Take your Program Planning for the Blind course online today!
Home / FAQs / Online Degrees / Certificate Courses / Admission Policies / Class Rooms / Request Info.

Canyon College



COURSE SYLLABUS: Program Planning for the Blind

Course Title:	CH574 - Program Planning for the Blind
Department:	Health Sciences
Instructor:	Jim Burns, MA, COMS, CLVT E-Mail - Vitae

TEXT:   Online Bookstore

Vision and Aging: Crossroads for Service Delivery, by A. L. Orr (Ed.). AFB Press, 1992. ISBN: 0891282165

COURSE DESCRIPTION:

Multiple studies have concluded that the population of blind and visually impaired individuals in the United States will grow at an increasing rate as baby boomers reach retirement age (estimated to double by 2030). This influx will have a significant impact on all health and human services-related professions.

Unfortunately many allied health and clinical professionals are not aware of vision and blind rehabilitation services. This course will provide an overview of blind rehabilitation for the student. It will introduce the participant to each aspect of the rehabilitation process, the professionals that provide services, and critical issues within the profession. The learner will understand what services are available for visually impaired individuals and be able to assist them with the referral process. Subject matter will also explore how individuals may best work with consumers who have visual impairments. This course will focus on services for adventitiously blinded adults whereas special education programs and public law 94-142 have made rehabilitation options for children relatively well known.

COURSE OBJECTIVES:

Through participation in this course students will:

• Develop an awareness of blind rehabilitation services at the local, state, and federal levels.
• Learn about the physiology and functioning of the eye.
• Describe common eye conditions and their effect on visual functioning.
• Define and discriminate between legal blindness & total blindness.
• Understand the physical, psychological, and psychosocial implications of blindness.
• Identify and understand the six core skill areas within blind rehabilitation.
• Understand the different professionals working as blind rehabilitation specialists, their unique contribution, and what education/training is required to become a professional in the field.
• Describe the impact blind rehabilitation can have on an individual’s quality of life (and that of the family).
• Assist individuals with the referral process and resources.

METHOD:

Program Planning for the Blind will include:

• E-mail correspondence with the instructor for questions or discussion as needed
• Weekly reading assignments (from the text, lectures, or selected web sites)
• Two exploratory activities – for details see list of assignments/options
• Two exams (mid-term and final)
• Integration/Research Paper – intended to help you apply the material learned in this course to your profession. Described in detail below.

COURSE SEQUENCE:

WEEK ONE
Chapter 1 - Aging and Blindness: Toward a Systems Approach to Service Delivery
Chapter 2 - Physiological Aspects of Aging

WEEK TWO
Chapter 3 - Physiological & Functional Aspects of Aging, Vision, & Visual Impairment
Lecture 1 - Basic Anatomy of the Eye and Common Eye Diseases
Chapter 4 - Social Aspects of Visual Impairment

***Assignment due (simulation activity); also, select topic for integration/research paper and submit to instructor for approval before proceeding***

WEEK THREE
Chapter 5 - Psychological Aspects of Aging and Visual Impairment
Lecture 2 - Psychosocial Implications of Vision Loss
Chapter 7 - RECOMMENDED (NOT REQUIRED) An Overview of the National Network on Aging

WEEK FOUR
Chapter 8 - An Overview of the Blindness System
Chapter 9 - Community-Based Services for Older Persons

MID TERM – This 80 question exam will be multiple choice and true/false format. It will include all of the material covered during weeks one through four.

WEEK FIVE
Chapter 10 - Low Vision Services
Chapter 11 - Rehabilitation Teaching for Older Adults

WEEK SIX
Lecture 3 - Adaptive Technology
Chapter 12 - Orientation and Mobility Services for Older Persons
Lecture 4 - RECOMMENDED (NOT REQUIRED) O&M Overview

***Assignment – Student Choice see list of options below ***

WEEK SEVEN
Lecture 5 - Manual Skills
Lecture 6 - Family Training Programs, Continuing the Process at Home, and Resources

WEEK EIGHT
Chapter 14 - Self-Help, Empowerment, and Advocacy
Lecture 7 - Itinerant or Center-Based Training – Points to Consider

***Integration/Research Paper due***

FINAL EXAM – This 80 question exam will be multiple choice and true/false format. It will include only that subject matter covered during weeks five through eight.

