<abstract>

<italic>The success of the partnership between a guide dog handler (or owner) and a guide dog depends upon both the suitability of the dog and the skill of the handler in maintaining the relationship. This qualitative study explored the use of guide dogs from the perspective of those who use them as a prelude to a larger scale, quantitative project assessing the matching process and the outcome of the partnership. The data were collected from a focus group discussion from which eight themes emerged. These included: mobility; adjustment to vision loss; advantages and disadvantages of using a guide dog; the matching process; training with the dog; social function, feelings of friends and family; and the outcome of the relationship. In this article, these themes are described and exemplified with extracts from the focus group discussion. The study fulfilled its purpose as an information gathering exercise to further investigate the relationship between guide dog handlers and their dogs, and has added to a small but growing body of literature on the topic</italic>.
</abstract>

A Focus Group Discussion on Using Guide Dogs

<abstract>
<title style='display:none'>Abstract</title>
Professionals working in the field of vision impairment face high expectations from the people they support. To meet this expectation, it is critical that professionals have a broad and in-depth knowledge of vision. This paper presents an overview of the two key entities that underpin an understanding of vision – visual function and functional vision. The contemporary professional literature is reviewed to present an examination of vision as a primary and essential sense, to develop an understanding of the dual components of vision and common approaches to vision assessment, and the key models that conceptualise vision in relation to the person and their environment.
</abstract>

Exploring the dualism of vision – visual function and functional vision

<abstract>
<title style='display:none'>Abstract</title>
Background: Some major visual disorders damage the central retina and to compensate for the loss of a functioning fovea, those affected use their remaining peripheral retina to accomplish daily tasks. This results in the formation of an unstable, non-central fixation point, which compromises ability to detect obstacles and acquire visual information from the environment. The purpose of this study was to determine if there is a measurable (and significant) difference in balance ability and fall risk between visually impaired people with stable fixation and those with unstable fixation.
Method: Individuals (<italic>n</italic> = 44) with a visual acuity of &gt;20/400 in the better eye and a diagnosis of a retinal disorder affecting the macula were recruited for this study. Fixation stability was determined using the Mirametrix Eye Tracker and participants were then divided into two groups: stable fixation and unstable fixation. Functional balance was measured using the Timed Get-Up-and-Go (TUG) and the Berg Balance Scale (BBS). Balance confidence was assessed using the Activities-Specific Balance (ABC) Scale.
Results: Performance on the TUG test was significantly different between the groups, with the poor-fixation group having a slower TUG time than the stable-fixation group, <italic>t (42)</italic> = −1.763, <italic>P</italic> = 0.043. Subjects with poor fixation stability scored lower on the ABC scale and on the BBS compared to the stable fixation group, but the difference was not significant.
Significance: Based on the TUG, those with unstable fixation are at a higher risk of falls compared to individuals with stable fixation. Given fixation stability is a visual factor that can be trained and improved upon, these findings warrant further research into the relationship between fixation stability and balance.
</abstract>

The influence of fixation stability on balance in central vision loss

<abstract>
<title style='display:none'>Abstract</title>

<italic>This is the first of a two-part study that examined the effects of a guide dog as an aid to mobility; both parts are published in this issue of the IJOM. The first part demonstrates the perceived effectiveness of the dog on travel performance, and the second part describes changes to travel habits, as well as advantages and disadvantages of guide dog mobility. In this first part of the study, the travel performance of 50 people who were blind or vision impaired was investigated retrospectively when participants used (a) mobility aids other than a guide dog (i.e., before a dog was acquired) and where applicable, a dog they considered to be (b) a satisfactory and (c) an unsatisfactory mobility aid. Results indicated that travel performance was considered significantly better when using a satisfactory dog compared to pre-guide dog mobility or an unsatisfactory dog. Follow-up tests were conducted to determine whether differences in travel ability before a dog was acquired affected travel performance when using a satisfactory dog. Participants were separated into three groups (poor, moderate and good travellers) based on their perceived travel ability pre-dog. Significant differences in travel performance were found between all three groups before a dog was used, but no differences were seen between the groups when using a satisfactory dog. Further tests indicated that travel performance was significantly better for all three levels of traveller when using a satisfactory dog compared to pre-dog mobility, with less accomplished travellers showing the greatest gains. The use of a dog also appeared to alleviate restrictions to travel caused by some non-visual conditions</italic>.
</abstract>

