The purpose of this study was to investigate perceptions of visually impaired learners and their teachers regarding the extent to which the teaching and learning needs of learners with visual impairment are addressed in inclusive classrooms. The first phase of the study was characterized by a literature review. A literature review was undertaken to elucidate the concept visual impairment and to highlight the magnitude of visual impairment in South Africa. Attention was also paid to the place of visual impairment in the context of an inclusive education and training system. Furthermore, the literature study explored the characteristics and causes of visual impairment, provided insight into the curricular considerations that underpin the teaching, learning and assessment of visually impaired learners and highlighted the problematic nature of language development, cognitive development, social development and self-esteem development among learners with visual impairment. The second phase of the study comprised empirical research. Within a positivist framework, quantitative research by means of non-experimental descriptive survey research was undertaken to collect data in order to determine to what extent the teaching and learning needs of visually impaired learners are accommodated in inclusive classrooms. This was achieved by administering a closed questionnaire to a purposively selected sample of teachers (n = 80) and learners (n = 92) from the Fezile Dabi District in the Free State Department of Education to determine their perceptions regarding the characteristics of classroom teaching, learning and assessment for visually impaired learners. In addition to this, the questionnaire administered to the teachers also set out to determine whether the teachers possess adequate knowledge to identify learners with visual impairments in their classrooms. The data analysis revealed that general teaching and learning needs of visually impaired learners are addressed to a certain extent, but developmental needs related to language, cognitive, social and self-esteem development, appear to be underemphasized. In this regard, the benefits of a mediated learning approach in the context of teaching visually impaired learners was investigated and utilized in the design of learning activity examples that could be included in a curriculum-based teaching and learning programme for Grade 7 Natural Sciences classrooms. In the absence of curriculum-based teaching and learning programmes that address the language, cognitive, social and self-esteem development of visually impaired learners in inclusive classrooms, this research makes a distinct contribution. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2011

The purpose of this study was to investigate perceptions of visually impaired learners and their teachers regarding the extent to which the teaching and learning needs of learners with visual impairment are addressed in inclusive classrooms. The first phase of the study was characterized by a literature review. A literature review was undertaken to elucidate the concept visual impairment and to highlight the magnitude of visual impairment in South Africa. Attention was also paid to the place of visual impairment in the context of an inclusive education and training system. Furthermore, the literature study explored the characteristics and causes of visual impairment, provided insight into the curricular considerations that underpin the teaching, learning and assessment of visually impaired learners and highlighted the problematic nature of language development, cognitive development, social development and self-esteem development among learners with visual impairment. The second phase of the study comprised empirical research. Within a positivist framework, quantitative research by means of non-experimental descriptive survey research was undertaken to collect data in order to determine to what extent the teaching and learning needs of visually impaired learners are accommodated in inclusive classrooms. This was achieved by administering a closed questionnaire to a purposively selected sample of teachers (n = 80) and learners (n = 92) from the Fezile Dabi District in the Free State Department of Education to determine their perceptions regarding the characteristics of classroom teaching, learning and assessment for visually impaired learners. In addition to this, the questionnaire administered to the teachers also set out to determine whether the teachers possess adequate knowledge to identify learners with visual impairments in their classrooms. The data analysis revealed that general teaching and learning needs of visually impaired learners are addressed to a certain extent, but developmental needs related to language, cognitive, social and self-esteem development, appear to be underemphasized. In this regard, the benefits of a mediated learning approach in the context of teaching visually impaired learners was investigated and utilized in the design of learning activity examples that could be included in a curriculum-based teaching and learning programme for Grade 7 Natural Sciences classrooms. In the absence of curriculum-based teaching and learning programmes that address the language, cognitive, social and self-esteem development of visually impaired learners in inclusive classrooms, this research makes a distinct contribution. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2011

