Doctor of Philosophy, University of Akron, 2006, Psychology-Applied Cognitive Aging

The present study was a longitudinal extension of Bush and colleagues' (in press) examination of the influence of amnestic mild cognitive impairment (MCI) on visual word recognition using a standard lexical decision task. The performances of cognitively healthy older adults, high functioning amnestic MCI (HMCI) patients, and low functioning amnestic MCI (LMCI) patients were compared. Results revealed that the LMCI group performed significantly worse than the unimpaired group on all Rey Auditory Verbal Learning Test measures except for the working memory span measure; HMCI performance, however, more closely resembled healthy adult performance on all portions except delayed recall. Consistent with numerous studies that have reported a mixed-case disadvantage in healthy older adults, lexical decision results revealed that the unimpaired group exhibited a mixed-case disadvantage at Time 1 and Time 2. The LMCI group exhibited a mixed-case disadvantage at Time 1, but this effect was attenuated at Time 2. Further, the LMCI group performed significantly worse when processing mixed-hue stimuli at Time 2, whereas the unimpaired group did not exhibit hue-processing deficits at Time 1 or Time 2. It appears as though LMCI patients suffer from both holistic and analytic processing deficits, although the holistic deficit is more pronounced. Results are discussed with regard to the hybrid model of visual word recognition proposed by Allen, Wallace, and Weber (1995) that attempts to merge cognitive (behavioral) and neuroscientific visual processing frameworks.

Committee: Philip Allen (Advisor) Subjects: Psychology, Cognitive

Doctor of Philosophy, The Ohio State University, 2013, Vision Science

Bioptic telescopic spectacles (BTS) allow people with vision impairment to obtain driving licensure even when their visual acuity does not meet normal state standards. BTS are spectacles with a small telescope implanted in one or both of the lenses. The telescope is used for brief periods during driving to spot distant targets such as road signs and traffic signals. The study described in this dissertation examines visual and demographic associations among obtaining a bioptic driving license, training and road testing results, and motor vehicle collisions in patients with low vision. The study also compares the collision rate of bioptic drivers to that of a control group of non-bioptic drivers matched on age and sex. A retrospective study of medical records was completed for patients examined for entry into the Ohio bioptic driving program at the College of Optometry at The Ohio State University over a five year period. Data were collected on visual factors, documented driver training, licensure testing results, and post-licensure driving record. No significant associations were found among visual and demographic factors and obtaining licensure after an initial vision examination. Several factors were significantly associated with the amount of training documented for candidates for licensure, including age and previous non-bioptic driving experience. The amount of training documented was associated with road testing results, but not with driving safety after licensure. Previous driving experience was also significantly associated with occurrence of motor vehicle collisions (MVC) in bioptic drivers, with drivers without previous experience having approximately 2.5 times as many collisions per year of licensure than those with previous experience. Other significant associations with MVC in bioptic drivers included age and the number of non-collision related convictions. Nystagmus was independently associated with MVC, but no other patient visual factors w (open full item for complete abstract)

Committee: Thomas Raasch (Advisor) Subjects: Biomedical Research; Health Sciences; Ophthalmology; Optics; Public Health; Public Policy; Transportation

Doctor of Philosophy, The Ohio State University, 2024, EDU Teaching and Learning

This qualitative research study sought to uncover the benefits of an employer-tailored training intervention in addressing employer knowledge, perspectives, and attitudes regarding employing an individual with a visual impairment, with the ultimate goal of identifying a way to positively impact the high unemployment rate amongst this population. This study continues to address necessary employment barrier research needed within the field of education and rehabilitation of the visually impaired. Data gathering was obtained in three phases, through (1) pre- and post-survey questionnaires, with both closed and open-ended survey questions, and (2) fieldnotes collected during the training intervention. Data was analyzed through a constant comparison grounded theory model using cross-references between fieldnotes and pre- and post-survey data. Quantitative data collected regarding survey responses from the Employer Perspectives on the Employment of People with Disabilities through the Office of Visual Impairment and Employment Policy, U.S. Department of Labor (Domzal, Houtenville, & Sharma, 2008) was used to provide supportive descriptive statistics only due to low participant response rates. These responses showed some positive changes within select categories. Positive changes included the understanding that individuals with visual impairments could operate a smart phone, access email, and independently operate a PC or laptop. Additionally, respondents agreed their company could afford to accommodate an individual with a visual impairment and could benefit from disability awareness training to increase overall knowledge, confidence in hiring, willingness to hire, and dispel concerns regarding employing an individual with a visual impairment. Qualitative open-ended pre and post-survey data indicated increased knowledge in the areas of (a) accommodations and assistive technology, (b) state vocational rehabilitation programming (e.g. job coach support, funding, training (open full item for complete abstract)

