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    The CVI practice framework : an effective approach to supporting children with cerebral visual impairment (CVI) : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, Aotearoa New Zealand
    (Massey University, 2020) McDowell, Nicola
    Cerebral visual impairment (CVI) is the most common cause of visual impairment affecting children in the economically developed world, with the prediction that numbers will continue to rise with continued advancements in medical care for neonates. Despite this increase, many children are still being supported with approaches that have been developed for children with ocular visual impairments, as there are limited evidence-based approaches for supporting children with CVI. This thesis by publication therefore proposed a CVI practice framework to help meet the specific needs of children with CVI that can be used within an education or habilitation/rehabilitation context. The framework was based on the researcher’s own experience of developing a successful rehabilitation programme to improve her visual and overall functioning following a late CVI diagnosis. From this programme, the researcher identified three main components that led to the improvements in her quality of life. These included the development of an individual CVI profile, an individualised programme, and empowerment through the attainment of knowledge. To ascertain whether a similar approach could be effective for children with CVI, the researcher conducted a number of different research projects to assess the effectiveness of each individual component and the overall framework. Results from the different research projects show that, firstly, the Austin Playing Card Assessment has the potential to be an effective tool to detect visual perceptual difficulties related to clutter and can be used as part of a wider assessment process to develop a child’s CVI profile. Secondly, there are a number of generic strategies that can be implemented within a child’s programme to support their visual, emotional and behavioural needs. Thirdly, information at the time of a child’s diagnosis helps to empower parents and leads to them being more involved in the services their child receives. Finally, the CVI practice framework has the potential to be an effective approach for supporting children with CVI. Further research on the three components of the framework and the overall framework is needed to corroborate these findings.
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    The efficacy of using a three dimensional, interactive model to teach environmental concepts to children with a visual impairment : a thesis presented in partial fulfilment of the requirements for the Degree of Master of Philosophy in Rehabilitation Studies at Massey University
    (Massey University, 1998) Budd, Julia Mary
    Previous research has identified that children with a visual impairment have difficulty in acquiring independent travel skills. In the past, the research has been concentrated on body and spatial concepts with a more recent emphasis on spatial representation and the use of tactile maps. However, very little attention has been paid to three dimensional models or the teaching of environmental concepts. Consequently, a study was undertaken to see if the use of a three dimensional interactive model was efficient at teaching environmental concepts to four visually impaired children. The study utilised a changing criterion design with an environmental probe to assess the outcome. It was found that the children learnt the concepts taught and were able to transfer knowledge gained on the model to the real environment. In line with other research findings, two children, the youngest and the one with the greatest degree of vision impairment, were found to be unable to plan and execute routes in the real environment. This may be explained by their lack of understanding of Euclidean concepts. The model was also found to have a number of significant advantages over tactile maps as a tool for introducing environmental concepts. Some areas for further investigation are identified.
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    Stories to tell : families of children with vision impairment : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education (Guidance Studies) at Massey University
    (Massey University, 1996) Nagel, Gwen
    This study explored the experiences of ten families of children with vision impairment. It gave emphasis to interactions within families and in relation to wider social, cultural and political contexts, highlighting the impact of medical, educational and social services and their policies on families. Qualitative, collaborative methods offered techniques whereby ideas, feelings and beliefs individual to each family could be expressed within a climate of power sharing and reflection. Designed around a narrative, life history model, stories were accessed through the triangulation of focus group exploration, data sheet information and face-to-face family interviews. Each story was treated as a unique, personal account, using participants own words as the authoritative statements on their experiences. Findings were examined within the framework of Bronfenbrenner's (1979) Ecological Model. Issues relating to the educational and health needs of children predominated with educators the professionals parents most expected to support them. Parents sought parent-professional relationships which reflected equality, based on parent as well as professional expertise. Coping strategies used to negotiate both developmental tasks and social systems were identified, with the significance of alliances with other parents of children with disabilities highlighted. Advocacy was deemed to be a central process in bringing about change to social systems which were perceived as largely unchallenged by the great majority of parents. Implications of the study were detailed in relation to families, professionals and service providers, policy development and future research. They underlined the importance of a society valuing diversity, and empowerment of people disadvantaged by prevailing attitudes, policies, structures and practices, providing a firm basis for actions that could enhance the lives of all families of children with disabilities.