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As Americans--both civilians and veterans--worked to determine the meanings of identity for blind veterans of World War I, they bound cultural constructs of blindness to all the emotions and contingencies of mobilizing and fighting the war, and healing from its traumas. Sighted Americans’ wartime rehabilitation culture centered blind soldiers and veterans in a mix of inspirational stories. Veterans worked to become productive members of society even as ableism confined their unique life experiences to a collection of cultural tropes that suggested they were either downcast wrecks of their former selves or were morally superior and relatively flawless as they overcame their disabilities and triumphantly journeyed toward successful citizenship. Sullivan investigates the rich lives of blind soldiers and veterans and their families to reveal how they confronted barriers, gained an education, earned a living, and managed their self-image while continually exposed to the public’s scrutiny of their success and failures.

In the context in which severe visual impairment significantly affects human life, this article emphasizes the potential of Artificial Intelligence (AI) and Visible Light Communications (VLC) in developing future assistive technologies. Toward this path, the article summarizes the features of some commercial assistance solutions, and debates the characteristics of VLC and AI, emphasizing their compatibility with blind individuals’ needs. Additionally, this work highlights the AI potential in the efficient early detection of eye diseases. This article also reviews the existing work oriented toward VLC integration in blind persons’ assistive applications, showing the existing progress and emphasizing the high potential associated with VLC use. In the end, this work provides a roadmap toward the development of an integrated AI-based VLC assistance solution for visually impaired people, pointing out the high potential and some of the steps to follow. As far as we know, this is the first comprehensive work which focuses on the integration of AI and VLC technologies in visually impaired persons’ assistance domain.

The present study examines the visual recognition of action simulations by finger gestures (ASFGs) produced by sighted and blind individuals. In ASFGs, fingers simulate legs to represent actions such as jumping, spinning, climbing, etc. The question is to determine whether the common motor experience of one's own body is sufficient to produce adequate ASFGs or whether the possibility to see gestures from others are also necessary to do it. Three experiments were carried out to address this question. Experiment 1 examined in 74 sighted adults the recognition of 18 types of ASFGs produced by 20 blindfolded sighted adults. Results showed that rates of correct recognition were globally very high, but varied with the type of ASFG. Experiment 2 studied in 91 other sighted adults the recognition of ASFGs produced by 10 early blind and 7 late blind adults. Results also showed a high level of recognition with a similar order of recognizability by type of ASFG. However, ASFGs produced by early blind individuals were more poorly recognized than those produced by late blind individuals. In order to match data of recognition obtained with the form that gestures are produced by individuals, two independant judges evaluated prototypical and atypical attributes of ASFG produced by blindfolded sighted, early blind and late blind individuals in Experiment 3. Results revealed the occurrence of more atypical attributes in ASFG produced by blind individuals: their ASFGs transpose more body movements from a character-viewpoint in less agreement with visual rules. The practical interest of the study relates to the relevance of including ASFGs as a new exploratory procedure in tactile devices which are more apt to convey action concepts to blind users/readers.

In this study, we investigate to what degree augmented reality technology can be used to create and evaluate a visual-to-auditory sensory substitution device to improve the performance of blind persons in navigation and recognition tasks. A sensory substitution algorithm that translates 3D visual information into audio feedback was designed. This algorithm was integrated in an augmented reality based mobile phone application. Using the mobile device as sensory substitution device, a study with blind participants (n = 7) was performed. The participants navigated through pseudo-randomized obstacle courses using either the sensory substitution device, a white cane or a combination of both. In a second task, virtual 3D objects and structures had to be identified by the participants using the same sensory substitution device. The realized application for mobile devices enabled participants to complete the navigation and object recognition tasks in an experimental environment already within the first trials without previous training. This demonstrates the general feasibility and low entry barrier of the designed sensory substitution algorithm. In direct comparison to the white cane, within the study duration of ten hours the sensory substitution device did not offer a statistically significant improvement in navigation.

Echolocation is the ability to use sound-echoes to infer spatial information about the environment. Some blind people have developed extraordinary proficiency in echolocation using mouth-clicks. The first step of human biosonar is the transmission (mouth click) and subsequent reception of the resultant sound through the ear. Existing head-related transfer function (HRTF) data bases provide descriptions of reception of the resultant sound. For the current report, we collected a large database of click emissions with three blind people expertly trained in echolocation, which allowed us to perform unprecedented analyses. Specifically, the current report provides the first ever description of the spatial distribution (i.e. beam pattern) of human expert echolocation transmissions, as well as spectro-temporal descriptions at a level of detail not available before. Our data show that transmission levels are fairly constant within a 60° cone emanating from the mouth, but levels drop gradually at further angles, more than for speech. In terms of spectro-temporal features, our data show that emissions are consistently very brief (~3ms duration) with peak frequencies 2-4kHz, but with energy also at 10kHz. This differs from previous reports of durations 3-15ms and peak frequencies 2-8kHz, which were based on less detailed measurements. Based on our measurements we propose to model transmissions as sum of monotones modulated by a decaying exponential, with angular attenuation by a modified cardioid. We provide model parameters for each echolocator. These results are a step towards developing computational models of human biosonar. For example, in bats, spatial and spectro-temporal features of emissions have been used to derive and test model based hypotheses about behaviour. The data we present here suggest similar research opportunities within the context of human echolocation. Relatedly, the data are a basis to develop synthetic models of human echolocation that could be virtual (i.e. simulated) or real (i.e. loudspeaker, microphones), and which will help understanding the link between physical principles and human behaviour.

