Maria Elisabete Rodrigues Freire Gasparetto

Utilização de recursos ópticos e equipamentos por escolares com deficiência visual.

PURPOSE: To verify perceptions and conduct of students with visual impairment regarding devices and equipment utilized in schooling process. METHODS: A transversal descriptive study on a population of 12-year-old or older students in schooling process, affected by congenital or acquired visual impairment, inserted in the government teaching system of Campinas during the year 2000. An interview quiz, created based on an exploratory study was applied. RESULTS: A group of 26 students, 46% of them with low vision and 53.8% affected by blindness was obtained. Most of the students were from fundamental teaching courses (65.4%), studying in schools with classrooms provided with devices (73.1%). Among the resources used in reading and writing activities, 94.1% of the students reported they used the Braille system and 81.8% reported that the reading subject was dictated by a colleague. Most of the students with low vision wore glasses (91.7%), and 33.3% utilized a magnifying glass as optical devices. Among the non-optical devices, the most common were the environmental ones, getting closer to the blackboard (75.0%) and to the window (66.7%) for better lighting. CONCLUSIONS: It became evident that students with low vision eye-sight made use of devices meant for bearers of blindness, such as applying the Braille system. A reduced number of low vision students making use of optical and non-optical devices applicable to their problems were observed, indicating a probable unawareness of their visual potential and the appropriate devices to improve efficiency.

Utilização de Recursos de Tecnologia Assistiva por Escolares com Deficiência Visual

Este trabalho visa apresentar os resultados de duas pesquisas demonstrando como os setores de Pedagogia e de Terapia Ocupacional dos Programas Infantil e de Adolescentes com Deficiencia Visual do CEPRE /FCM / UNICAMP tem atuado proporcionando aos escolares com deficiencia visual (cegos e com baixa visao) a utilizacao de recursos de tecnologia assistiva para melhorarem o desempenho nas atividades cotidianas e como facilitadores da inclusao educacional e social. Trata-se de pesquisa quantitativa e qualitativa, em que foram investigadas as variaveis: idade, sexo, acuidade visual, uso dos recursos de tecnologia assistiva, treinamento e interacao grupal. Verificou-se que a maioria dos participantes nao fazia uso dos recursos de tecnologia assistiva, pois, nao sabia como utiliza-lo. Com o treinamento no uso e adaptacao dos recursos, os participantes do grupo puderam utiliza-los nas atividades de leitura e escrita no cotidiano.

A atenção fonoaudiólogica e a linguagem escrita de pessoas com baixa visão: estudo exploratório

The aim of this study was to: understand how people with acquired low vision (subnormal vision) used written language in daily living and to recommend speech and language pathology therapy during the process. A descriptive/exploratory study was conducted in order to build a data collection instrument. The sample was composed of subjects with low vision who attended Cepre / FCM / Unicamp in 2008. A questionnaire was applied during an interview, during which time the following variables were investigated: personal characteristics, use of assistive technology in reading and writing, reasons for performing reading and writing activities and the frequency of reading and writing after having acquired the visual loss. The sample was made up of 8 subjects with acquired low vision. The mean age was 47 years, of which 75,0% were males. Most of the subjects (62,5%) declared they used optical aids to read. All reported they used non-optical aids to read. The results showed that the subjects reported that they used to read to get information on topics 1 Mestrado pelo Programa de Pos-Graduacao Saude, Interdisciplinaridade e Reabilitacao do Centro de Estudos e Pesquisas em Reabilitacao (CEPRE) da Faculdade de Ciencias Medicas da Universidade Estadual de Campinas (UNICAMP). maylamonteiro@gmail.com 2 Professora Doutora em Ciencias Medicas, Area de Concentracao-Oftalmologia; Docente da Graduacao em Fonoaudiologia e do Centro de Estudos e Pesquisas em Reabilitacao (CEPRE) da Faculdade de Ciencias Medicas da Universidade Estadual de Campinas (UNICAMP). rcietto@fcm.unicamp.br 3 Professora Doutora em Ciencias Medicas. Docente da Graduacao em Fonoaudiologia e do Centro de Estudos e Pesquisas em Reabilitacao (CEPRE) da Faculdade de Ciencias Medicas da Universidade Estadual de Campinas (UNICAMP). gasparetto@fcm.unicamp.br

Percepções de escolares com deficiência visual em relação ao seu processo de escolarização

