The Older Individuals who are Blind Technical Assistance Center (OIB-TAC) is federally funded (RSA #H177Z150003) to help OIB programs improve services. In 2015, the National Research and Training Center on Blindness and Low Vision at Mississippi State University received the competitive award to support the OIB-TAC. The OIB-TAC provides technical…

As much as the field of visual impairment has advanced over the last half century and as growing populations of children and adults continue to be served by its practitioners, the issue of personnel shortages to meet the diverse needs of students and consumers seems to continue. More vision professionals are being trained than ever, but it seems…

Our article addresses how our not-for-profit organization responded to the COVID-19 pandemic by shifting our paradigm, in how we deliver programs. We created virtual programs and have been delivering them via the Zoom platform, to provide education and training to individuals adjusting to vision loss, and their family members.

Introduction: In the early spring of 2020, governments were beginning to react to the news of a global pandemic being caused by COVID-19. The purpose of this study was to examine the effect of COVID-19 on early intervention services for young children with visual impairments and their families. Methods: Parents of children with visual impairments…

This national survey sought to determine which service providers work with young children with visual impairments, characteristics of the children served, provider roles and responsibilities, and the professional competencies they consider important. Findings emphasized the need for knowledge about and competence in cultural and linguistic…

Discusses providing culturally competent services to individuals with visual impairments and seven cultural values: communication, health beliefs and practice, family structure, attitudes toward authority, etiquette, expectations of "helping," and time orientation. Provides suggestions for meeting cross-cultural challenges through skills used in…

Discusses how American cultural values have impacted traditional Confucian values and traditional Korean perspectives on legislation, policy, and special-education systems for people with visual impairments. The need for continuation of the transformation to enhance the educational system for people with visual impairments is stressed. (CR)

Describes, through the experiences and development of a young Ethiopian boy with congenital blindness, some of the cultural differences between Ethiopians living in Israel and Israelis, the complexity of cultural transition, and the importance of respecting and learning from different child-rearing practices and values. (Author/CR)

Excerpts from an interview with an Asian-American woman about her views on aspects of her life illustrate key issues related to the cultural implications of having a visual impairment. Suggestions for professionals who work with Asian-American or Pacific-Islander clients are also presented. (Author/CR)

A study explored the types of services that 40 schools for students with visual impairments provided to students in local education agencies, the extent of collaboration, and perceived changes to improve the process. Most schools continue to serve a dual role as residential/day schools and as outreach service providers. (Contains 8 references.)…