The Guide Dog as a Mobility Aid Part 1: Perceived Effectiveness on Travel Performance

<abstract>
<title style='display:none'>Abstract</title>
The purpose of this commentary is to identify the key differences between the term Habilitation and Rehabilitation. Using historical and contemporary understandings, this commentary aims to disentangle these two terms from a developmental perspective. It is argued that these two concepts are distinct and should be appropriately reflected in international literature and practice.
</abstract>

What's in a word? Distinguishing between Habilitation and Re-habilitation

<abstract>
<title style='display:none'>Abstract</title>
Detection of vehicles is a critical skill for students learning to cross streets. Some people with visual impairments who can see approaching vehicles well while attending for them may have difficulty doing so when looking from side to side to check for sufficient clearance to cross. People with severely restricted visual fields may miss seeing vehicles that are very close to them unless they scan sufficiently slowly, and people with severe visual acuity loss may miss seeing vehicles that are approaching from a distance unless they hold their gaze long enough to detect movement.
This article describes in an orderly presentation a training procedure previously presented only in workshops and on websites, and expounds on the possible vision science to describe the problems. The authors put forward a method for horizontal lateral scanning for vehicles at uncontrolled crossings that will increase accessibility of the method to instructors worldwide. The training involves having students face a street and practice turning to look for approaching vehicles, then employing an instructor-led feedback loop, correcting themselves and improving performance. The instructional goal is for students to consistently successfully scan for vehicles that are most challenging for them to detect.
</abstract>

Learning to scan for approaching vehicles efficiently with a visual impairment

<abstract>
<title style='display:none'>Abstract</title>
Optimal lighting is an essential part of visual rehabilitation.
Generally, lighting levels are assessed depending on the amount of light that is required to fulfil a task. However, it is equally important to assess tasks that rely on ambient lighting. This study compares two different methods to assess optimal ambient lighting levels for people with visual impairment.
<sec><title style='display:none'>Method</title>Two different methods were used. During the first method, the 3D Lightlab, subjects were seated on the side of a room and asked to describe which objects they detected and which objects they recognised in the room during increasing illumination levels. In the second method, subjects were asked the same question, but the room and the objects were projected on a screen with a beamer. Illumination levels were controlled using ND-filters.</sec>
<sec><title style='display:none'>Results</title>Illumination levels for optimal lighting are comparable for both Lightlabs. However, patients have a higher confidence level in the outcome of a 3D Lightlab.</sec>
<sec><title style='display:none'>Significance</title>Although the 3D Lightlab is generally preferred by people with visual impairment, the 2D Lightlab is suitable for implementation in visual rehabilitation for clients who need to know their illumination levels for optimal lighting.</sec>
</abstract>

Assessment of optimal ambient lighting: Comparision of two methods

<abstract>
<title style='display:none'>Abstract</title>
Play is critical to child development and children have the right to experienced meaningful and fun play. Playgrounds provide an environment where all children including those with vision impairment can experience joy, social interaction, physical challenges and stimulation. Participation in an accessible playground can also contribute to advancing specific developmental domains that can be impacted by childhood vision impairment. However, despite the importance of play being recognised by the United Nations and guidelines being legislated in Australia, access to inclusive playgrounds that meet the needs of people with vision impairment remains challenging. An urgent need exists to address the exclusion of children with VI and their families from playground participation. This paper aims to identify inherent benefits of play for all children and to investigate what is known about inclusive playground features, specifically those that meet the needs of children with vision impairment. The challenges of meaningful inclusion of children with vision impairment is explored, including those approaches that may progress design and facilitate inclusion. Playground features such as layout, pathways, equipment, sensory elements and use of technology are discussed, along with importance of consultation, listening and learning from the voice of users.
</abstract>

Ensuring playground access for children with vision impairment

The CVI Companion Guide – To the Developmental Guidelines for Infants with Vision Impairment: A guidebook for early intervention (2nd ed.), Amanda Hall Lueck, Deborah Chen, Elizabeth S. Hartmann