This thesis is an inquiry into the creative processes of poetry and poetic expression in documentary. The practice-based element is a 60 minute video about a poet living in Exeter, UK, called James Turner. The documentary is entitled, The Knotweed Factor. This written element of the thesis contextualises the investigation as a discourse on blindness and visual impairment. There are few representations of blindness and/or visual impairment (VI) in The Knotweed Factor. Rather, the documentary is concerned with how visual information (e.g., filming a poet) is translated non-visually (e.g., the sound of the poem being recited). It also addresses the issue of how the non-visual is translated into the visual. I argue in this text that blindness/VI is marginalised in visual studies/culture. This is unfortunate because blindness/VI studies provides valuable context for understanding the dynamics of sound and vision in creative media, which is a central concern of The Knotweed Factor. The rationale for taking this approach is as follows: During the editing, it was noticed that Turner (who is sighted) provides a kind of unprompted audio description (AD) of events in his environment to the audience, as if he is participating in a radio documentary. This raised questions, not only about the ekphrastic possibilities of his technique, but also about the potential to contextualise such scenes as a disquisition on blindness/VI. Blindness/VI is an important and under-theorised element of visual studies/culture (VS/C). Many films, plays, animations, documentaries, and television programmes are audio described. AD enables the blind/visually impaired (also VI) to comprehend and enjoy visual action. It is suggested here that AD theory is an insufficient model for critically reflecting on the creative processes in The Knotweed Factor. This is because the field is presently more concerned with practicability than with aesthetics. It seemed more helpful to address the broader question of how blindness/VI is positioned in VS/C. Doing so has highlighted instances of exclusion and marginalisation in VS/C. In the course of the video production, it was discovered that the interaction of dreams, memories, and ideas (the mindscape) informs the temporal creative process. Most analytical models within VS/C (e.g., Deleuze) offer a dialectical approach to understanding creativity. Henri Bergson, however, proposes a theory of multiplicity, which considers the interplay of phenomenological creativity of the mindscape as a homogenous, multifaceted process, in place of a dialectical one. Martha Blassnigg interrogates Bergson’s responses to audiovisual media and argues that Bergson’s multiplicity formula is more useful for understanding these processes, both for artist and audience. Blassnigg interprets Bergson’s theory as a universality of idea communication. This thesis considers what the universality of audiovisual experience implies for blindness/VI studies. It does so by contextualising the written research as a discourse on VS/C. In The Knotweed Factor, the emotions, sounds, and visual ideas, memories, and dreams which inform James Turner’s creativity are conveyed to the audience in two ways: 1) By sound (Turner’s recitations, interviews, and conversations), and 2) by the documentary’s abstracted audiovisualisations of Turner’s poetry and mindscape. For Turner, the ‘image’ is a personalised, innate phenomenon. It is ephemeral, intangible imagination. Turner’s experience (audiovisualised in The Knotweed Factor) is compared in this written part of the thesis to pre-Socratic ideations of image-making. It is argued that for many cultures, the image was (and for some remains) an emanation of spirit or idea. In other words, the image was considered a transcendent force, and the ‘soul’ of the image eternal and universal. This transcendence is considered in this written element of the thesis as a bridge between the present academic gap in the fields of blindness/VI studies and visual studies/culture. In this text, The Knotweed Factor serves as a case-study to test how non- and minimal-visual elements of audiovisual art and media are positioned in VS/C. Constructed here is a history of the interpretation of blindness and the image, from pre-Socratic aesthetics to the Enlightenment, where ideas concerning the phenomenology of blindness and visual impairment were transformed into epistemological inquiries. This approach enables the researcher to reflect critically on the aesthetics of The Knotweed Factor, using the framework of the non-visual (in this case recited poetry) to test and interrogate the visual (i.e., ‘poetically’ visualised poetry).

Submitted by Cristiane de Melo Shirayama (cristiane.shirayama@unifesp.br) on 2018-04-13T20:43:40Z No. of bitstreams: 1 Dissertação Final.pdf: 1287777 bytes, checksum: 2bfe84a2c44a2de9a396ebec601efdd5 (MD5) / Approved for entry into archive by Diogo Misoguti (diogo.misoguti@gmail.com) on 2018-04-17T17:49:26Z (GMT) No. of bitstreams: 1 Dissertação Final.pdf: 1287777 bytes, checksum: 2bfe84a2c44a2de9a396ebec601efdd5 (MD5) / Made available in DSpace on 2018-04-17T17:49:26Z (GMT). No. of bitstreams: 1 Dissertação Final.pdf: 1287777 bytes, checksum: 2bfe84a2c44a2de9a396ebec601efdd5 (MD5) Previous issue date: 2012-11-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta dissertação problematiza como “sexualidade” e “deficiência visual” aparecem imbricadas no campo da pesquisa. Tomando essas noções como construções histórico-sociais, importa considerar o caráter plural que as define nos discursos, relativizando seus significados contextualmente. A fim de recompor parte do itinerário etnográfico percorrido durante a pesquisa, discute-se como a “sexualidade” vem assumindo um lugar nos discursos de “pessoas com deficiência” a partir de uma retórica de direitos humanos e políticas de saúde. Como a “perda da visão” aparece nos discursos dos interlocutores conformando a percepção de si no mundo, apreende-se, por fim, como a “sexualidade” é conformada por relações erigidas a partir da “deficiência visual”. / This dissertation deals with the issue of how “sexuality” and “visual impairment” seems to overlap in the research field. Taking these concepts as a socio - historical construction, it is relevant consider the many features that define it in the discourses, having its meaning relativized due to the context. In order to rebuild part of the ethnographic itinerary from the research phase, it is debated how the “sexuality” is taking place in the discourses of “ persons with disability” from a human rights and health politics rhetoric. Once the “loss of vision” appears in the interlocutors discourses shaping how they perceive themselves in the world, lastly it is apprehended how the “sexuality” is shaped by the relationships put up from the “visual impairment”.