Committee: Danene Fast (Committee Member); Tiffany Wild (Advisor) Subjects: Adult Education; Special Education; Vocational Education

MDES, University of Cincinnati, 2024, Design, Architecture, Art and Planning: Design

Legally blind individuals who can still use their smartphones need a better designed weather alert system because weather emergencies are becoming more common. Using a trend analysis relevant data was pulled from the space before analyzing the current system in place for Wireless Emergency Alerts. From there a survey was compiled to find the best practices for designing an alert for Visually Impaired individuals of which seven responses were received. Currently, in regards to those with visual impairment, the system of notifications in place is not an effective system for emergency alerts. Alerts for people with visual impairments should be high-contrast alerts with a capitalized message in a san-serif typeface. Implementing the use of a full-screen alert should also be carefully considered as well as the current source of this research is directional and needs further results to be collected.

Committee: Brigid O'Kane MFA (Committee Member); Todd Timney M.F.A. (Committee Chair) Subjects: Design

Doctor of Philosophy, The Ohio State University, 2023, EDU Teaching and Learning

Abstract This research attempted to begin to examine the problem of why youth and consequently, adults with complex disabilities, are not being employed in competitive, integrated environments. As policy, WIOA mandates this status with few exceptions. The study asked, “who and/or what state, and local agencies provide services that mean to support employment and community access?” The study also questioned what services are successful in providing employment supports to consumers with complex disabilities, as well as the barriers to providing supports. The study used a theoretical framework that combined a Stages-Heuristic policy model and Organizational Niche Theory in which to view the problem. A qualitative research design was used along with descriptive statistics of an electronic survey sent to 123 VR, DD agency and Blind/VI services personnel. A Focus Group was facilitated to expand on survey responses and help discover or add to emerging themes from open- ended survey questions. The results of the survey were limited, with only 17 participants responding to questions. The Focus Group with three members, was also limited in geographical regions, as well as representative agencies. Therefore, it was impossible to answer the main questions regarding what state agencies provide specialized services to individuals with complex disabilities for the purpose of competitive, integrated employment. However, the open-ended questions/responses gave good insight into what services are provided, which are successful, and what barriers the responding agencies have in providing specialized services. The Focus Group discussion added to the survey responses, and several themes were apparent. The responses also reinforced much of the current literature (of which there is little) around employment attainment for individuals with significant disabilities.

Committee: Tiffany Wild PhD (Advisor) Subjects: Education; Public Policy; Special Education

Master of Arts, The Ohio State University, 2023, Educational Studies

Students that experience low vision may require vision correction to fully participate in the classroom. However, some students with visual impairments (VI) who have an additional diagnosis of autism spectrum disorder (ASD) may require support to wear glasses. This study examined the effects of positive reinforcement procedures to increase the duration that a kindergarten student with ASD in addition to VI (ASDVI) wears their glasses. Positive reinforcement consisted of verbal praise and access to preferred items. The intervention was implemented in two different settings including the special education classroom, and the all-inclusive general education classroom. Findings from this study demonstrated that positive reinforcement is a promising means to increase glasses wearing for young students with ASDVI. Given previous research has resorted to using punishment-based procedures to promote glasses wearing, this study provides promising initial evidence that positive reinforcement procedures can be an effective and more socially acceptable alternative.

Committee: Tiffany Wild (Committee Member); Matthew Brock (Advisor) Subjects: Special Education

Master of Arts, The Ohio State University, 2022, Educational Studies

Students who are blind sometimes struggle to create a signature using a pen and pencil. Although students can often use assistive technology to write, there are also times when signatures are required but this technology is not readily available. To date there have been limited studies focused on teaching handwriting for people with visual impairment, and the existing literature typically tests high-tech tools that are complex and expensive. This study uses a multiple-probe-across-behavior design to test the effectiveness of low technology intervention tools on improvement of the signature skills of a high school student. The results showed a functional relationship between the intervention package and the handwriting skills of the student. This study shows that it is possible to use a low-tech intervention to teach handwriting skills to students with visual impairment. More research is needed to determine if these findings extend to other students who are blind.

