Protection or Restriction: An Analysis of the Blind Massage Policy for Employment Rights of Persons With Visual Impairments in China

Introduction The United Nations Committee on the Rights of Persons with Disabilities identified the Chinese blind massage policy as “reserved employment” in its Concluding Observations in 2012. In response, this paper reviewed the policy on blind massage in China and discussed its effectiveness and social impact. Methods: Adopting a historical perspective, this paper describes the development stages of the blind massage policy in China. It reveals the social construction process of the blind massage policy. Government data were provided to help analyze the positive and negative effects of the policy according to the United Nations’ Convention on the Rights of Persons with Disabilities. Results: The blind massage policy is a national strategy involving semi-reserved employment to improve the low employment rate of people with visual impairments in China. It promoted employment of people with visual impairments at the start, but, as the system of the blind massage gradually took shape, it restricted these individuals from choosing a career freely. The blind massage policy has resulted in deep-rooted social prejudices, and it demonstrates disability-based discrimination and charity-oriented practices. Discussion: The Chinese blind massage policy is discriminatory and does not reflect the modern concept of disability rights advocated in the United Nations’ Convention on the Rights of Persons with Disabilities. Implications for practitioners: The Chinese government needs to promote institutional reforms to provide better education and employment for people with visual impairments to change the limited content of vocational training and eliminate discriminatory policies.

Prevalence of Individuals with Deafblindness and Age-Related Dual-Sensory Loss

Introduction The authors of this paper have compiled a report on the prevalence of deafblindness and dual-sensory loss based on the review of existing estimates. The purpose is to inform readers of the importance of using consistent, well-researched definitions and survey questions in future prevalence studies. Methods Articles were extracted through ProQuest and EBSCOhost, online library databases of Cambrian College and Laurentian University. Keywords search included “deafblindness,” “dual-sensory impairment,” “dual-sensory loss,” “age-related,” “congenital,” “acquired,” and “prevalence.” Additionally, the authors conducted a search with Google for research reports and Google Scholar for other relevant peer-reviewed articles. Results This review provides a current overview of prevalence estimates of deafblindness and age-related dual-sensory loss around the world, examining 19 articles or reports published over the last 20 years (2000–2020) in 18 countries, including the European Union (consisting of 8 countries). In line with the prevalence estimates by the World Federation for the Deafblind global report 2018, the review indicates an estimated 0.2–2% prevalence of dual-sensory impairment and underscores varying ranges of prevalence among populations, studies or countries, age groups, and types of deafblindness. The review highlights that the prevalence of deafblindness or dual-sensory loss was often not comparable across studies, but it is clear that the prevalence of dual-sensory impairment increases with age. The studies varied in methods (e.g., population surveys, cross-sectional, and longitudinal studies). Implication for practitioners The review provides evidence of varying ranges of prevalence rates. Future prevalence studies may benefit from consistent definitions, standard data-collection tools to do better comparisons across countries, and identify factors that predict higher or lower prevalence rates among populations and age groups.

Physical Activity and Quality of Life in People With Visual Impairments: A Systematic Review

Objective This systematic review aimed to investigate the relationship between physical activity and quality of life (QOL) in people with visual impairments. Methods: Electronic searches were performed in PubMed, SPORTdiscus, CINAHL, Embase, and Web of Science. Observational studies describing the relationship between physical activity and QOL in adults with visual impairments were included. The Newcastle-Ottawa Scale (NOS) adapted for cross-sectional studies was used to assess the quality of the studies. Results: Overall, 327 studies were identified, and eight met the inclusion criteria. All studies had cross-sectional designs and seven were performed in developed countries. Physical activity was assessed objectively by one study, and five studies used the International Physical Activity Questionnaire. The World Health Organization Quality of Life Questionnaire was the most used instrument to measure QOL. Six studies reported a positive relationship between physical activity and QOL domains, as follows: life satisfaction, activity limitation, fair or poor health, physically and mentally unhealthy days, psychological health, and overall QOL. Conclusion: People with visual impairments who are engaged in physical activity are more likely to have better QOL outcomes.