An examination of the composing processes of blind writers was conducted to determine the strategies used by these composers. Two individuals blind from birth and two persons blinded later in life participated in the study. Using participant observation and stimulated recall, the researcher examined the composing processes of these subjects. Each individual participated in four writing sessions and used the compose-aloud technique where by the composer repeats orally any thoughts that occur during writing. In addition, an interview was conducted with each participant which provided a writing history, attitude toward writing, and composing strategies. Results of the research indicated that blind writers use the same basic processes of writing as reported for sighted writers. Blind writers in this study did not make written plans prior to writing and spent between one and four minutes in prewriting. Planning was an ongoing feature of the composing process. The writers in this study demonstrated the recursive feature of composing. Rescanning was a continual part of their composing sessions . Three of the subjects reported using rescanning for planning and editing. One individual reported using rescanning for editing only. Some differences were found in the blind writers as compared to the research on sighted composers. First, blind writers averaged 39 rescansions per essay, while research on the sighted reported approximately six rescansions in each session. The difference in the number of rescansions between these two groups may be a result of the blind writer's need to locate position on the page or from a difference in short-term memory in the sighted and non-sighted. Writers blind from birth demonstrated a difference in the ability to organize an essay in the extensive mode. These composers made no global plans. Rather they allowed the writings to unfold as they wrote. This research would indicate that sight may have a role in composing.

The purpose of my study is to investigate the treatment of individuals with a visual impairment in their work and studies based on constructs of femininity and masculinity. The method used in this study is qualitative, and it is a study based on interviews in which 7 informants with a visual impairment who have been interviewed as it is their perceived experiences that are the focus area of the study. The results that I have obtained in my study are that people with a visual impairment are treated differently by the environment and it depends on the gender to which one belongs, and in this study I have also concluded that the environmental assessments of the ability to work and learning ability of the visually impaired vary depending on the gender. This study shows how people with a visual impairment are assessed on the basis of their visual impairment, and not on the basis of their qualifications or competences in the work they have applied for or are working with. However, as these people become marginalized in the labor market, it is difficult for them to become involved in society, based on the perspective of the visually impaired, you feel that the environment assesses one's ability to work or learning ability before you even have the opportunity to show what you are able to do. This is assessed on the basis of the ignorance, fears and misunderstandings that society likes to attach to people with a visual impairment. / <p>2021-06-16</p>

As at 2014, 19 million children aged < 16 years were visually impaired, 1.4 million of these children were blind and needed visual rehabilitation interventions. Surveys, mostly utilizing key informants (KI), have suggested that the prevalence of blindness in children in Sub Saharan Africa ranges between 2 -8 per 10,000 children. Childhood eye disease is rare and conditions are difficult to detect; thus, surveys to estimate the prevalence of blindness requires rigorous, costly and difficult methods to obtain reasonable estimates among children. Key informant programs, which engage the community in case finding, have been shown to be a reasonable alternative to large scale surveys and were used in Madagascar in 2014 by four regional eye care programmes. I propose to analyse the data generated from the programmes to quantify the prevalence of eye conditions among children and how the KIs performed. Method: The analysis will use data collected in a cross sectional approach. Statistical analysis will be conducted using Stata (15.0) statistical software. Data from all of the KI registers will be pooled and overall magnitude estimates calculated. KI productivity and sub-group analyses will include assessment of demographic characteristics of the children and the KI by age and sex. Ethical approval will be provided by the UCT Health Research and Ethics Committee and the Madagascar Ministry of Health. Discussion: The results from this study will help child eye health programmes to determine how best to use KI to better serve children with vision loss, and guide in the provision of eye services for children care.

