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"Sehbehinderung."
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\... and after that came me\
The aim of this study was to reconstruct subjective constructions of experiences in PE and feelings of being valued within PE classes in Germany by students with visual impairment (VI). Two female and two male students (average age: 19.25 years) participated in the study from the upper level. For the reconstruction of experiences of feeling valued, episodic interviews with a semi-structured interview guide were used. The data analysis was conducted with MAXQDA 2020 based on content-related structuring of qualitative text analysis with deductive-inductive category formation. To structure the analysis, the main category, feelings of being valued, was defined by two poles (positive feelings of being valued as opposed to bullying). As a main finding, respondents primarily reported negative feelings and experiences characterized by instances of bullying, discrimination, and physical and social isolation, perpetuated by both their peers and teachers. In search of a deeper understanding, we identified social hierarchy as an underlying structure determining the students' perceived positioning within the social context and thus directing their feelings of being (de-)valued. It became evident that it is not the setting per se that determined social hierarchy, but that it is more about the concrete manifestation of social hierarchy. (Autor).
Journal Article
Barriers and challenges for visually impaired students in PE
Physical education (PE) is an important part of school education worldwide, and at the same time, almost the only subject that explicitly deals with body and movement. PE is therefore of elementary importance in the upbringing of young people. This also applies to children with visual impairments. However, existing findings on participation and belonging in PE as well as on physical and motor development reveal that this group of children and adolescents is noticeably disadvantaged in this respect. Against this background, this paper aims to explore fundamental barriers and challenges across different types of schools, types of schooling, and countries from the perspective of visually impaired children. The qualitative interview study with 22 children with visual impairments at different types of schools in three countries (Austria, Germany, USA) reveals that none of the respondents could escape the power of social distinctions and related problematic and existing hierarchies. Hence, ideas of normality and associated values remain the main challenge for all of them. However, the type-forming analysis provides important insight across settings on how visually impaired children differ on this, allowing for greater sensitivity to the concerns of children with visual impairments. (Autor).
Journal Article
Vision and hearing problems and psychosocial outcomes: longitudinal evidence from the German Ageing Survey
Purpose
To examine whether changes in vision and hearing problems are associated with changes in psychosocial outcomes (in terms of depressive symptoms, loneliness, and perceived social isolation).
Methods
We used longitudinal data from the nationally representative German Ageing Survey, which covers individuals aged 43 years and over (wave 6 and wave 7, with 7108 observations and mean age of 67.5 years, SD 10.2 years). The 6-item De Jong Gierveld tool was used to quantify loneliness, the Bude and Lantermann tool was used to quantify perceived social isolation, and the Center for Epidemiologic Studies Depression Scale (15-item version) was used to quantify depressive symptoms. Self-rated problems reading the newspaper due to vision problems and self-rated difficulties recognizing known people on the street due to vision problems were used to quantify vision problems. In addition, self-rated hearing problems on the telephone and self-rated hearing problems in groups of more than four people were used to quantify hearing problems.
Results
Adjusting for various confounders, longitudinal regressions showed that the onset of major vision problems referring to difficulties recognizing people one knows on the street was associated with increases in loneliness (
β
= 0.17,
p
< .01) and depressive symptoms (
β
= 1.90,
p
< 0.05). Moreover, the onset of some vision problems referring to difficulties reading the newspaper was associated with increases in perceived social isolation (
β
= 0.06,
p
< 0.01). Additionally, the onset of some hearing problems in groups of more than four people was associated with increases in depressive symptoms (
β
= 0.43,
p
< 0.05).
Conclusion
Our longitudinal study showed that vision and hearing problems can contribute differently to psychosocial factors. Delaying sensory impairment may result in favorable psychosocial factors in later life.
Journal Article
Associations of self-reported hearing problems with long-term trajectories of mental and functional health in middle-aged and older adults: The role of self-perceptions of aging
Impaired hearing is a frequent stressful experience in later life. However, not all individuals affected by hearing problems exhibit restrictions in mental or functional health; there may be psychosocial resources that buffer the detrimental impact of impaired hearing to some extent. We investigate whether positive self-perceptions of aging (SPA, i. e. perceptions of more ongoing development and perceptions of less physical and social losses) do in fact constitute a compensatory resource and moderate between-person and within-person associations of self-reported hearing problems with trajectories of mental and functional health. Our sample comprised n = 9,705 participants in the German Ageing Survey (mean age = 62.41 years, SD = 11.58, range 40-93 years) who were assessed up to five times between 2008 and 2021. Based on longitudinal multilevel regression models, controlling for socio-demographic variables, hearing aid use, and chronic diseases, we found that individuals with overall more hearing problems reported poorer mental health. Moreover, with regard to the within-person associations, on measurement occasions when individuals reported more hearing problems, their mental and functional health was poorer. The association of more hearing problems with poorer functional health was weaker among individuals with lower perceptions of physical loss at baseline (i.e., year 2008). Among chronologically older adults, the association of more hearing problems with poorer functional health was weaker for those with higher perceptions of ongoing development at baseline. Our findings suggest that SPA related to fewer physical losses and to more ongoing development may buffer the negative impact of hearing problems on functional health.