Job-Search Activities, Job-Seeking Barriers, and Work Experiences of Transition-Age Youths With Visual Impairments

Introduction: The purpose of this study was to describe the job-seeking and work experiences of transition-age youths with visual impairments. Methods: We analyzed follow-up data from a quasi-experimental study of a job-search intervention conducted from 2016 to 2019. Participants were 88 youths with visual impairments from three states; approximately half received the job-search intervention, and the other half served as a comparison group. Measures included job-search activities and outcomes, job-seeking barriers, volunteer and work experiences, and parental support for job-seeking. Results: Commonly reported job-search activities were preparing or revising resumes, talking to people about jobs, submitting applications, and submitting resumes, but most participants performed these activities infrequently. Many job-seekers encountered barriers during their job search, and few searches resulted in paid employment. Participants generally reported moderate levels of preparation to handle job-seeking barriers and parental support for job-seeking. Intervention and comparison participants had similar results on most measures, with few exceptions. Discussion: When youths actively search for a job but do not find one, their motivation to continue job-seeking may be reduced, particularly if their preparedness to overcome job-seeking barriers is low. Although many participants had some engagement in volunteer or work activities, short-term work experiences were the most common—and perhaps most misunderstood—work activity. Implications for practitioners: Youths with visual impairments may benefit from feedback on their job-seeking approach, application materials, and interview skills so they can make changes and determine how to focus or refocus their efforts. In addition to offering feedback, service providers can provide ongoing support to youth job-seekers and encourage them to persist in their job search. Explicit discussions about different types of work activities may help transition-age youths understand how short-term work experiences differ from paid jobs.

The Student Self-Accommodation Strategy for Students with Visual Impairments

Introduction Accommodations are essential for the successful participation of individuals with visual impairments in post-secondary education and employment. Passive experiences with accommodations in school, plus a complex advocacy process warrant the need to support students to engage in the accommodations process. Methods Four high school students with visual impairments were taught the Student Self-Accommodation Strategy. A parallel multiple-case design was used to determine how and how well the participants learned and used the strategy and to investigate their development of metacognitive knowledge and self-regulated learning (SRL) skills. Results The participants all learned the strategy to varying extents. The cross-case analysis revealed that recall and understanding the purpose of the strategy supported strategy performance but were not associated with in-class use of the strategy. Additionally, participants did not experience changes with metacognition or SRL; however, they did demonstrate metacognitive knowledge on multiple data sources, with few demonstrations of SRL. Discussion Findings indicate that the Student Self-Accommodation Strategy is accessible to students with visual impairments. Three factors seemed to be associated with the learning and use of the strategy: verbal and reasoning skills, achievement, and emotional-behavioral regulation. Metacognition and SRL can positively affect students with visual impairments. Implications Future work with the Student Self-Accommodation Strategy should incorporate in-class strategy coaching and an explicit investigation of the factors that seemed to influence strategy learning and performance. Research and practice should give greater attention to metacognition and SRL for students with visual impairments.

Development of 4to24, a Transition Application for Parents of Students With Visual Impairments

Introduction This article focuses on the development of 4to24, an informational app for parents of students with visual impairments, with emphasis on obtaining stakeholder input, developing content, and establishing content validity. The app provides information, resources, and activities to help students, ages 4–24 years, prepare for independence and employment as an adult. Method App design and content development involved multiple phases of iterative design and writing. Stakeholder input was obtained via an advisory board and user focus groups with parents and students. Experts reviewed and validated content with ratings and recommendations on accuracy, age-appropriateness, and relevance. Results Advisory board members identified important domains to address in 4to24 including social skills, technology, travel skills, health and fitness, independent living, career education, and self-determination. They recommended focusing on elevating parents’ expectations and confidence in supporting and teaching their children. Focus group participants recommended accessibility, ease of use, and relevant information to make the app appealing to users. The content validation process supported the content’s relevance, accuracy, and age-appropriateness and resulted in a final count of 410 informational modules. Discussion Parent involvement and expectations are critical to students’ preparation for future employment. 4to24 provides support for parents to collaborate with service providers and reinforce concepts and skills outside of school. Development of the app technology and its large volume of content required a full 5-year process. Implications for practitioners Lessons learned from this project can inform future resource development projects, including recommendations to start small and define goals early in the process. The 4to24 app is a new resource for parents of students with visual impairments that can supplement services provided by professionals.

Experiences Building Graphics Literacy Skills: Interviews With Teachers and Students

Introduction Participants’ perspectives are valuable in evaluating the effectiveness of an intervention. Methods Interviews were conducted with teachers of students with visual impairments and students who completed an intervention designed to build graphics literacy skills. Results Six themes were identified with corresponding subthemes. The intervention was reported to build students’ graphics literacy skills. Discussion Some students were able to generalize the strategies they learned to academic classes. Higher-level thinking skills challenged some students. Implications for practitioners A systematic approach beginning early can increase students’ graphics literacy skills. Teachers should provide ongoing opportunities for thinking and regulation of learning.