Exploring the Writing and Typing Needs of Older Adults with Acquired Vision Loss: A Qualitative Study of Challenges and Adaptive Strategies

Writing is an essential yet often overlooked component of vision rehabilitation for adults with acquired vision loss, receiving less focus than activities such as reading. This study explores the specific challenges older adults encounter when engaging in writing tasks, the types of writing they wish to perform and the factors they associate with successful performance. It also examines the psychological and functional impacts of writing difficulties and evaluates the usability of current assistive tools designed to support writing.

A qualitative design was employed using semi-structured interviews with 10 participants aged 67–93 years recruited through vision impairment support groups. Interview data were analysed using content analysis to identify key themes and subthemes related to participants’ needs, challenges and adaptive strategies.

Analysis identified five themes with 20 subthemes. Participants engaged in diverse writing tasks across daily, personal and occupational contexts, with emails, shopping lists and signatures being reported most frequently. Performance was limited by difficulties with initiation, multisensory coordination, visual focus and physical effort, but mitigated by task familiarity. Success was judged against personal benchmarks of spatial accuracy, legibility, efficiency and error correction, although these were often compromised. Adaptations included changes in modality, use of assistive technologies and reduction in frequency or volume of written output. Impact extended beyond function, contributing to frustration, embarrassment, reduced independence and social isolation.

Participants emphasised the distinction between “spot” writing tasks, often retained for procedural familiarity and “fluent” tasks, requiring sustained effort. Success, from the patient perspective, was defined not by completion but by legibility, spatial accuracy, efficiency and self-correction, while preserving independence and identity. These findings highlight that outcome measures must reflect the lived experience of adults with acquired vision loss, capturing the functional, emotional and psychosocial dimensions of writing that matter most to people living with sight loss.