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For Sect. 3.1, unilateral spatial neglect (USN) is a common visual cognitive impairment after stroke that significantly limits activities of daily living (ADLs) and rehabilitation outcomes. Conventional assessments such as line cancellation, line bisection, and the Behavioral Inattention Test are clinically useful but often fail to capture real-world functional behavior. Rehabilitation methods including sensory stimulation, prism adaptation, and cognitive training have shown partial effectiveness, but recovery outcomes vary widely, underscoring the need for innovative strategies. As described in Sect. 3.2, recent advances in virtual reality (VR) provide new opportunities for both assessment and intervention. Head-mounted display (HMD)-based studies have shown that visual field transformations and attentional cues can reveal spatial biases undetectable through paper-based tasks while improving patients’ spatial exploration and attention redistribution. VR-based training promotes active participation, integrates multisensory feedback, and enhances visual-motor coordination, making it a promising approach for clinical rehabilitation. With respect to Sect. 3.3, VR simulations are also emerging as powerful educational tools. By replicating conditions such as visual field constriction, cataracts, glaucoma, or lower limb weakness, VR enables learners—including healthcare students and caregivers—to directly experience disability-related challenges. This experiential approach fosters embodied empathy and strengthens awareness of supportive behaviors compared with traditional lectures. Postexperience reflection and group discussion further deepen understanding, in line with experiential learning theory. Taken together, findings across Sects. 3.1, 3.2, and 3.3 demonstrate that VR plays a dual role in rehabilitation and education. Clinically, it offers immersive and patient-centered methods for evaluating and treating USN. Educationally, it cultivates empathy and disability awareness, helping prepare future professionals and caregivers for more effective and compassionate support. Future directions include standardizing VR-based assessment and training protocols, expanding clinical trials, and designing structured educational frameworks to maximize its impact on inclusive and barrier-free rehabilitation practices.

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Supporting Individuals with Visual Impairments 1

  • 章节

  • 发表日期：

    2026年

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  • Toshiaki Tanaka

摘要

For Sect. 3.1, unilateral spatial neglect (USN) is a common visual cognitive impairment after stroke that significantly limits activities of daily living (ADLs) and rehabilitation outcomes. Conventional assessments such as line cancellation, line bisection, and the Behavioral Inattention Test are clinically useful but often fail to capture real-world functional behavior. Rehabilitation methods including sensory stimulation, prism adaptation, and cognitive training have shown partial effectiveness, but recovery outcomes vary widely, underscoring the need for innovative strategies. As described in Sect. 3.2, recent advances in virtual reality (VR) provide new opportunities for both assessment and intervention. Head-mounted display (HMD)-based studies have shown that visual field transformations and attentional cues can reveal spatial biases undetectable through paper-based tasks while improving patients’ spatial exploration and attention redistribution. VR-based training promotes active participation, integrates multisensory feedback, and enhances visual-motor coordination, making it a promising approach for clinical rehabilitation. With respect to Sect. 3.3, VR simulations are also emerging as powerful educational tools. By replicating conditions such as visual field constriction, cataracts, glaucoma, or lower limb weakness, VR enables learners—including healthcare students and caregivers—to directly experience disability-related challenges. This experiential approach fosters embodied empathy and strengthens awareness of supportive behaviors compared with traditional lectures. Postexperience reflection and group discussion further deepen understanding, in line with experiential learning theory. Taken together, findings across Sects. 3.1, 3.2, and 3.3 demonstrate that VR plays a dual role in rehabilitation and education. Clinically, it offers immersive and patient-centered methods for evaluating and treating USN. Educationally, it cultivates empathy and disability awareness, helping prepare future professionals and caregivers for more effective and compassionate support. Future directions include standardizing VR-based assessment and training protocols, expanding clinical trials, and designing structured educational frameworks to maximize its impact on inclusive and barrier-free rehabilitation practices.