The Barriers and Facilitators to the Implementation of Interventions for Children with Visual Impairments, Their Parents/Guardians or Educators: A Systematic Scoping Review

Autor/inn/en	Yesilkaya, Eda; Best, Paul; Byrne, Bronagh; Marshall, Gerry
Titel	The Barriers and Facilitators to the Implementation of Interventions for Children with Visual Impairments, Their Parents/Guardians or Educators: A Systematic Scoping Review
Quelle	In: Child Care in Practice, 27 (2021) 4, S.352-371 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Byrne, Bronagh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-5279
DOI	10.1080/13575279.2019.1664988
Schlagwörter	Visual Impairments; Barriers; Intervention; Blindness; Students with Disabilities; Children; Early Adolescents; Foreign Countries; Multisensory Learning; Family Involvement; Inservice Teacher Education; Family Environment; Repetition; Skill Development; Program Effectiveness; Visually Impaired Mobility; Psychomotor Skills; Communication Skills; Germany; Italy; Netherlands; Turkey; United States; United Kingdom; Iran + Suchen Sie Ihr Suchwort? Visual handicap; Sehbehinderung; Blindheit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Child; Kind; Kinder; Ausland; Sensorische Stimulation; Lehrerfortbildung; Familienmilieu; Wiederholung; Kompetenzentwicklung; Qualifikationsentwicklung; Psychomotorische Aktivität; Kommunikationsstil; Deutschland; Italien; Niederlande; Türkei; USA; Großbritannien
Abstract	A body of research indicates the importance of interventions for promoting the development and progress of children with visual impairments. However, the research available on suitable interventions for this population is relatively sparse. The purpose of this review is to identify, collate and appraise the available research evidence on implementation barriers and facilitators of interventions for children with visual impairments, their parents/guardians or educators. A systematic scoping search of peer-reviewed literature (including grey literature) was conducted from 15 June 2016 to 7 August 2016 and 2 May 2019 to 5 May 2019. Initial searches identified 6802 papers with 15 meeting the inclusion criteria. Three additional articles were identified through hand searching giving a final total of 18 included studies. The methodological quality score of the studies was variable with 61% scored in the average quality range. Sensory strategies, a family-centred approach, in-service training and routines-based activities were identified as implementation facilitators. Barriers were a lack of adaptive equipment and training for parents and professionals, complicating factors associated with the child's disability and an absence of specialists in interventions. Effective intervention strategies differ for this targeted population which requires individualised applications associated with teacher and parent/guardian training. For health or education professionals who work with children with visual impairments, the outcomes of this review suggest that a detailed assessment and identification of the individualised needs of children and their families, coupled with carefully designed and tested support practices to meet their individualised needs as well as promoting integrated working between health and care services, can optimise the positive implications for future practice. Along with this, future consideration should be given to the identification of the needs of children with visual impairments and additional disabilities in order to facilitate the adjustment of intervention strategies for this group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01