Amy R. McKenzie

The relationship among frequency and type of internet use, perceived social support, and sense of well-being in individuals with visual impairments.

Purpose. To determine the relationship among amount and type of internet use and perceived social support and subjective well-being in persons with visual impairments. Method. One hundred seventy-five participants were recruited through a letter sent out over 46 national and state listservs for persons with visual impairments and blindness. The mean age of participants was 46.7 years (SD = 13.3), and 50.9% were women. The participants completed a survey containing a demographic questionnaire, an internet use questionnaire, the personal resources questionnaire – 2000 (PRQ-2000), and the sense of well-being inventory (SWBI). Results. Frequency and type of internet use was not significantly related to perceived social support in persons with visual impairments. There was a marginally significant positive association between internet use and overall sense of well-being. Specifically, online chat had a positive association with social support and well-being. Disability-related information seeking and participation in online support groups were negatively associated with well-being. Conclusions. Despite the mixed results of this study, the internet has potential practical implications for increasing the independence and social connectedness in persons with visual impairments.

Home Literacy Environments of Young Children With Down Syndrome Findings From a Web-Based Survey

Early home literacy experiences, including parent—child book reading, account for a significant amount of childrens later reading achievement. Yet there is a very limited research base about the home literacy environments and experiences of children with cognitive disabilities. The purpose of this study is to describe findings from a Web-based survey of home literacy environments of young children with Down syndrome. Respondents (n = 107) were mostly mothers; a majority were well educated. Findings suggest that respondents gave literacy a higher priority than reported in prior research on children with disabilities. More than 70% of respondents had 50 or more childrens books and also had literacy materials including flash cards, magnetic letters, and educational videos or computer games. Most parents read to their children and used these literacy materials 10 to 30 min per day. Respondents reported that their children had reached many important early literacy milestones, and they also described having relatively ambitious lifelong literacy goals for their children. Important implications for research and practice are discussed.