3D Printing as a Teaching Tool for People Who Are Blind and Visually Impaired

BACKGROUND: Visual impairment can make it difficult to avoid obstacles, problem solve and assess the environment for danger. Therefore, severe weather has the potential to pose a threat to safety to people with visual impairment. Tactile sensory input has been found to reinforce learning in people with visual impairment. Occupational therapists can use three-dimensional (3D) printed models to promote conceptual understanding of spatial concepts such as severe weather patterns in people with visual impairment.

PURPOSE: The purpose of this study is to evaluate whether 3D printed models may increase understanding of severe weather patterns in people who are blind or visually impaired. Additionally, this study aims to explore how occupational therapists may benefit from using 3D printed models to increase understanding of spatial concepts in these populations.

DESIGN: A single subjects research design was used to explore the use of 3D printed models as teaching tools to promote understanding of severe weather patterns. This study utilized a cross-sectional survey where data was collected at a single point in time. A convenience sample of forty individuals with visual impairment were recruited from a non-profit community organization providing services to people who are blind or visually impaired. To qualify for this study, participants had to meet the following inclusion criteria: (a) over the age of 18; (b) either visually impaired or blind; (c) English speaking; and, (d) must have attended a SkyWarn Severe Weather Training. Of the 40 potential participants who were recruited, 35 people met the full inclusion criteria.

METHOD: Data was collected with an 11-item survey instrument created with Qualtrics software. The survey gathered feedback from participants on the benefits of using 3D printed models to learn about severe weather. Descriptive statistics were used to determine whether use of 3D printed models increased understanding of severe weather patterns. The researchers analyzed open-ended survey responses with an open coding process. The researchers re-analyzed the responses to create themes around core concepts.

RESULTS: In total, 20 participants completed the full online survey, resulting in a 57.14% overall response rate. All 20 participants (100%) reported the tactile input from the 3D models increased their understanding of severe weather patterns. Based on the survey results, all participants found the 3D models reinforced learning and understanding of severe weather patterns. Several participants even suggested the researchers create additional 3D cloud formations that can be added to future training.

CONCLUSION: This study aimed to increase understanding of 3D printing as a teaching tool for persons with visual impairment, and to explore how occupational therapists may benefit from using 3D printing in practice. The information gained from this study may be valuable to health care professionals, educators and individuals with visual impairment. This research may assist occupational therapists interested in using 3D printed models to increase understanding of spatial concepts in people with visual impairment. Occupational therapy practitioners prescribe assistive technology; however, they are often limited to costly, pre-fabricated devices that may not meet their client's individual needs. This proposal is important to practice because it demonstrates how occupational therapy practitioners can use 3D printing to design and manufacture individualized educational tools that can be incorporated into intervention. Furthermore, 3D printing may increase access to assistive devices for clinics serving the underserved, including those in low-income and rural facilities.

References

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