associated with moderate visual impairment and not significantly associated with severe visual impairment. Unemployment and lack of education are likely to increase the burden of visual impairment among the participants when looking at p-values for trends. CONCLUSION There is a high prevalence of presenting visual impairment in the 50+ age group in the Dikgale HDSS. Most of the leading causes of visual impairment are preventable and/or treatable, which can be achieved by appropriate screening strategies. Therefore, there is a need to embark on eye care promotion and awareness campaigns; and to provide low-cost, quality spectacles and cataract surgeries. Better education about prevention of blindness and visual impairment will help to minimise this burden.

Les difficultés de lecture sont les raisons les plus fréquentes pour lesquelles des personnes sont orientées vers un service de réadaptation visuelle. Bien qu’il existe une base historique solide à propos de l’enseignement du braille chez les enfants aveugles, il existe très peu de données probantes concernant l’apprentissage du braille chez les personnes en âge de travailler et les personnes âgées. De surcroît, bien qu’il soit clair que le vieillissement est associé à un déclin des capacités tactiles, motrices et cognitives, on sait peu de choses sur la manière dont ces variables peuvent influencer les résultats de la lecture du braille. Pour examiner cette problématique, une étude en quatre phases a été conceptualisée. Dans la première phase, une étude de la portée a été menée afin de synthétiser les connaissances existantes concernant la relation entre le déclin des capacités lié au vieillissement et la performance de la lecture en braille. La seconde a voulu étudier les obstacles et les facilitateurs rencontrés par les adultes qui suivent une formation en braille. La troisième a exploré les variables qui sont en corrélation avec la performance de lecture en braille à l’âge adulte. Enfin, la dernière phase a voulu se pencher sur l’influence du support de lecture sur la performance de lecture des adultes ayant une sensibilité tactile réduite. Les preuves antérieures concernant le braille et le vieillissement restent rares. Il existe une variété de facteurs personnels, sociaux et institutionnels qui façonnent le processus d’apprentissage du braille chez les adultes, incluant la stigmatisation envers le braille et le vieillissement perçue par certains praticiens, des services inadéquats et des difficultés à l’accès aux équipements brailles. Des données soulignent la nécessité de commencer l’apprentissage du braille le plus tôt possible, d’évaluer des mesures objectives de l’acuité tactile tout en considérant le rôle de la fonction du toucher, de fournir une formation accrue en matière de perception tactile et d’envisager une plus grande intégration d’appareils braille. Les résultats font également ressortir la nécessité d’augmenter le financement et les services ; de définir des critères d’éligibilité qui tiennent compte des réalités uniques des clients âgés et l’accès au braille ; et d’étudier plus avant le rôle de la stigmatisation vis-à-vis du braille et du vieillissement. En somme, tous ces éléments réunis peuvent influencer à la fois les décisions cliniques et les résultats d’apprentissage. / Reading difficulties are the most common reasons for referral to vision rehabilitation. Though there is a strong historical basis for the provision of braille instruction among blind children, there is little evidence-based research on the needs of working-age and older adults. Aging is associated with declines in tactile, motor and cognitive capacities. Moreover, learning in adulthood is distinct from childhood learning, owing to differences in cortical plasticity and development. Little is known about how these variables may influence braille reading outcomes, but such knowledge is needed to inform the design of evidence-based strategies. For example, low-cost braille devices incorporate dots of greater height and density, but the extent to which such approaches may enhance reading performance for older adults with reduced tactile sensitivity remains unexplored. These questions are especially imperative as the prevalence of age-related vision loss continues to increase. A four-phase study was devised to synthesize prior evidence on the interrelationship between factors known to decline with age and braille reading performance; to investigate the barriers and facilitators encountered by working-age and older adults who pursue braille training; to identify variables that correlate with braille reading performance in adulthood; and to explore the influence of reading medium on the reading performance of adults with reduced tactile sensitivity. This thesis confirms that prior evidence on braille and aging remains scant, heightening the imperative for further research in this domain. Moreover, there are a variety of personal, social and institutional factors which shape the adult braille learning process, including perceived stigma towards braille and aging among some practitioners, inadequate services and access to braille devices. Braille learning age, frequency of usage, and measures of active tactile acuity emerged as significant correlates of braille reading speed. Preliminary evidence suggests that using braille displays with greater dot height enhances performance for those with reduced tactile sensitivity, while also enabling immediate access to relevant reading content. Collectively, these findings point to the need for rehabilitation practitioners to introduce braille as early as possible, evaluate objective measures of tactile acuity while also considering the role of functional touch, provide increased training in tactile perception, and consider a wider integration of braille devices. Findings also highlight the need for increased funding and services, eligibility criteria which takes into account the unique realities of older braille clients, and the need to further explore the role of stigma towards braille and aging which may influence both clinical decisions and learning outcomes.

Att arbeta inom synhabiliteringen som kurator idag är en komplex situation. Det gäller att kunna hantera olika typer av problem och att samverka med andra enheter. Att ha svåra samtal med barn om deras synnedsättning, stötta vårdnadshavare och hantera andra myndigheter är vanliga arbetsuppgifter för kuratorn inom synhabiliteringen. Kuratorns roll är att fungera som barn och vårdnadshavares stöd när det gäller skolsituationen. Det är många bitar som ska ordnas för att skolbarn med synnedsättning ska ges en rättvis, tillgänglig och delaktig skolsituation. I denna kvalitativa studie intervjuas fem kuratorer, inom synhabiliteringen i olika delar av Sverige, om sina kunskaper, upplevelser, erfarenheter och insatser till grundskolebarn med synnedsättning och kuratorns samverkansroll kring dessa barns situation i grundskolan. Studiens teoretiska utgångspunkt är huvudsakligen Bronfenbrenners utvecklingsekologiska systemteori, med komplettering av Foucaults maktteori. Resultaten visar att det finns ett stort behov av samverkan med skolan och andra enheter för att skolsituationen ska bli rättvis för elever med synnedsättning. Varje skolsituation för elever med synnedsättning är unik med många komplexa faktorer utöver rent pedagogiska och sociala som spelar in när det gäller samverkanspusslet. Resultaten tyder också på viss förekomst av samverkansproblem mellan myndigheter, vårdnadshavare och skolan, som kuratorn inom synhabiliteringen får hantera. / Working as a counsellor at low vision habilitation centres is a complex situation. It is important to be able to deal with different problems and collaborate with different actors in other sectors of the society. Having conversations with children about their visual impairment, supporting guardians and dealing with other authorities is common tasks for a counsellor at low vision habilitation centres. The counsellor acts as support for the child and the guardian regarding the child´s school situation. There are many pieces to be arranged to ensure that school children with visual impairment are given a fair, accessible and participatory school situation. In this qualitative study five counsellors are interviewed about their knowledge and experiences working in the Swedish low vision habilitation centres and their interventions to primary school children with visual impairment. The study is based on Bronfenbrenner's ecology system theory of development with complementing Foucault's power theory. The results show that there is a great need for collaboration between the school and other sectors for it to be fair for students with visual impairment. The results also find that there are some collaborative problems between authorities, guardians and the school, which the counsellor have to deal with.