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Results for “Persons with Visual Disabilities”

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PubMed1984

Comparison scan training and the matching and scanning performance of severely and profoundly mentally retarded students.

This study investigated the effects of comparison scan training on the matching and visual scanning performance of severely and profoundly mentally retarded students. A match-to-sample-problem pretest was administered to 32 students, whose eye movements were recorded on videotape, and the 12 subjects who demonstrated at least minimal competence on the pretest task were matched on pretest performance and assigned to training (n = 6) or comparison (n = 6) groups. Training-group students were provided with visual comparison scan training, while the comparison group performed the same task but received no training. A posttest identical to the pretest followed. The training group was superior to the comparison group during training and showed a significant increase in correct responding from pretest to posttest, whereas the comparison group did not. Neither measures of scanning behavior nor the latencies of the choice response were related to matching performance or affected by the training procedure. Possible relationships among visual scanning, comparison scan training, and matching-task performance were discussed.

Discrimination Learning↗
PubMed1975

[Blindness according to the law in Schwerbeschädigten-Gesetz, Schwerbehinderten-Gesetz, Bundessozialhilfe-Gesetz and Bundesversorgungs-Gesetz (author's transl)].

It is possible to calculate the granulation of disturbances of vision in combined disturbances (reduction of central vision and visual fields defects) with the aid of the tables in the "Anhaltspunkte für die ärztliche Gutachtertätigkeit im Versorgungswesen". The total disability with 160% is equal to the disturbance of visual acutiy of 1/50.

Blindness↗
PubMed1982

Generalization of visual discrimination by mentally retarded children.

The effects of varying training settings and objects on the development of skill generalization were studied. I hypothesized that by manipulation of these variables, mentally retarded children could be taught to generalize a particular visual discrimination skill to extra-therapy situations. Sixty retarded students were randomly assigned to treatment groups. Research procedures were identical for all groups except for the manipulation of settings and objects. A factorial analysis of covariance supported the prediction that the visual discrimination training would develop generalized avoidance skill by the students. Educational implications of the findings were discussed.

Adolescent↗
PubMed2005

What does "disability" mean for medical students? An exploration of the words medical students associate with the term "disability".

CONTEXT: Disability teaching is a core theme in undergraduate medical education. Medical students bring a range of experiences of disability to their medical training. AIM: The principal aim of this study was to explore the words that medical students associate with the term "disability" and to consider how the resulting information could inform teaching. A secondary aim was to see if a short disability course changed the word associations. METHODS: Students were asked to write down 2 words that came to mind when they heard the word "disability", before and after a 4-day course in disability. Words from 4 cohorts were analysed by frequency and the following word dichotomies: visual icons/personal attributes; loss/enabling, and medical model/social model. A random sample of students took part in focus groups at the beginning and end of the course. RESULTS: A total of 381 students provided 667 before-course words and 189 students provided 336 after-course words. Before the course, words denoting visual icons of disability, and loss were prominent, accounting for 85% of the words, and 74% of the words describing personal attributes were negative. Focus group responses at this stage reflected an eagerness to help but patronising terms were prominent, along with concern about political correctness. Students also expressed nervousness about encountering disabled people. In response, teaching was adapted to make it more learner-focused, to offer a safe environment in which students can test out their language, to build on the positive associations and to develop a range of pre-course creative activities with disabled people. After the course a considerable and significant shift in emphasis was observed, with a reduction in the use of visual icon words, an increase in words denoting enablement, and an increase in words relating to the social model of disability and to positive personal attributes (P < 0.001). Focus group participants at this stage reported greater confidence in approaching disabled people but continued to question political correctness. CONCLUSIONS: Medical students associate disability predominantly with depersonalised or negative words. A short disability course appears to change these associations. Reasons for this and implications for teaching are discussed.

Attitude of Health Personnel↗
PubMed2006

Visual impairments in people with severe and profound multiple disabilities: an inventory of visual functioning.

BACKGROUND: The prevalence of visual impairments in people with severe and profound multiple disabilities (SPMD) is the subject of considerable debate and is difficult to assess. METHODS: In a typical Dutch care organization, all clients with SPMD (n = 76) participated in the study and specific instruments adapted to these clients (requiring a minimum of cooperation) were used to measure visual acuity, the visual field, binocular vision, contrast sensitivity, refractive errors and visual functioning behaviour. RESULTS: We found an unexpected 92% of clients with SPMD to have visual impairments. Previously, only 30% were known to have visual problems. None of the persons observed had normal visual acuity. Subnormal visual acuity was the best result. The severity of the visual impairment was related to the severity of the intellectual disability. In addition to the problem of acuity, impairments in the visual field, impaired contrast sensibility and impaired binocular functioning were found, as well as impaired visual attention, fixation and following. In 22% of the clients observed, refractive errors were found and glasses were advised. CONCLUSIONS: Consequences for caregiving and for modifications of the environment were discussed.

Adolescent↗
PubMed1983

Decision-time measures of sequential processing by mentally retarded and nonretarded adolescents and MA-matched children.