GRADING STRUCTURE

Simulation Activity -	15 points
Mid Term -	25 points
Assignment from option list below -	10 points
Integration/Research Paper -	25 points
Final Exam -	25 points
Total Possible Points -	100 points
Possible Extra Credit -	5 points

A	=  95% - 100%
A-	=  90% - 94%
B+	=  87% - 89%
B	=  84% - 86%
B-	=  80% - 83%
C+	=  77% - 79%
C	=  74% - 76%
C-	=  70% - 73%
D+	=  67% - 69%
D	=  60% - 66%
F	=  Below 60%

"F" is for unsatisfactory work.

"D" indicates inferior work which in one or more respects falls below minimum acceptable standards but is of sufficient quality and quantity to count for credit.

"C" means the assignment was satisfactory, that is what one would expect from a college student. It is an average grade for students who give a reasonable amount of time, effort, and attention.

"B" is an above average grade for general achievement of a high order. The student has intelligently fulfilled the requirements of the course and has achieved a degree of excellence such as completeness, accuracy of knowledge, independence of work, creativity, and critical thought.

"A" is an exceptional grade reserved for excellent students indicating distinctly superior work who have thoroughly mastered the subject, displayed marked initiative and intellectual curiosity, and produced work of a superior quality.

MANDATORY ASSIGNMENTS:

SIMULATION ACTIVITY – DUE AT THE END OF WEEK #2
Do not attempt this lesson until you have had an opportunity to discuss it with the instructor.
Wear a blindfold or sleep shade for one hour. Attempt to go through a "typical" morning routine with your vision occluded. Suggested tasks include brushing your teeth, fixing your hair, selecting clothes, fixing a simple meal (cereal or sandwich – no cooking), cleaning, and arranging for daily transportation. Write about your experience in a paper no longer than two pages in length. Talk about unexpected complications and the effect vision loss had on your efficiency. This activity should not be attempted while alone. Have a person with you at all times. There are inherent dangers associated with vision loss. If you are unable to recruit assistance please contact the instructor for an alternative activity. DO NOT leave your home, attempt to walk on stairs, shower, use sharp objects, or cook while your vision is occluded. Please use good judgment whenever your vision is occluded. Do not hesitate to remove the blindfold if you feel uneasy or if you perceive your safety to be at risk. The instructor or Canyon College cannot be held responsible for your safety during this activity.

An alternative to using a blindfold is to purchase a cheap pair of safety glasses. Completely cover the lenses and side shields with scotch tape. This will simulate cataracts and several other diseases that result in light perception.

INTEGRATION/RESEARCH PAPER – DUE AT THE END OF WEEK #8, PRIOR TO THE FINAL EXAM.
This paper should be written about a topic that is related to visual impairment and/or blind rehabilitation. It is requested that students attempt to incorporate their current (or anticipated) profession into the project as well. For example, case managers may wish to write about the complications of third party reimbursement for blind rehabilitation services. Another example could be a counselor exploring the effect of blindness on normal family processes. Combining both disciplines into a single paper will force the student to contemplate how the benefits of this course apply to his or her career situation (topic selection is due by the end of week #2 – do not proceed with the paper until the instructor has approved your topic selection). This paper should be double-spaced and range from five to eight pages in length. American Psychological Association (APA) format should be used to ensure clear, consistent communication. At least four references should be cited.

OPTIONS FOR THE "STUDENT CHOICE" ASSIGNMENT – DUE AT THE END OF WEEK #6

INTERVIEW
Interview an individual who is legally blind. Inquire about the following:

• Source of vision loss
• When legal blindness set in
• Impact and emotional adjustment
• Worst part about losing sight
• Impact on the family
• Were you referred to Rehabilitation?
• Describe the rehabilitation experience and its impact

Record your findings in a document no longer than two pages in length. Also discuss how these findings were similar to or different from your expectations.

OBSERVATION OR INTERVIEW OF REHABILITATION PROFESSIONAL
Contact a blind rehabilitation specialist in your region. Seek permission to observe the professional while he or she is conducting a lesson. Seek the following information:

• How long have they worked in the profession
• University or agency trained
• Existing case load
• What does the professional perceive to be the chief critical issues in blind rehabilitation
• Best and worst aspect of the job

Record your findings in a document no longer than two pages in length.

REFERRAL LIST
Compile a list of agencies in your region that provide blind rehabilitation services. For each agency list contact information, the specific services offered by the organization, what the referral process is, and the name of a contact person. Your list should start locally and branch out to include the remainder of your state. Try to include at least one private, one state, and one Veteran’s Affairs facility.

This lesson may not be possible for some international students due to each country’s individual service delivery structure.

OPTIONAL EXTRA CREDIT ASSIGNMENT
Contact the instructor for options prior to week #6.