Committee: Matthew Brock (Advisor); Tiffany Wild (Committee Member); Eric Anderson (Advisor) Subjects: Educational Evaluation; Educational Technology

Doctor of Philosophy (PhD), Ohio University, 2022, Counselor Education (Education)

The goal of this research is to identify factors predicting suicide foreseeability skills of vocational rehabilitation counselors (VRCs) working with individuals who have a visual impairment with a secondary mental health disorder. Suicide attempts are a problem with rates on the rise for individuals who are visually impaired with a mental health disorder (Meyer-Rochow et al., 2015). VRCs have many responsibilities which requires these professionals, who are trained as counselors, to focus less on clinical symptoms and more on work-focused outcomes. This study included a total of 79 VRCs, and predicted whether three primary predictor variables, counselor self-efficacy, perceived preparedness to work with clients who are suicidal, as well as managing countertransference skills, predicted the suicide foreseeability skills of VRCs working with clients with a visual impairment and mental health disorder. This research is unique as it looked specifically at VRCs, as much of the previous research on this topic focused on foreseeability skills of only mental health counselors, psychiatrists, social workers or psychologists. The participants of this research were between the ages of 20-70 years of age. Neither of the three predictors, or demographic variables, were found to be significant linear predictors of suicide foreseeability skills of VRCs in this research. However, there was a significant finding of a curvilinear quadratic relationship of perceived preparedness as a predictor of foreseeability skills of VRCs. In other words, 4 moderate levels of counselor anxiety and counselor confidence (perceived preparedness) was a significant predictor of suicide foreseeability skills of VRCs. This means VRCs who maintain moderate anxiety, who are not overly confident in their abilities, perform their best with clients who may be experiencing a short-term, active period of suicidal crisis. This moderate level of perceived preparedness was found to be pred (open full item for complete abstract)

Committee: Bilal Urkmez (Committee Chair); Yuchun Zhou (Committee Member); Christine Bhat (Committee Member); Adrienne Erby (Committee Member) Subjects: Counseling Education

Doctor of Philosophy, The Ohio State University, 2020, EDU Teaching and Learning

The public school curriculum is designed primarily for visual learners, thereby causing insurmountable access barriers for students with visual impairments (SVIs) in education. The inherently visual nature of mathematics, in particular, poses multiple challenges to these students because many essential mathematical concepts are abstract, and they are taught primarily from a visual perspective. This puts SVIs at a definite disadvantage because they have to rely on other senses of attaining knowledge compared to their sighted peers who are privileged in perceiving and processing information through vision. Family members and educators are thus required to provide alternative means for these students to access mathematical content. It is important to investigate how educators adapt to serve the needs of SVIs in the field of mathematics, as well as understanding how these students perceive this support and its impact on their ability to learn mathematics. Current literature about the teaching and learning experiences of mathematics within this population is minimal. Hardly any qualitative investigations have been conducted that simultaneously collect and analyze the perceptions and experiences of the key stakeholders in mathematics education, such as SVIs, families, and educators. The overarching aim of this study is to explore the mathematics learning experiences of students with visual impairments. The study documents both the perspectives of their family members and the teaching experiences of educators regarding their mathematics education across general education school settings in the state of Ohio. The study seeks to better understand how family members and educators address SVIs in mathematics education. The study further attempts to gain insight into students' perceptions, beliefs, and views concerning the types of academic and personal support that they may or may not receive from their educators and family members in this field of study. This study is s (open full item for complete abstract)

Committee: Laurie Katz Ph.D. (Advisor); Emily Rodgers Ph.D. (Committee Member); Theodore Chao Ph.D. (Committee Member) Subjects: Education; Educational Technology; Educational Theory; Families and Family Life; Instructional Design; Mathematics Education; Secondary Education; Special Education; Teacher Education; Teaching

PHD, Kent State University, 2019, College of Education, Health and Human Services / School of Health Sciences

