Syllabus
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Course Code: MSE-103 Course Name: Identification, Assessment and Needs of Children with Visual Impairment |
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| MODULE NO / UNIT | COURSE SYLLABUS CONTENTS OF MODULE | NOTES |
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| 1 | Evolving Concept and Definition of Visual Impairment 1.1 History of visual impairment 1.2 Attitudinal and behavioural change of the society towards the persons with visualimpairment 1.3 Paradigm shift from charity through medical and social to right based approach 1.4 Factors affecting changing societal attitude and policy perspectives with reference topersons with visual impairment: Self-help movements, Service deliveryorganizations, Judiciary and quasi-judicial bodies, UN Bodies, and media 1.5 Classification of visual Impairment: WHO, International Classification ofFunctioning, Disability and Health (ICF), and domestic legislations |
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| 2 | Eye Disorders: Etiology and Implications 2.1 Neurological causes of visual impairment: cortical visual impairment 2.2 Disorder related to refraction: myopia, hyperopia, presbyopia, astigmatism 2.3 Disorders related to receptive aspects of the eye: retinal detachment, retinitispigmentosa, Retinipathy of prematurity,optic atrophy, aninidia, and maculardegeneration, and albinism 2.4 Muscular and related disorders: nystagmus, strabismus, amblyopia 2.5 Vitamin A deficiency, cataract, glaucoma, corneal ulcer, trachoma, and colourblindness |
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| 3 | Identification and Assessment Procedures of Children with Blindness and Low
Vision 3.1 Methods and tools for assessment of children with blindness: Functional SkillsInventory for the Blind, Oregon project for visually impaired and Pre-schoolers, Ashort Scale IQ measure for the visually impaired based on WISC-R, Adapted EPQ,Adapted Blind Learning Aptitude Test, Concept development for blind Children,Reading Preference Test, Cornell Medical Index on Visually Handicapped children 3.2 Identification of children with low vision and psychosocial implications of low vision 3.3 Functional vision assessment: selection of methods and tools for functional visionassessment of persons with low vision: low vision assessment by Jill Keeffe, LeaTests 3.4 Concept and methods of visual efficiency training 3.5 Preparation of teacher made tools for functional assessment of vision and skills |
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| 4 | Identification and Assessment Procedures of Children with Visual Impairment
and Multiple Disabilities 4.1 Concept of VIMD 4.2 Role of multidisciplinary team of professionals in assessment of children with VIMD 4.3 Functional assessment methods and tools for VIMD: physical, vision, hearing,tactual, and communication skills assessment 4.4 Implications of vision loss in adapting available tools of assessment for persons withVisual impairment 4.5 Preparation of teacher made tools for functional assessment of VIMD |
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| 5 | Needs of Persons with Visual Impairment 5.1 Infancy and early childhood: early stimulation and early intervention 5.2 School age: placement alternatives, collaboration of special and regular teacher 5.3 Transition Period: self-identity, self-esteem, and self-image 5.4 Vocational Development: emerging job opportunities 5.5 Adulthood issues: sexuality and marriage, recreation and leisure; geriatric groups:disintegrating family system, social security, CBR and community support |
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