<abstract>
<title style='display:none'>Abstract</title>
As municipal engineers attempt to reduce pedestrian and vehicular accidents, and promote active mobility, they have incorporated several new elements at intersections that potentially diminish the safety of pedestrians with visual impairments. Orientation and mobility (O&amp;M) specialists must adapt to these new situations and provide instruction that take into account the complexity at these intersections. This novel method allows individuals with low vision to develop a comprehensive risk assessment and analysis that is generalizable to nearly all intersections. This teaching strategy is modified accordingly if the individual is traveling at intersections controlled by stop signs or traffic lights. This strategy has been successfully applied to promote the safety and independence of numerous travellers with visual impairments.
</abstract>

Centre de Réadaptation Lethbridge-Layton-Mackay du Centrés Intégrés Universitaires de Santé et de Services Sociaux du Centre-Ouest-de-l'Île-de-Montréal

Teaching intersection analysis to students with low vision

<abstract>
<title style='display:none'>Abstract</title>
Orientation and Mobility (O&amp;M) is the practice of enabling and empowering people with low vision or blindness to know where they are (orientation), so they can navigate and move around their surroundings independently and safely (mobility) (<xref ref-type="bibr" rid="j_vri-2024-0004_ref_003">Deverell and Scott, 2014</xref>). O&amp;M specialists work with people of all ages, tailoring interventions to suit individual client needs. The first Australian trained O&amp;M specialists graduated in 1971 (<xref ref-type="bibr" rid="j_vri-2024-0004_ref_003">Deverell and Scott, 2014</xref>). Since then, programmes to train O&amp;M specialists in Australia have migrated between universities and between states. Traditionally, industry supported their O&amp;M workforce by selecting, managing, and supporting students financially during their training and in some cases providing in-house training. The introduction of the National Disability Insurance Scheme (NDIS) (rolled out from 2013–2020) has seen a shift in the O&amp;M profession, with more O&amp;M specialists moving to private practice or between organisations. This shift necessitated a change away from industry-driven training to independent student-initiated university training where the university is responsible for the selection, training, and competency of the graduate. Thus, the Graduate Diploma in Orientation and Mobility (Australian Qualifications Framework-8 level qualification), was established at UNSW, Sydney to create a sustainable programme to strengthen the Australian O&amp;M workforce. This manuscript, written from the perspective of the UNSW O&amp;M education team, which includes academic and professional staff with expertise in O&amp;M, Optometry and Vision Science, will describe the initiation of the Graduate Diploma in O&amp;M at the UNSW School of Optometry and Vision Science. It explores and describes the education agenda, including challenges, and innovative initiatives for teaching O&amp;M preservice specialists.
</abstract>

Orientation and Mobility (O&amp;M) specialist education: Reflecting on the University of New South Wales (UNSW) Graduate Diploma in O&amp;M

<abstract>
<title style='display:none'>Abstract</title>
A significant aspect of Orientation and Mobility is teaching travellers with visual impairments systematic methods to access their environment and evolving these methods to match the complexity of the world around us. At crossings where there is no traffic signal or stop sign, there are increasingly many situations where it is no longer best practice to assume it is clear to cross when quiet, or simply re-route and avoid. This article explains a step-by-step method O&amp;M specialists can use for teaching travellers with visual impairments how to determine if a crossing is a “Situation of Uncertainty” or a “Situation of Confidence” by helping them develop an intuitive understanding of their own crossing time; learn to intuitively and accurately compare their crossing time with the warning time of approaching vehicles; and judge whether or not they can be confident that it is clear to cross whenever it is quiet in that situation. Following this, the article discusses a method that learners can use to determine the level of risk at any given crossing so they can decide if the level of risk is acceptable or unacceptable to them.
</abstract>

Teaching students to recognize and deal with Situations of Uncertainty at uncontrolled crossings