This phenomenological qualitative study explored the experiences of individuals with visual impairments in counselor education and supervision doctoral programs. Six participants from counselor education doctoral programs around the United States were purposefully sampled and interviewed to ascertain their lived experiences of their doctoral experiences and their thoughts about the doctoral process as result of these experiences. Data were analyzed using a five-step process and revealed seven overall themes: (a) the presence of ableism in the doctoral process, (b) the inaccessibility of the doctoral process, (c) advocacy for self, (d) feelings of social isolation, (e) positive experiences in the doctoral process, (f) the evolving identity as a doctoral student with a visual impairment, and (g) recommendations for improving student experience. Participants' collective academic, social, and professional experiences while in their doctoral programs were mirrored in the identified themes and used as a basis for understanding the experiences of this population within counselor education doctoral programs. The findings of this study revealed participants feeling as though they experienced ableism throughout the doctoral process; feeling as though they experienced issues related to inaccessibility in their doctoral experience; feeling as though they were social isolated whether due to the nature of the doctoral program or because of their visual impairment; feeling as though the role of advocacy played a significant role in their doctoral experiences, feeling as though they did have positive experiences that helped them to grow as counselor educators, and feeling as though their identities as doctoral students with visual impairments evolved throughout the doctoral process. The findings also revealed participants providing recommendations for improving the experiences of future counselor education and supervision doctoral student with visual impairments. T (open full item for complete abstract)

Committee: John Rainey (Committee Co-Chair); Marty Jencius (Committee Co-Chair); Phillip Rumrill (Advisor) Subjects: Counseling Education; Higher Education

Doctor of Philosophy, The Ohio State University, 2018, EDU Teaching and Learning

This study addressed a lack of research within the field of orientation and mobility (O&M) regarding accessibility to public transportation, while exploring the effects of in-service training that addressed the role of bus drivers in serving consumers with visual impairments. The purpose of this mixed-methods research study was to explore the transportation needs of people with visual impairments, with a specific focus on the driver's role in assisting with these accessibility needs. Data was collected using (a) qualitative interviews with consumers, transit administrators, and bus drivers and (b) pre- and post-survey assessments to gauge effects of in-service training efforts. Analysis was completed using cross-references among qualitative interviews and pre- and post-survey data results, using a constant comparison model to analyze common themes and trends. Qualitative research outcomes indicated that transportation administrators are aware of ADA laws, that they have high expectations of their drivers, and take an active role in programs that support accessibility training. Consumers shared that public transportation has both positive and negative aspects, with recommendations for improvement that include (a) informing drivers that there are ways they can assist with accessibility, (b) interacting to make travel less stressful, and (c) providing in-service training that teaches drivers about the impact of vision loss on accessibility to public transportation. Drivers indicated that customer service is a top priority. Quantitative data collected through pre- and post-training surveys indicated, while driver attitudes as measured by the SRBS (Bell & Silverman, 2011) did not change significantly as a result of training, post-training survey data of driver knowledge and role in assisting passengers with vision loss differed from pre-survey data. There were benefits associated with the implementation of a driver in-service training that addressed the needs of (open full item for complete abstract)

Committee: Tiffany Wild (Advisor); Ann Allen (Committee Member); Melinda Rhoades (Committee Member) Subjects: Inservice Training; Rehabilitation; Special Education; Transportation

Doctor of Philosophy, The Ohio State University, 2017, Speech and Hearing Science

Joint attention is developmental skill that is typically acquired through visual input during the first year of life in typically developing children. Children with visual impairments develop joint attention through alternate senses such as tactile and auditory input (Baron-Cohen, 1995) and show joint attention behaviors unlike those of typically developing children (Herrera, 2015). Both factors can lead to delayed or disorder joint attention in children with visual impairments. Children with visual impairments and additional disabilities are at higher risk for disorders of joint attention due to co-occurring disabilities, such as intellectual disabilities, which compound the difficulty in developing joint attention. There are no known interventions to address disorders of joint attention in children with visual impairments and additional disabilities. This study used a multiple baseline single subject research design to determine if modified strategies from Joint Attention Symbolic Play Engagement Regulation (JASPER; Kasari, Freeman, Paparella 2006), are an effective joint attention intervention for children with visual impairment and additional disabilities. Four subjects with varied levels of visual impairment and additional disabilities participated in the intervention over 15-weeks, 2-3 time per week for 20-30 minutes, within a school setting. All subjects showed improvement in the level and the duration of time spent in joint attention engagement. Results suggest that modified strategies from JASPER are an effective intervention for facilitating joint attention in children with visual impairments and additional disabilities.

