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The objective of this paper is to report results from a Canadian-based study addressing systems-level barriers that restrict the employment of persons with vision loss, specifically in the experience of searching for and maintaining competitive employment. This paper aims to generate knowledge which may inform strategies and advocacy efforts to enhance opportunities for, and experiences of, paid employment for persons with vision loss.

This constructivist, grounded theory study used in-depth, semi-structured interviews with seven participants with restricted vision (those who are legally blind) to frame data collection and analyses.

Three interconnected themes emerged: facing and negotiating barriers, the cyclical process of seeking and keeping employment and settling for second best. Participants described barriers to employment that have been described in previous literature that not only continue to exist, but that act to potentiate one another, resulting in settling for competitive employment experiences that are second best. This represents a type of social injustice that has been previously described as ‘occupational injustice’. We explain this concept and link it to participants’ experiences.

This was a small, geographically bounded study. Nonetheless, the findings resonate with previous research and further our understanding regarding how barriers are experienced.

Knowledge gained furthers the understanding of how systemic obstacles restrict and bound the participation of persons with vision loss in the labour market.

While the barriers to employment for persons with low vision have been previously well described, this paper demonstrates how these barriers interact and act synergistically with one another, thereby reinforcing the need to focus on shortcomings at the service, system and policy level, in addition to individual rehabilitation.

Defined functionally, having low vision can mean the inability to read newsprint even with best correction (when wearing conventional eyeglasses or contact lenses) (Maino, 1993). Other functional definitions of low vision refer to a loss of vision that may be severe enough to hinder an individual's ability to complete daily activities such as reading, cooking, or walking outside safely, while still retaining some degree of useable vision. Low vision is decreased visual performance that prevents performance to full capacity compared with a typically sighted person of the same age and gender. It may be a consequence of reduced acuity, abnormal visual field, reduced contrast sensitivity, or other ocular dysfunction (Faye, 1984). This definition includes people who are legally blind and those who have a more significant amount of remaining vision.

This chapter outlines the role of vision-specific service providers for young children with visual impairments. The responsibilities of teachers of students with visual impairments (TVIs) and orientation and mobility (O&M) specialists in special education programming for young children with visual impairments are overviewed. Basic information about the signs and symptoms of eye conditions that commonly occur during the early childhood years are presented. Commonly used assessments and instructional methods for working with young children who are visually impaired are discussed. Additionally, there is an emphasis on the critical aspect of family involvement during these early childhood years and suggested resources are provided.

The purpose of this paper is to educate professionals, families and supporters about the importance of ensuring regular eye examinations for the people with learning disabilities.

This is a general review of the type and prevalence of visual problems of which people with learning disabilities are most at risk.

Eye problems in people with learning disabilities are common but are often over-looked.

Uncorrected refractive errors mean that people are unnecessarily denied experiences and learning opportunities. Spectacles are a simple solution, and most people can be supported to wear them. Cataracts and keratoconus are conditions that can lead to visual impairment, but which are now treatable and learning disabilities should not be a contra-indication to treatment. Untreatable eye conditions mean lifelong visual impairment, but if this is not recognised, care may be inappropriate or the learning disability assumed to be greater than it is.

The review describes how families and supporters can organise successful eye examinations, to ensure that no-one with learning disabilities has an eye condition that is not managed appropriately.

The role of the teacher of students with visual impairments and the role of the orientation and mobility specialist are presented and discussed in this chapter. Background information about the population of students who are visually impaired and their unique disability-specific characteristics is also provided to situate the role of vision specialists within the context of the population that they serve. The population of students served by teachers of students with visual impairments and orientation and mobility specialists is incredibly diverse. Vision specialists enable students who are visually impaired to overcame barriers and create educational successes within the Common Core and Expanded Core Curriculum. The Expanded Core Curriculum is an additional set of disability-specific skills and a framework used in the planning, instruction, and assessment of student learning. Vision specialists work closely with parents and school professionals to adapt the educational environment and support their students.

The purpose of this paper is to provide an evidence‐base for home modification guidelines for people with visual impairment due to age‐related macular degeneration (AMD), from the perspective of people with AMD, by exploring the home modifications they find useful and would recommend to other people with visual impairment due to AMD as being effective.

People with impairments may not be aware of their own coping with inability strategies until they are asked to express their strategies. A qualitative approach using semi‐structured individual interviews was used to elicit the perspectives of people with AMD with regards to their preferred home modification interventions. Interviews were recorded and then transcribed verbatim into text for thematical analysis using Nvivo 8.

