Assessment of Stakeholders’ Orientation and Mobility Skills for Inclusion of Persons with Vision Loss in Cross River State
Keywords:
Physical Structures, Orientation, Mobility, Inclusion, Vision LossAbstract
Vision loss comes with numerous hindrances to mobility and navigation within and outside physical structures. These difficulties hinders the daily operation and activities of individuals living with the disability. Also, these difficulties can be eradicated with disability-friendly architectural designs, orientation and mobility training, and professional service delivery. The aforementioned necessitated the need to assessed stakeholders professional skills in orientation and mobility for the ease of navigating physical structures by persons with vision loss in Cross River State. To achieve this objective, the study adopted a descriptive survey research design with three research questions posted to guide the study. A Battery scale (questionnaire and observational scale) were used to gather data from public institutions/places such as; schools, banks, roads, churches/mosques, hospitals, courts and markets. The data collected were analyzed using simple percentage. The finding of the study revealed that; stakeholders outside schools and special needs education clusters has low level of awareness on orientation and mobility skills. Also, there is poor accessibility and independent movement of person with vision loss within and outside public institutions/places in Cross River State. The study concluded that the quest for inclusion of persons with vision loss is highly threaten. It was then recommended among others that; sensitization and awareness on orientation and mobility skills should be created for personnel of public institutions/places’ service providers to ease service delivery for persons with vision loss.
References
Ajayi, I. A., & Ayodele, J. B. (2011). Introduction to Educational Planning, Administration and Supervision. Ado-Ekiti. Yemi Printing Services.
Blake, K. (2018). Understanding Orientation and Mobility learning and teaching for primary students with vision impairment: A qualitative inquiry. A publication of Doctor of Philosophy (Education) In the College of Arts, Society and Education. James Cook University.
Bumma, F. N., Ayagere, S. A., Amakiri-Whyte B. H., & Ubani P. (2020). Urban Public Buildings and Accessibility Challenges in Nigeria. International Journal of Research and Scientific Innovation (IJRSI) 7(5), 209 – 215.
Cosmos, Y., Evans, Y.K.A., & Emmanuel, K. N. (2017). Wheelchair accessibility to public buildings in the Kumasi metropolis, Ghana. African Journal of Disability 6, 206 – 215.
Fawzia, F. (2018) Accessibility of Public Buildings in Khulna, Bangladesh, for Wheelchair Users. Journal of Disability Rehabilitation, 29(4) 84 - 97. Retrieved from www.dcidj.org.
Federal Republic of Nigeria (2018). Discrimination against persons with disabilities (prohibition) act 2018. Lagos-Nigeria, Federal Government printer, Lagos.
Milaham, S. B. (2013). Special education and rehabilitation for persons with special needs. Fubur Millennium Press, Jos.
Nbanjwan, J. D., & Igba, I. U. (2019). Handbook for educating persons with visual impairment. Calabar-Nigeria, Sunny-Tech Link & Logistic Concept.
Onwubolu, C. O. (2017). Introduction to special education interventions and strategies. Chembus Communication Ventures, Asaba. Nigeria.
Rivano, F. (2014) Wheelchair accessibility of public buildings in Al Ain, United Arab Emirates (UAE) Disability Rehabilitation, 26(19) 1150 - 1157.
Wolffe, K. E., Ajuwon, P. M., & Kelly, S. M. (2016). Working with visual impairment in Nigeria: A qualitative look at employment status. Journal of Visual Impairment & Blindness, 17, 425 – 436.