Committee: Allison Ellawadi PhD (Committee Chair); Rebecca McCauley PhD (Committee Co-Chair); Peter Paul PhD (Committee Member); Katie Walton PhD (Committee Member) Subjects: Special Education; Speech Therapy

Doctor of Philosophy, The Ohio State University, 2015, EDU Physical Activity and Educational Services

The purpose of this study was to examine the effects of a theory based physical education intervention on the leisure-time physical activity of adolescents with visual impairments. Six adolescents with visual impairments attending a Midwestern residential school for the blind served as participants. The study implemented a multiple baseline across participants single subject design and physical activity behavior was measured by steps taken through the use of Fitbit Zips. In addition to physical activity, questionnaires were used to collect data (i.e., change scores) on selected social cognitive theory constructs. Data were analyzed through visual analysis and descriptive statistics. Results of the multiple baseline design did not demonstrate a functional relation between the number of steps taken and the intervention. These results may have been directly influenced from several limitations of the study, such as seasonality (i.e., the program took place in the winter time where limited leisure-time physical activity opportunities were available) and the truncation of the program for Participants 4, 5, and 6. Because of these limitations, the results may not represent the full effectiveness of the intervention for individuals with visual impairments. With the lack of physical activity intervention research related to adolescent-aged individuals with visual impairments (Haegele & Porretta, 2015), and the influence physical activity has on health-related outcomes (e.g., obesity), further research is needed.

Committee: David Porretta (Advisor); Nancy Neef (Committee Member); Rick Petosa (Committee Member) Subjects: Education; Kinesiology; Physical Education

MARCH, University of Cincinnati, 2010, Design, Architecture, Art and Planning : Architecture (Master of)

This thesis will focus on the design of a place of learning for the visually impaired. Its theoretical underpinnings will be developed through explorations of how the senses might encourage learning among visually impaired individuals, by means of interactions with built form. In other words, can a built object be an instrument of teaching for the visually impaired? The thesis argues that based on the scale and the large spaces built objects occupy wherever they are located, most architectural representations to the general public are overwhelmingly designed as a visual art, something that is experienced mostly through the eyes. Drawing from Peter Eisenman's essay, “The End of the Clasical, the End of the Beginning, the End of the End,” (1984), this thesis argues that the tradition of reducing buildings to objects that can be experienced primarily through the sense of sight dates back to the Renaissance era. However, architecture can be thought of and designed as an experiential passage that can excite all the five senses of its users. The exploration of how the five senses—smell, taste, touch, hearing, as well as sight—can be stimulated when using a building holds promise in the education of blind students. The study will be grounded in the hypothesis that although the sense of sight directs our visual understanding of the environment, movement and tactility can aid visually handicapped students to orient themselves in movement and in space. Lastly, there will be an interpretation of the lessons learned from the theoretical explorations through the design of a Culinary Center for the blind at Clovernook Center for the Blind and Visually Impaired in Cincinnati, Ohio.

Committee: Nnamdi Elleh PhD (Committee Chair); Elizabeth Riorden MARCH (Committee Chair) Subjects: Architecture

Doctor of Philosophy, The Ohio State University, 2011, EDU Teaching and Learning

This study examined understanding of linear functions held by students with visual impairments. The purpose of this study was to determine students' level of knowledge and type of understanding of linear function and to describe students' abilities in using the four main representational forms of a function: a) description, equations, tables, and graphs. Other aspects studied were students' preferred representation of function and students' perceived influences in his or her mathematics education. Participants in this study included four high school and four college students who were receiving educational services for a visual impairment and who had completed at least one course in algebra. Data collection and analysis followed a qualitative research design. Three instruments were used for data collection, a) the Mathematics Education Experiences and Visual Abilities (MEEVA) Interview, b) the Function Knowledge Assessment (FKA), and c) the Function Competencies Assessment (FCA). The MEEVA provided demographic information and responses provided information on students' previous educational experiences in mathematics. The FKA and the FCA were mathematics assessments that consisted of problems related to linear functions and their applications. Student responses from the FKA and the FCA provided information on student knowledge of linear functions and student abilities when solving word problems involving linear functions. Instruments were given orally and responses were audio recorded. Each participant met with the researcher one-on-one on two different occasions to complete the three data collection instruments. Data analysis followed the tenets of the Constant Comparative Method (Glaser & Strauss, 1967). Student responses to the MEEVA, FKA, and FCA were transcribed and coded for student understanding in the four function competencies, a) modeling, b) interpreting, c) transcribing, and d) reifying as described by O'Callaghan (1998). Students' level of knowledge o (open full item for complete abstract)

Committee: Douglas Owens (Committee Chair); Kathy C. Trundle (Committee Member); Scot Danforth (Committee Member); Azita Manouchehri (Committee Member) Subjects: Mathematics Education

Doctor of Philosophy, The Ohio State University, 2008, ED Teaching and Learning (Columbus campus)