Resumo: A promocao da inclusao escolar de pessoas com deficiencia visual demanda que os profissionais conhecam as percepcoes que estes alunos tem a respeito de suas limitacoes e possibilidades. Neste estudo, foram identificadas caracteristicas e percepcoes de escolares com deficiencia visual em relacao ao seu processo de reabilitacao. Foi realizado um estudo descritivo transversal com escolares de 12 anos e mais, inseridos no sistema publico de um municipio do Estado de Sao Paulo. Aplicouse questionario mediante entrevista. Obteve-se populacao de 26 alunos, sendo 46,2% com visao subnormal e 53,8% com cegueira, com media de idade de 17,1 anos. A repetencia escolar foi declarada por 73,1%. Entre as dificuldades escolares decorrentes da cegueira, sobressaiu-se a leitura de livros didaticos e, entre as decorrentes da visao subnormal, a visualizacao da lousa. O nivel de escolaridade mostrou-se baixo em relacao a media de idade. Evidenciaram-se percepcoes coerentes em relacao a problematica da inclusao escolar. Palavras-chave: deficiente visual, reabilitacao, inclusao escolar. The perception of visually impaired students in relation to the schooling processA promocao da inclusao escolar de pessoas com deficiencia visual demanda que os profissionais conhecam as percepcoes que estes alunos tem a respeito de suas limitacoes e possibilidades. Neste estudo, foram identificadas caracteristicas e percepcoes de escolares com deficiencia visual em relacao ao seu processo de reabilitacao. Foi realizado um estudo descritivo transversal com escolares de 12 anos e mais, inseridos no sistema publico de um municipio do Estado de Sao Paulo. Aplicou-se questionario mediante entrevista. Obteve-se populacao de 26 alunos, sendo 46,2% com visao subnormal e 53,8% com cegueira, com media de idade de 17,1 anos. A repetencia escolar foi declarada por 73,1%. Entre as dificuldades escolares decorrentes da cegueira, sobressaiu-se a leitura de livros didaticos e, entre as decorrentes da visao subnormal, a visualizacao da lousa. O nivel de escolaridade mostrou-se baixo em relacao a media de idade. Evidenciaram-se percepcoes coerentes em relacao a problematica da inclusao escolar.

Avaliação educacional por meio do teste iar em escolares com cegueira

Three case studies were undertaken in order to assess the applicability of the IAR Test in blind students; three eight year old blind students, whose impairments were caused by retinopathy of prematurity or congenital cataract (A.M., D.A.C., T.A.M.), who went to the Center for Hearing, Language and Vision (Cedalvi) of the Hospital for Craniofacial Anomaly Rehabilitation (HRAC), USP, Bauru/SP/Brazil, participated in the study. During a six month period the students were assessed using the Instrument to Assess Basic Literacy Repertoire (IAR); the instrument was transcribed in Braille, also having raised images when applicable. Results of the IAR application showed that T.A.M. achieved 100% accuracy for all concepts; A.M. and D.A.C. achieved 100% accuracy for body scheme, laterality and word verbalization; D.A.C. achieved 50% for the concepts of position, size and quantity; A.M. achieved 50% for hearing discrimination; D.A.C. obtained a rate of less than 50% for concepts of direction, space, shape, tactile discrimination, hearing discrimination, analysis/synthesis and fine motor coordination; A.M. also achieved less than 50% success rate for direction, tactile discrimination, analysis/synthesis and fine motor coordination concepts. As to applicability, the IAR Test was shown to be effective in assessing blind students; it offers useful orientation to professionals and family members who wish to adopt stimulation and strategies that enhance their development.

The effects of therapeutic intervention on quality of life and use of optical devices for older individuals

Traumatic isolated sixth cranial nerve palsy is a rare condition that has been reported to be as low as 1% to 2, 7% following traumatic brain injury. The sixth nerve innervates the ipsilateral lateral rectus which abducts the eye. Isolated loss of lateral gaze with no other cranial nerve signs and muscular entrapment is thought to be resulted from an injury to the peripheral nerve along its course from the brain stem to the lateral rectus. We presented a case of traumatic isolated unilateral sixth cranial nerve palsy in a female patient with diplopia and restriction left eye movement to lateral following head trauma after accident. Head Computed Tomography (CT) scan showed left frontal bone fracture involving the lateral wall of the orbit and also left retro orbital hemorrhage with no other lesions noted in the brain. Eye examination revealed isolated sixth cranial nerve palsy with normal vision of both eyes. Here we discussed about the possible mechanism, differential diagnosis and also management of the patient. Department of Ophthalmology, Saiful Anwar Hospital – Brawijaya University, Malang, Indonesia. *Corresponding author Vierlia, Wino Vrieda, Department of Ophthalmology, Saiful Anwar Hospital Brawijaya University, Malang, Indonesia, E-mail: vrieda_v@yahoo.com. Submitted: 09 Feb 2017; Accepted: 02 Mar 2017; Published: 07 Mar 2017