This study explores the role of rehabilitation in shaping the subjectivity of blind persons. It considers what engaging with rehabilitation services might communicate to people with visual impairments about their status, their value and their place in the world. Rather than being concerned with the practical aspects of rehabilitation, it explores how rehabilitative practices operate at the symbolic level, and interrogates the meanings about blindness which are produced within relationships where help is given and received. Drawing on Foucauldian concepts, this research traces the interplay between discourse, power and knowledge in rehabilitation services. The research design includes two phases. Through analysing the website copy of eight organisations located across South Africa, Phase One identified discourses employed by organisations as they represent themselves in the public realm. In Phase Two, semi-structured interviews were conducted with eight service providers and eighteen service users across four organisations operating in the Western Cape province of South Africa. This phase identified the discourses framing rehabilitative activities and relationships. Visually impaired participants described sight loss as a significant trauma – as dislocation from society and self – revealing that service users might be particularly vulnerable to the shaping influence of rehabilitation. Data analysis found, firstly, that the discourses which frame rehabilitation services position visually impaired service users as passive recipients in relation to the work of service providers and the gifts of the public. This positioning objectifies service users and may signal to them that they are neither valued as stakeholders nor recognised as autonomous adults, while also requiring that they demonstrate gratitude towards service providers and the public. Secondly, rehabilitation is constructed as a linear journey with strictly defined outcomes. This ‘journey discourse' relies on polarised fantasies about blindness involving, on the one hand, dependency, dislocation and struggle and, on the other, independence, integration and coping. Visually impaired service users are required to demonstrate evidence of the latter while the former shadowy figure of pre-intervention blindness must be defended against. This discourse prohibits nuance and expressions of ongoing struggle, underpinning an imperative to cope found within organisations. Amid limiting discursive practices in rehabilitation, a key finding is that visually impaired service users are involved in complex negotiations of self and place. Investigating the discourses which frame and support rehabilitative practices sheds light on investments in promoting particular ways of being for visually impaired people, prompting us to consider what service providers, service users and, indeed, society as a whole might be colluding with. This work offers a novel perspective on blindness rehabilitation in South Africa as it explores an interplay between essential practical interventions found in rehabilitation and the influences on identity which those who experience sight loss undergo as they move into a new life with visual impairment.

The purpose of this study was to examine differences in early intervention (EI) referral and service frequency for children with blindness or visual impairment (BVI) and gather information about the practices and experiences of vision professionals across the United States. The study focused on obtaining data from certified teachers of students with visual impairment (CTVI) and certified orientation and mobility specialists (COMS) in the United States. Information collected included descriptive statistics and professional information about EI for children with BVI, and information about the referral process and service frequency for children with BVI during EI. Thirty-three states were represented in the collected data. Of these states, 26 had responses from four or more professionals, the criteria for inclusion in the analyses. Participants provided information based on a researcher-developed survey requesting information related to the procedures used to provide EI services for children with BVI. Questions were adapted from established instruments where possible. Across states, there were some statistically significant differences in CTVIs and COMS reports of procedures regarding the role of professional collaboration, parent/caregiver participation in IFSP meetings, strengths/resources utilized by vision professionals, and challenges parents/families encountered when accessing EI services for their child with BVI. No statistically significant differences were identified across states for type of referral method, most commonly initiated by health care professionals, or method by which service frequency was determined. Results will be used to inform future research to further examine EI for children with BVI in the United States.

This study evaluated the potential of using Passive Radiofrequency Identification [RFID] Technology as basis for a Real Time Location Tracking System [RTLTS] to assist an individual with a visual impairment participating in physical activities, such as basketball. While RTLTSs exist based upon other technologies, Passive RFID Technology had yet to be examined for its potential in such an application. In this study, a system was designed and modified, for Passive RFID Technology, in order to enhance the performance of the RTLTS. More specifically, the first iteration of the software code employed the use of multiple RFID antennas to cooperatively designate unique zones, which allowed for the identification of a user’s general position. A series of tests were then conducted to assess the system’s accuracy. In addition, it was determined whether or not factors, such as the addition of multiple tags identifying an object, change in the attenuation level and height level of the antenna, or the position of the tag, had a significant effect on the accuracy of the system. This study showed that the system’s greatest accuracy was obtained when six distinct Passive RFID tags were used to identify the object and when the antenna had a direct line of sight to the tags. Results also showed that these read accuracy rates were indeed comparable to other technologies. Therefore, there exists optimism in using Passive RFID technology as a basis for a RTLTS to assist an individual with a visual impairment.