The purpose of this qualitative study was to understand and describe the misconceptions that may exist among students with visual impairments and instructional techniques that may help them learn scientific concepts of seasonal change. Teachers' perceptions of student learning were also examined. Data were obtained from students 1 week prior to and 2 weeks after instruction. Students in a comparison group received traditional instruction concerning seasonal change that included textbooks, 3-D models, and lectures. Students in an inquiry-based group received instruction that included student generated models, graphs of temperature data, and 3-D models. Students who participated in the traditional instruction all exhibited alternative conceptions before instruction. Reasons for seasons included the Earth's rotation on its axis, a change in distance between the Earth and the Sun, and the Earth's tilt moving back and forth as it orbited the Sun. After instruction, students in this group all continued to exhibit alternative understandings of seasons. Only one student in this group held a scientific fragment (e.g., Earth orbiting the Sun) within his alternative explanation. The comparison group teacher believed that his students had a scientific understanding of the cause of seasons after completion of the curriculum which did not reflect students' actual documented learning. Students who were members of the inquiry-based group also had alternative conceptions before instruction. Reasons for seasons included the Earth's tilt moving back and forth as it orbited the Sun, a change in the amount of moisture levels in the atmosphere, and the rotation of the Earth on its axis. One student was able to explain that the Earth orbited the Sun, but could not explain how this motion caused seasons. After instruction, students in this group all had scientific understandings of seasons or scientific fragments, and none held alternative understandings. The inquiry-based group teacher b (open full item for complete abstract)

Committee: Kathy Trundle PhD (Advisor); Peter Paul PhD (Committee Member); Ann Allen PhD (Committee Member) Subjects: Education; Science Education; Special Education; Teaching

Doctor of Philosophy (PhD), Ohio University, 2010, Counselor Education (Education)

Students who are visually impaired have significantly lower educational and vocational success rates than their nondisabled peers (Hasazi, Johnson, Hasazi, Gordon, & Hull, 1989; Nagle, 2001). A qualitative phenomenological study was conducted to explore the educational, vocational and social experiences of college educated individuals who were visually impaired in order to determine how these experiences impacted them educationally, vocationally and socially. The participants of the study were 16 individuals who were visually impaired, nine were college students and seven were college graduates. The findings of this study fell under three primary themes:1) Self Advocacy and Acquiring Accommodation, 2) Work Related Experiences and 3) Reactions to Visual Impairment. Five findings were related to Self Advocacy and Acquiring Accommodations, they included: 1) The reasonable accommodations that were received by college students who were visually impaired. 2) The positive and negative role of college and university Disability Support Service offices. 3) The inaccessibility of technology on college campuses, 4) Self advocacy and 5) Transportation. Six findings were related to Work Related Experience, they included: 1) The employer's lack of knowledge about visual impairment. 2) Self advocacy. 3) A lack of work experience. 4) Working in companies with a primarily blind population. 5) Inaccessible software and 6) Transportation. Six findings were found to be related to Reactions to Visual Impairment, they include: 1) People's reaction to visual impairment. 2) The participant's reaction to their own visual impairment. 3) Involvement in organizations for the blind and visually impaired, 4) Transportation and 5) Use of a White Cane. Recommendations were made for college and university disability personnel, rehabilitation professionals and individuals who are visually impaired.

Committee: Mona Robinson (Advisor); John Smith (Committee Member); Adah Ward-Randolph (Committee Member); Jerry Olsheski (Committee Member) Subjects: Education; Higher Education; Rehabilitation

Master of Arts (MA), Ohio University, 2007, International Studies - International Development Studies

This research paper examines the contributions that social capital makes to the development of individuals with visual impairment (IVIs) in Antigua and Barbuda. The research was mounted as case study to ascertain the existence, and extent of social capital vis-a-vis IVIs and explores four key determinants of social capital, namely, social inclusion, access to resources, reciprocity and cultural norms and values. The central idea of social capital is that social networks and relationships have economic value. The methods employed in this study were qualitative and included open-ended in-depth interviews. The results of this study indicate that IVIs have diminished access to resources, limited and one-way social inclusion and experience a reality of rejection and illusionary contribution to the society. Founded on the premise that IVIs have a lessened capacity to build social capital, this study argues that IVIs in Antigua and Barbuda require the assistance of governments and civil society organizations to help them develop a sense of belonging and ownership of the shared resources of their country.

Committee: Francis Godwyll (Advisor) Subjects: