Orientation and mobility for children with visual impairments during COVID-19: Responses from O&M professionals to a disruption of traditional services
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
After lockdowns and school closings associated with COVID-19 began throughout the United States and Canada in March 2020, this research was completed to explore how the pandemic affected access to orientation and mobility (O&M) services. Using qualititave responses from a mixed methodology study, this article reports the findings from 318 individuals, including both O&M specialists and dually certified teachers of students with visual impairments (TVIs) and O&M specialists. Four major themes emerged through data analysis, including (1) prioritization of O&M goals for students with visual impairments, (2) personal factors affecting access to O&M training, (3) access to O&M services through virtual learning, and (4) creative approaches to O&M instruction during the pandemic. Within these themes, professionals, students, and families alike were asked to assume roles that went beyond traditional expectations. Questions and concerns that professionals in the field need to consider when looking at the future of O&M services were raised as part of this research, including a number of ideas for future studies.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it