In total, 31 individuals (aged 79.1±5.6 years) with AMD and no other ocular diseases were recruited from a low vision clinic or the Macular Degeneration Foundation database in a metropolitan city. Interviewees had not received any formal home modification assessment from a government provider. Nevertheless, 70 per cent of participants stated that they undertook home modifications themselves or with the assistance of family and friends. The most important functional modifications as perceived by the participants concerned the installation of hand rails, non‐slip matting, colour contrasting safety stair nosing, single lever taps, slip resistant flooring, lift chairs and motion sensors that activated pathway lighting. Kitchens, steps and bathrooms were perceived as hazardous locations. Most participants had difficulties with reading fine‐print material on kitchen appliances, washing machines, microwave ovens and remote controls for electronic devices in the home.

An evidence‐base for useful home modifications as suggested by people with visual impairment was perceived to be a valuable resource for other people with visual impairment who may not yet have developed adaptive strategies. Industrial and interior designers and low vision rehabilitation services who aim to improve functionality of the home environment will also find these suggestions useful.

New Zealand's population is aging; government agencies realise the impact of this and are factoring it into their planning for the future. There is a perception that “Seniors” are reluctant to change, but a recent Royal New Zealand Foundation of the Blind (RNZFB) pilot project to test an internet‐connected Digital Talking Book Player with 40 borrowers, most of whom were in their 70s and 80s, has shown the opposite. The purpose of the trial was not only to test an online talking book delivery system but also to ascertain if the RNZFB seniors, some of whom have little or no experience with computers, could cope with an internet capable Digital Talking Book Player. The purpose of this paper is to describe the RNZFB trial.

In total, 39 RNZFB library members between the ages of 60 and 93, most in their 70s and 80s and one 40 year old were selected to participate in a Digital Talking Book Trial. Each of the trialists were loaned a Digital Talking Book Player for approximately four weeks and were asked to read two books and two magazines per week.

The outcome of the trial was remarkable. The trial showed seniors do have a positive attitude to change and are not afraid of technology.

The trial showed that if the reward is greater independence and a better service, and seniors are given appropriate support they will embrace new technology and make it work for them. By moving ahead and using new innovative technology the library service will be able to provide a greater variety of titles and better access to information and recreational reading.

Given the aging population and resulting increase in the demand for residential care and attention (C & A) homes in Hong Kong, the government has allotted funds to provide better care services for the elderly. However, such appropriation seems to have focused on creating additional places, rather than improving the quality of services. The elderly may face risks if they are not provided with proper facilities to assist with activities of daily living (ADL), while those suffering from various diseases may be at even greater risk. In order to mitigate such risk and hence enhance the quality of facility management (FM), this paper aims to identify the major components of FM in C & A homes and investigate the relationships between these components and the risks and diseases facing elderly residents.

In total, 81 questionnaires were completed by elderly residents of C & A homes, evaluating their perceived comfort level with FM components, their disease status and the frequency of occurrence of various specified risks. Relationships between these variables were then established by Pearson correlation and partial correlation analyses.

In total, 13 FM components were identified, of which only four (space planning, noise, signage and catering) had significant relationships with the identified risks. Some of these relationships were moderated by specific diseases.

The relatively small sample size, with 81 respondents from seven homes, may limit the generalisability of the results. However, the study establishes a platform for conducting further large-scale surveys of elderly residents in different types of C & A homes. On the other hand, further investigation of the specific FM requirements of elderly residents suffering from various diseases is also encouraged.

This paper confirms that close relationships exist between various FM components, risks and diseases relevant to elderly residents in C & A homes. The results indicate that the FM components of space planning, noise, signage and catering should be addressed in order to reduce the risks such residents face.

The aim of the paper is to create a greater understanding of how people who are blind or vision impaired describe their use of audio-based reading technologies, with a particular focus on how they reason about whether the use of these technologies can be understood in terms of reading.

The study is part of the emerging research area Critical Studies of Reading and draws theoretical inspiration from Document Theory, New Literacy Studies and Critical Disability Studies. The article presents a discourse analysis of how 16 university students in Australia who are blind or vision impaired and use audio-based reading technologies describe this use in semi-structured interviews.

The participants relate to a division between ‘real' reading and reading by listening, where the latter is constructed as an exception and is connected to the subject position of being blind or vision impaired. However, resistance is also noticeable, where reading by listening is constructed as something that is normal, and as a right.

The article is a theoretical and empirical contribution to the ongoing discussion on the use of audio-based reading technologies. It presents perspectives from the users of these technologies and argues why a specific understanding of this use is important.