Atuação de equipe interdisciplinar com escolar que apresenta baixa visão por hipótese diagnóstica de Doença de Stargardt

This study refers to students with low vision or visual impairment that may have difficulties in writing and reading activities and, therefore, show postural alterations as a consequence of having to adjust when getting closer to the materials, as an attempt to see them better. This study is characterized as a case study, in which we will describe the performance of the interdisciplinary team involved in the visual rehabilitation process of a 12 year-old student diagnosed with Stargardt disease. The research team comprised of a Social Worker, Art-Educator, Nurse, Pharmacist, Physiotherapist, Speech Therapist, Ophthalmologist, Orthoptist, Pedagogue, Psychologist and Occupational Therapist. Nine sessions of one hour each were carried out weekly at a school clinic from the State University of Sao Paulo. The interventions have benefited the student with the use of assistive technology resources, such as telescopic system, electronic magnifying glasses, inclined plane for reading and writing and the enlargement of the lines in the notebook pages. After the intervention, the adopted body posture in the reading and writing activities became more balanced, the scholar was able to keep his head furthermost from the book, as well as more aligned, not showing rotation compensatory movements to the right and inclination, which led to a decrease of the pain in the cervical region. The interventions also allowed the student to show an improvement in the distance and near visual performance. The performance of the interdisciplinary team enabled positive results in the reading and writing activities of the low vision student, and in daily life activities, thus enabling the adolescents educational and social inclusion.

The influence of assistive technology devices on the performance of activities by visually impaired

Objective: To establish the influence of assistive technology devices (ATDs) on the performance of activities by visually impaired schoolchildren in the resource room. Methods: A qualitative study that comprised observation and an educational intervention in the resource room. The study population comprised six visually impaired schoolchildren aged 12 to 14 years old. The participants were subjected to an eye examination, prescribed ATDs comprising optical and non-optical devices, and provided an orientation on the use of computers. The participants were assessed based on eye/object distance, font size, and time to read a computer screen and printed text. Results: The ophthalmological conditions included corneal opacity, retinochoroiditis, retinopathy of prematurity, aniridia, and congenital cataracts. Far visual acuity varied from 20/200 to 20/800 and near visual acuity from 0.8 to 6 M. Telescopes, spherical lenses, and support magnifying glasses were prescribed. Three out of five participants with low vision after intervention could decrease the font size on the screen computer, and most participants (83.3%) reduced their reading time at the second observation session. Relative to the printed text, all the participants with low vision were able to read text written in smaller font sizes and reduced their reading time at the second observation session. Conclusion: Reading skills improved after the use of ATDs, which allowed the participants to perform their school tasks equally to their classmates.

Optical and nonoptical aids for reading and writing in individuals with acquired low vision.

PURPOSE To evaluate the use of optical and nonoptical aids during reading and writing activities in individuals with acquired low vision. METHODS This study was performed using descriptive and cross-sectional surveys. The data collection instrument was created with structured questions that were developed from an exploratory study and a previous test based on interviews, and it evaluated the following variables: personal characteristics, use of optical and nonoptical aids, and activities that required the use of optical and nonoptical aids. RESULTS The study population included 30 subjects with acquired low vision and visual acuities of 20/200-20/400. Most subjects reported the use of some optical aids (60.0%). Of these 60.0%, the majority (83.3%) cited spectacles as the most widely used optical aid. The majority (63.3%) of subjects also reported the use of nonoptical aids, the most frequent ones being letter magnification (68.4%), followed by bringing the objects closer to the eyes (57.8%). Subjects often used more than one nonoptical aid. CONCLUSIONS The majority of participants reported the use of optical and nonoptical aids during reading activities, highlighting the use of spectacles, magnifying glasses, and letter magnification; however, even after the use of these aids, we found that the subjects often needed to read the text more than once to understand it. During writing activities, all subjects reported the use of optical aids, while most stated that they did not use nonoptical aids for such activities.

Use of Assistive Technology Resources for Low Vision Students

Background: Access of low vision students to school should also be secured through the use of assistive technology resources. Assistive resources are any devices used to enhance visual functioning. Objective: The aim of this study was to check and analyze the use of assistive technology by low vision students. Material and Methods: A descriptive study was conducted and interviews were applied. The sample comprised19 low vision students. Results: Of the low vision students 52.6% declared to use far optical resources. Information Technology was the better-accepted resource in use as 73.7% declared to work with software’s like DosVox, Virtual Vision, Jaws and Windows Magnifier. Conclusion: It is preoccupant to see that those low vision students are using Information Technology only at the specialized institution while computer labs are available in regular schools and could be used for the introduction to the use of this important resource.