20 research outputs found
Assessing Perceived Work Discrimination From Visual Impairments After the Americans With Disabilities Act Amendments Act
No full textAbstract
Date Presented 4/1/2017
Workplace success for persons with visual impairments requires specific demands and skills. Associations of discrimination charges filed before and after the Americans With Disabilities Act Amendments Act suggest interventions should target retention aspects of work, the largest growing category of discrimination.
Primary Author and Speaker: Callie Victor
Contributing Authors: Al Copolillo, Dianne Pawluk, Kelli Williams Gary, Leroy Thacker II</jats:p
Psychosocial Issues in Older Adults’ Adjustment to Vision Loss: Findings From Qualitative Interviews and Focus Groups
No full textAbstract
Although more therapists are responding to the increasing need for visual rehabilitation services for older adults, little is reported in the literature about the emotional experience of vision loss, especially in the words of persons with low vision themselves. This paper reports findings from a qualitative inquiry involving focus groups and in-depth interviews with 15 older adults using or considering using low vision assistive devices (Copolillo & Teitelman, 2005). Although the study’s original intent was to focus primarily on decisions about LVAD use, psychological and social implications of vision loss emerged spontaneously as a dominant area of concern for participants. From an analysis of 154 codes derived from transcripted data, three themes related to psychosocial experience were generated: (a) Emotional Challenges, (b) Negative Emotional Outcomes, and (c) Indicators of Emotional Adaptation. In this article, individual components of the themes are described using illustrative quotes, and potential practice implications for therapists are presented.</jats:p
Low Vision Intervention: Decision-Making for Acquiring and Integrating Assistive Technology
No full text
Low Vision Intervention: Decision Making for Acquiring and Integrating Assistive Technology
No full textAssistive technology and home modification for people with neurovisual deficits
No full textPeople with neurovisual deficits from acquired brain injuries and other neurological disabilities can benefit from the array of assistive technologies and home modifications available to the larger vision impairment population, especially when symptoms are mild and associated neurological conditions are few. Optics, proper lighting, and magnification to increase the perceived size of both objects and reading material and to improve contrast sensitivity have been shown to be beneficial. Innovative technologies, universally designed for safe independent living and community participation are gradually developing and show promise for addressing the needs of this population. This article highlights technologies that may be useful for people with neurovisual deficits and describes the evidence to support their training and use. The use of various types of eyewear to reduce falls; prisms and telescopic lenses to improve visual attention and minimize the impact of visual field deficits; and technologies to improve computer use, wayfinding, and home safety are discussed. While there remains substantial need for further research and development focusing on the needs of people with vision impairments from neurological conditions, practitioners can use technology with caution to improve functional outcome
Acquisition and Integration of Low Vision Assistive Devices: Understanding the Decision-Making Process of Older Adults With Low Vision
No full textAbstract
The purpose of this study was to describe how older adults with low vision make decisions to use low vision assistive devices (LVADs). Analysis of participants’ narratives, from both group and individual interviews, revealed three topic areas affecting device use. Two are discussed in this paper: Experiences and Characteristics Leading to Successful LVAD Use Decision Making and Challenges to Successful LVAD Use Decision Making. The third, Adjustment to Low Vision Disability, is briefly discussed. Of particular importance to occupational therapy practitioners in the growing field of low vision rehabilitation was the value placed on low vision rehabilitation services to assist with acquiring devices and integrating them into daily routines. Occupational therapy services were highly regarded. Participants demonstrated the importance of becoming a part of a supportive network of people with low vision to gain access to information about resources. They emphasized the need for systems and policy changes to reduce barriers to making informed decisions about LVAD use. Results indicate that occupational therapists working in low vision can support clients by facilitating development of a support network, acting as liaisons between clients and other health practitioners, especially ophthalmologists, and encouraging policy development that supports barrier-free LVAD acquisition and use. These topics should be incorporated into continuing and entry-level education to prepare practitioners for leadership in the field of low vision rehabilitation.</jats:p
Workplace Discrimination and Visual Impairment: Still a Concern After the Americans With Disabilities Act Amendments Act
No full textAbstract
Date Presented 3/30/2017
People with visual impairments experienced workplace discrimination, yet most of the charges were not substantiated by the Equal Employment Opportunity Commission, indicating the need for targeted education and advocacy for this vulnerable population to achieve parity with their non–visually disabled peers in the workplace.