<abstract>
<title style='display:none'>Abstract</title>
Purpose: To test the usability of eye tracking and virtual reality during vision rehabilitation training of hemianopia patients.
Methods: Individuals with hemianopia (n = 13) and normal-sighted controls (n = 4) performed various exercises that are commonly used in vision rehabilitation for mobility, while wearing a head-mounted eye tracker or a head-mounted virtual reality (VR) display. Occupational therapists (n = 4) guided them through the exercises. All participants (including therapists) filled out a questionnaire, assessing their experience with the used device. Individuals with hemianopia were split into three groups according to their stage in vision rehabilitation therapy and performed 1 (beginner), 2 (intermediate) or 3 (advanced) different exercises.
Results: Individuals with hemianopia rated the mobile eye tracker with a score of 3.97 ± 0.5 points (beginner), 3.8 ± 0.5 points (intermediate) and 4 ± 0 points (advanced) the corresponding occupational therapists with a score of 3.6 ± 0.6, 3.4 ± 0.9 and 3.87 ± 0.6 points (out of a maximum of 4 points). The VR headset was rated with 3.9 ± 0.5 points by individuals with hemianopia, 3.8 ± 0.5 points by normal-sighted controls and 2.5 ± 1.4 points by the occupational therapist in a virtual hallway scenario. In a street-crossing scenario, it was rated with 3.7 ± 0.5 points by individuals with hemianopia, 3.7 ± 0.8 points by controls and 2.8 ± 1.2 by occupational therapists. In a walking along a pavement scenario the individual with hemianopia gave 4 ± 0 points and the controls 3.8 ± 0.4 points on average.
Conclusions: Both devices were seen as useful additions to vision rehabilitation therapy, as they enable better feedback to patients and the opportunity to do different exercises at different levels of difficulty.
</abstract>

Eye tracking and virtual reality in the rehabilitation of mobility of hemianopia patients: a user experience study

<abstract>
<title style='display:none'>Abstract</title>
Background: This study examined how students enrolled in a university orientation and mobility personnel preparation program in the Southwestern part of the United States perceived their competency levels regarding their knowledge of orientation and mobility principles and applications. This graduate master’s degree or certification program includes students with various backgrounds (e.g., special education teachers, social workers, general education teachers).
Method: To enter this Orientation and Mobility program perspective students must hold an undergraduate degree with a Grade Point Average of 3.0 on a 1-4 scale, and submittal of a resume, a personal statement, and transcripts from previous college/university coursework. These materials are then reviewed, and perspective students are accepted or rejected into the university’s Orientation and Mobility Program. The Orientation and Mobility Program consists of nine 3-hour semester courses. The internship course is the last course in their program of study for a certificate. To pursue a master’s degree students, complete an additional nine credit hours in special education. Most of the students maintain fulltime employment while completing their coursework. Using a self-evaluation form that included competency criteria provided by the Academy for the Certification of Vision Rehabilitation and Education Professionals, 74 orientation and mobility interns at the university evaluated their capabilities and proficiencies before they began and after they completed their internship.
Results: Before beginning the internship, the participants, on average, considered themselves to be moderately or somewhat proficient in all 13 orientation and mobility competencies (M = 3.25– 3.53, SD = 0.62–0.94). After completing the internship, the participants, on average, reported feeling significantly more proficient (p &lt; .001) in each of these 13 orientation and mobility competencies (M = 4.13–4.49, SD = 0.49–0.66).
Significance: This study represents an initial attempt to examine interns’ perceptions of their proficiency levels vis-à-vis orientation and mobility competencies before beginning and after completion of the internship. Future research could examine the relationship between the interns perceived mastery of competencies and the actual mastery of these competencies.
</abstract>

Survey-Based Learning of Interns in Orientation and Mobility Program

<abstract>
<title style='display:none'>Abstract</title>
The notion that dog-human interactions have the potential to mitigate impacts concerning the delay of typical development of social skills in humans is a novel concept. Research evidence concerning three aspects of social-cognition: sensory perception of social-cues, theory of mind and learning social-schemas, were reviewed with the scope to explore this notion. Literature from two different fields of research inquiry: animal-behaviour and neuroscience, was evaluated. Emerging from the animal-behavioural studies’ review was that aspects of dog behaviour could be a functional analogue of human behaviour (e.g. perception of social-cues). Neuroscience research theories concerning the functional role of the mirror neuron system in social-cognition in humans were evaluated against evidence from animal-behavioural studies investigating the relationship between dogs and children with socio-communicative developmental delays (e.g. vision impairment, Autism). It emerged that both fields of research suggested that through “embodied simulations” an alternative (e.g. to language and/or vision) approach to acquiring knowledge concerning the world of social interactions may be possible for individuals who present with developmental delays of social-competence. Within this context it is suggested that dog-human interactions may provide learning opportunities for development of social-competence in individuals with vision impairment. Implications for practice for the disability sector and specific examples for professionals who work with individuals who have vision impairment and assistance/therapy dogs are discussed.
</abstract>

Social-cognition and dog-human interactions: Is there potential for therapeutic-interventions for the disability sector?

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