To eliminate the operation of organizational factors during crossmodal information processing, we compared mentally retarded adolescents, CA-matched nonretarded adolescents, and MA-matched children in a same-different decision task in which dyadic sequences were presented within and across the visual and auditory modalities. Decision times for correct "different" responses were greater for the CA-matched group than for the EMR and MA-matched groups, with all groups showing longest times for the visual-auditory dyads and shortest times for dyads in which both stimuli were visual. Differences between the auditory-auditory and auditory-visual dyads were negligible, and increments from visual-visual to visual-auditory dyads were significantly greater than from auditory-auditory to auditory-visual dyads in the EMR and MA groups. Results support a concept of greater visual dominance by the retarded and MA-matched groups rather than slower crossmodal attention switching, per se.

Adolescent↗
PubMed1987

The physically disabled medical student.

Previous literature on physically disabled medical students is reviewed, and its implications are examined. Although they encounter significant obstacles to their acceptance into medical school due to stereotyped attitudes, environmental barriers, and recent legal decisions, these students are nevertheless applying to and successfully completing medical school. Common coping strategies for students with mobility, visual, and hearing impairments are briefly outlined.

Persons with Disabilities↗
PubMed1999

A corrective-feedback system for helping a person with multiple disabilities during indoor travel.

An unobtrusive system, which provided corrective feedback (vibratory stimulation) for an incorrect direction, was used to help a woman with deafness and profound intellectual and visual disabilities during her indoor travel. The data showed that the woman used the system very effectively and reached destinations for performing activities independently. Implications of the findings are discussed.

Activities of Daily Living↗
PubMed2005

A comparison of two strategies of sight word instruction in children with mental disability.

The aim of this research study was to compare two strategies of sight word instruction in children attending a school for learners with moderate to severe mental disability, namely modified orthography (MO) and modified orthography where an association was made between the modification and the traditional orthography (MO/TO) together with a control group (TO). Thirty-three participants were matched according to their gender, receptive language skills and alphabet knowledge and assigned to the three groups, after which they were taught 10 sight words by using one of the above-mentioned strategies for 2 weeks. Word identification scores were obtained prior to teaching, on a daily basis during teaching, and after 3 weeks of withdrawal to determine the retention of identified words. Results show that individuals with moderate to severe mental disability are able to learn sight words through any of the three strategies implemented. Although there was no statistically significant difference between the three groups on a 5% level, significance on a 10% level was recorded for the MO/TO and TO groups. The order of effectiveness as measured by group averages on word identification was: MO/TO, TO and MO. The clinical implication of these results is that by using MO/TO as teaching strategy for sight words, individuals with limited literacy skills would be able to derive meaning from the written word while forming an association between the modification and the orthography. This could provide early reading success and enhance word identification.

Child↗
PubMed2005

Sign language aphasia following right hemisphere damage in a left-hander: a case of reversed cerebral dominance in a deaf signer?

Recent lesion studies have shown that left hemisphere lesions often give rise to frank sign language aphasias in deaf signers, whereas right hemisphere lesions do not, suggesting similar patterns of hemispheric asymmetry for signed and spoken language. We present here a case of a left-handed, deaf, life-long signer who became aphasic after a right-hemisphere lesion. The subject exhibits deficits in sign language comprehension and production typically associated with left hemisphere damaged signers. He also exhibits evidence of local versus global deficits similar to left-hemisphere lesioned hearing patients. This case represents reversed lateralization for sign language and also may represent reversed lateralization for visuo-spatial abilities in a deaf signer.

Aphasia↗
PubMed1984

Effects of different stimulus manipulations of the acquisition of word recognition in trainable mentally retarded children.

The present study was designed to assess the efficacy of different procedures for establishing transfer of stimulus control from pictorial representations to printed words in trainable mentally retarded school children. The study consisted of two experiments. In experiment 1, four training conditions were used, i.e. two conditions (stimulus shaping and stimulus connected prompt fading) in which the subjects' attention was guided to the training stimuli, and two conditions (stimulus disconnected prompt fading and no fading) in which the subjects were allowed to respond only to the prompts. The results showed that stimulus shaping and stimulus connected prompt fading were far more effective than either one of the other procedures. Subsequent analyses revealed that 1 the stimulus control of the trained words was restricted to one or two letters, and 2 in case it was restricted to one letter, this was frequently a letter other than the one used for training. Furthermore, it was noted that the learned discriminations deteriorated as time or training progressed. Experiment 2 was designed to replicate some of the findings of experiment 1, and to control for one of the variables contributing to the superior efficiency of stimulus shaping over stimulus connected prompt fading. In general, the results of this experiment confirmed those obtained in experiment 1.

Adolescent↗
PubMed1994

Attentional difficulties in hyperactive and conduct-disordered children: a processing deficit.

A random population sample of 1479 Chinese boys from Hong Kong was screened and diagnosed in a two-stage epidemiological study. Four groups, age 7-8, were distinguished: (1) a pure hyperactive group (HA), (2) a mixed hyperactive/conduct-disordered group (HA+CD), (3) a pure conduct-disordered group (CD), and (4) a normal control group (N). On a visual search task, only the HA children showed a specific processing deficit in performance. This confirms the diagnostic value of such a deficit for hyperactivity, differentiating it from conduct disorder. The failure to find a similar deficit in the HA+CD group raises questions concerning the clinical identity of these children. Each group showed a performance decrement over time in the visual search task but the decrement did not differ between the four groups. This observation is not congruent with the reports of a short attention span in hyperactive children; explanations of this apparent contradiction are considered.

Attention↗