Fostering independence in early adolescents with blindness: a qualitative study of caregiver engagement in disability simulations during a group-based intervention

Background In the context of visual impairment, involving caregivers is crucial for supporting their children's development, particularly in fostering independence. This study aims to evaluate the impact of engaging caregivers of five early adolescents (ages 11–14) with blindness in disability simulations of visual deprivation during group-based intervention for independence. Methods Five caregivers participated in four disability simulations of visual deprivation with their children with blindness: meal preparation, indoor mobility using safe techniques, mobility with the white cane, and role-playing of daily life scenarios. Following these activities, a focus group was conducted. Qualitative data were analyzed using reflexive thematic analysis, focusing on caregivers’ subjective experience of visual deprivation and its influence on their daily lives. Results Key themes that emerged from caregivers included: (1) the physical experience: importance of firsthand engagement in independent tasks while blindfolded; (2) emotional responses, including frustration and anxiety, due to the temporary loss of visual cues; (3) becoming aware: increased understanding of their child's difficulties and strengths; and (4) impact on daily life: integration of new strategies at home, like adjusting timing, using verbal cues, and encouraging their children's independence. Conclusions The use of disability simulations with caregivers of children with visual impairment into family-centered, interdisciplinary, and clinically oriented care programs appears to be an effective strategy for fostering caregivers’ awareness of their children's needs regarding independence, promoting the generalization of strategies at home, and ultimately sustaining the development of their children's independence skills.