Journal Article
A Register-Based Study of Early-Life Disabilities and Income Attainment in Adulthood
Individuals with disabilities are likely to be doubly disadvantaged, as they tend to earn less but require more financial resources than individuals without disabilities to maintain an average standard of life. Exploring the links between early-life disabilities and income attainment in adulthood requires high-quality data that allow accounting for selection into disability as well as a comprehensive list of predictors of income attainment. The authors harness the power of Norwegian register-based data and inverse-probability weighting regression adjustment estimators to examine whether individuals born with or who acquire disabilities in early life have lower income attainment at age 32 than individuals in the general population of the country. The results are robust to alternative estimation specifications and suggest that early-life chronic health conditions, such as asthma and diabetes, and impairments, such as sensory loss and physical impairment, are associated with significantly lower income attainment even when individuals’ actual working hours are accounted for among those employed.
Journal Article
National Theatre in My Kitchen: Access to Culture for Blind People in Poland During Covid-19
This article reflects on the phenomenon of the virtualization of culture and its significance in providing accessibility to people with visual impairment. From this point of view, virtual culture becomes a space of negotiation between social inclusion and exclusion. By examining the experiences of participants in cultural events and the planners of such events, I try to identify possible advantages as well as dangers related to the process of transferring cultural life to the Internet. The scope of my research embraces accessible cultural events offered by selected institutions and non-governmental organizations in Poland. Research data was collected by interviewing both employees and participants of events with visual impairment. I have also drawn upon my own experiences as a blind admirer of culture and a worker in the sector of cultural accessibility. My main research question is: Does the virtualization of culture make events more accessible for people with visual impairment, or does it increase already-existing barriers? A further issue is explored—namely new solutions that are appearing in the accessible remote events on offer. The theoretical framework for this study includes accessibility studies and disability studies.
Journal Article
Meeting the needs of learners with specific learning difficulties in online and face-to-face language classrooms: teacher beliefs and practices
Drawing on communities of practice and social cognitive learning theories, this paper explores language teachers' beliefs, knowledge and practices concerning the provision of high-quality education to learners with specific learning difficulties in various educational settings around the world. The data sample for this paper comprises qualitative data (video-recorded interviews and teaching resources) collected from six teachers working across various educational settings (primary, secondary, college and university) across several geographical areas (Europe, Middle East, and Southeast Asia). Thematic analysis was adopted to analyse the data. The findings suggest that teachers continue to experience challenges in educating learners with specific learning difficulties regardless of the educational setting. Limited opportunities for receiving specialised training in this area have been identified by several teachers as one of the key factors affecting the quality of their practice. The change in the mode of instruction from face-to-face to online was not always reported as negatively affecting the quality of educational provision to learners with specific learning difficulties. Technology-assisted online lesson delivery was seen as being advantageous to learners with some types of learning difficulties. Findings from this paper can be useful to teacher-practitioners and teacher-educators who are interested in improving the quality of language education for learners with specific learning difficulties. (DIPF/Orig.).
Journal Article
Visually Impaired Persons and Social Encounters in Central Melbourne
Urban spaces are areas where routes, activities, and people, including visually impaired persons (VIPs), intersect. Most urban research on VIPs focuses on wayfinding. However, the experience of urban spaces is not limited to utilitarian functions and also includes people’s lived experiences and random social encounters. To understand how a broader range of activities, experiences, and encounters may be better enabled, VIPs have participated in multi-method research including interviews, word games, walking interviews, and diary recordings in central Melbourne. Results not only indicate a broad range of unmediated conflicts between VIPs’ mobility needs and key aspects of intense street life but also reveal opportunities that are potentially hidden in random encounters in public spaces.
Journal Article
\Everyone Is Normal, and Everyone Has a Disability\: Narratives of University Students with Visual Impairment
University students with visual impairment in Israel and worldwide face multiple academic and social barriers and must develop techniques, strategies and skills to adjust to the university environment. The current article is based on a longitudinal qualitative study aimed at incorporating students' voices and offers some insight into the ways students experience their academic journeys. The research method combined grounded theory with the emancipatory disability research paradigm, which draws explicitly from people with disabilities' collective experience and thus directly challenges this group's widespread social oppression. This combination allowed the researcher to focus on students' initial experiences as subjectively perceived. Sixteen students all defined as legally blind, from four universities in Israel, were interviewed over a 2-year period of their studies. The findings present two complementary narratives the interviewees used while configuring their identities. The article will focus on findings that suggest that during their academic journeys, students needed to manage a process of integrating their identity both as disabled and as students, choosing when and where to perform each identity and determining what the implications of each choice were along with each one's related costs and benefits. The study's implications and recommendations can help professionals and support services improve inclusion and equality in higher education.
Journal Article