Primary Author and Speaker: Callie Victor
Contributing Authors: Callie Victor, Dianne Pawluk, Kelli Williams Gary, Leroy Thacker II</jats:p
Taking on the Challenge of the Centennial Vision: Transforming the Passion for Occupational Therapy into a Passion for Leadership
No full textCosturas narrativas na formação de professores de Educação Física no contexto de um projeto de extensão
No full textA presente dissertação tem como questão problematizar, no processo (auto)biográfico, a
experiência num projeto de extensão impacta reflexões sobre ser professora no processo da
formação inicial e continuada. No processo de construção da dissertação organizei a seguinte
pergunta geradora da pesquisa: Que saberes circulam ao longo da minha formação mergulhada
nessa experiência extensionista com o projeto de extensão EEFD Baixada? Sendo assim, a
intenção da pesquisa foi de compreender a circularidade de saberes no diálogo da formação
inicial e continuada da minha experiência com o inprojeto de Extensão Universitária da UFRJ
denominado EEFD BAIXADA: Autonomia e Construção de Conhecimento a partir de
reflexões (Auto)biográficas. Metodologicamente, a pesquisa se fundamenta na perspectiva
narrativa, especialmente (auto)biográfica, que segundo Passeggi (2016) está implícito e
explícito a necessidade do processo de reflexividade, em que a autora denomina como “desafio
biográfico”. Para ela o movimento de falar de si, de refletir sobre si mesmo, de fabricar uma
história de si, sugere a complexidade ao movimento de explorar e narrar a própria história. Isso
vai além de uma simples exposição de fatos, envolvendo um processo reflexivo mais profundo
que permite ao pesquisador não apenas relatar, mas também compreender e interpretar as
próprias experiências. Para o seu desenvolvimento lancei mão de fontes que tecem linhas com
a minha história de vida, memórias e escritas rememoradas durante o processo no projeto. Para
isso, recorri as fontes que foram sendo constituídas durante a minha formação inicial e
continuada como, textos construídos pelo grupo; imagens registradas; publicações no facebook;
relatórios apresentados; os planejamentos das atividades nas escolas; os diálogos constituídos
nas escolas. Durante o desenvolvimento dessa costura, reflexões acerca da formação de
professores e extensão universitária se fizeram presente através de diálogos com os autores
António Nóvoa (2009), Maurice Tardif e Raymond (2000), Moacir Gadotti (2017), Paulo Freire
(2013), Fonseca (2018). O caminho percorrido nessa pesquisaformação possibilitou algumas
aprendizagens, dentre elas, descobrir-se como professora-narradora, a potência da escrita
através de um dispositivo afetivo como a costura e os disparadores das imagens, bem como que
a pesquisa e a formação se dão no processo de profissionalização. Além disso, as reflexões
acerca das experiências no projeto de extensão, com as costuras institucionais, escolares e de
formação evidenciam que o processo de formação não se faz de forma linear, mas que há uma
circularidade de saberes, um movimento de ziguezague que são constituídas com a referência
do campo profissional da Educação e da Educação Física bem como aspectos da vida pessoal
na constituição de nossas identidades docentes.Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThe present dissertation aims to problematize, in the (auto)biographical process, the experience
in an extension project that impacts reflections on being a teacher in the process of initial and
continuing education. In the construction process of the dissertation, I organized the following
research-generating question: what are the circularities of knowledge, in the dialogue of initial
and continuing education, generated in the University Extension project called EEFD
BAIXADA? Therefore, the research intention was to understand the circularity of knowledge
in the dialogue of initial and continuing education in the University Extension project of UFRJ
called EEFD BAIXADA: Autonomy and Knowledge Construction. Methodologically, the
research is based on the narrative perspective, especially (auto)biographical, which according
to Passeggi (2016) implies and explicitly states the need for the reflexivity process, in what the
author calls "biographical challenge". For her, the movement of speaking about oneself, of
reflecting on oneself, of constructing a personal story, suggests the complexity in the movement
of exploring and narrating one's own history. This goes beyond a simple exposition of facts,
involving a deeper reflexive process that allows the researcher not only to report, but also to
understand and interpret their own experiences. For its development, I used sources that
intertwine lines with my life story, memories, and writings recalled during the process in the
project. For this, I resorted to sources that were being constituted during my initial and
continuing education, such as texts constructed by the group; registered images; Facebook
posts; presented reports; activity plans in schools; dialogues established in schools. During the
development of this sewing, reflections on teacher training and university extension were
present through dialogues with authors such as António Nóvoa (2009), Maurice Tardif and
Raymond (2000), Moacir Gadotti (2017), Paulo Freire (2013), Fonseca (2018). The path taken
in this research-training allowed for some learning, including discovering oneself as a teacher-
narrator, the power of writing through an affective device like sewing and triggerers of images,
as well as the fact that research and training occur in the process of professionalization.
Furthermore, reflections on experiences in the extension project, with institutional, school, and
training sewing, show that the training process is not linear, but there is a circularity of
knowledge, a zigzag movement that is constituted with reference to the professional field of
Education and Physical Education, as well as aspects of personal life in the constitution of our
teaching identities.87 p