Blind people are known to have superior perceptual abilities in their remaining senses. Several studies suggest that these enhancements are dependent on the specific experience of blind individuals, who use those remaining senses more than sighted subjects. In line with this view, sighted subjects, when trained, are able to significantly progress in relatively simple tactile tasks. However, the case of complex tactile tasks is less obvious, as some studies suggest that visual deprivation itself could confer large advantages in learning them. It remains unclear to what extent those complex skills, such as braille reading, can be learnt by sighted subjects. Here we enrolled twenty-nine sighted adults, mostly braille teachers and educators, in a 9-month braille reading course. At the beginning of the course, all subjects were naive in tactile braille reading. After the course, almost all were able to read whole braille words at a mean speed of 6 words-per-minute. Subjects with low tactile acuity did not differ significantly in braille reading speed from the rest of the group, indicating that low tactile acuity is not a limiting factor for learning braille, at least at this early stage of learning. Our study shows that most sighted adults can learn whole-word braille reading, given the right method and a considerable amount of motivation. The adult sensorimotor system can thus adapt, to some level, to very complex tactile tasks without visual deprivation. The pace of learning in our group was comparable to congenitally and early blind children learning braille in primary school, which suggests that the blind's mastery of complex tactile tasks can, to a large extent, be explained by experience-dependent mechanisms.

Some blind people have developed a unique technique, called echolocation, to orient themselves in unknown environments. More specifically, by self-generating a clicking noise with the tongue, echolocators gain knowledge about the external environment by perceiving more detailed object features. It is not clear to date whether sighted individuals can also develop such an extremely useful technique. To investigate this, here we test the ability of novice sighted participants to perform a depth echolocation task. Moreover, in order to evaluate whether the type of room (anechoic or reverberant) and the type of clicking sound (with the tongue or with the hands) influences the learning of this technique, we divided the entire sample into four groups. Half of the participants produced the clicking sound with their tongue, the other half with their hands. Half of the participants performed the task in an anechoic chamber, the other half in a reverberant room. Subjects stood in front of five bars, each of a different size, and at five different distances from the subject. The dimension of the bars ensured a constant subtended angle for the five distances considered. The task was to identify the correct distance of the bar. We found that, even by the second session, the participants were able to judge the correct depth of the bar at a rate greater than chance. Improvements in both precision and accuracy were observed in all experimental sessions. More interestingly, we found significantly better performance in the reverberant room than in the anechoic chamber. The type of clicking did not modulate our results. This suggests that the echolocation technique can also be learned by sighted individuals and that room reverberation can influence this learning process. More generally, this study shows that total loss of sight is not a prerequisite for echolocation skills this suggests important potential implications on rehabilitation settings for persons with residual vision.

Persons outside of disability communities often have negative perceptions of disabilities, yet such beliefs may create more problems for people with disabilities than the disability itself. Folklore produced in disability communities can serve as a reaction to those misconceptions and can allow us to better understand what disability means to disabled individuals and how it affects their ways of being and interpreting the world. Folklorists undertaking such research must approach collaborators with respect, care, and background knowledge so they don't risk reproducing harmful stereotypes. Through this disability studies lens, folklorists have an opportunity to build on and complicate our understanding of disability experiences through exploring how disabled people use folklore to (re)present their identities.

Digital transformation has become a critical aspect of modern education, necessitating the development of digital skills among all students, including those with disabilities. Among these, blind students face unique challenges in acquiring the digital competencies needed for academic success and professional integration. This study aimed to enhance the digital transformation skills of blind postgraduate students by evaluating the effectiveness of a cloud-based learning management system, Moodle Cloud. Using a mixed methods approach, we combined descriptive and quasi-experimental designs to assess the impact of the intervention. The sample included 20 blind graduate students from Beni Suef University, equally divided into experimental and control groups. Pre- and post-assessments measured participants’ digital transformation skills through achievement tests and performance evaluations. The findings indicated significant improvements in the experimental group, with higher scores in both the achievement tests and performance assessments compared to the control group. The results suggest that the cloud-based learning management system played a vital role in enhancing digital skills, and no significant differences were found between remote and in-person applications of the intervention. The study emphasizes the importance of incorporating modern digital technologies into the education of blind students, aligning with Egypt’s Vision 2030 plan and ongoing educational reforms.