Syllabus
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Course Code: BSE-105 Course Name: Identification of Children with visual impairment and assessment of needs |
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| MODULE NO / UNIT | COURSE SYLLABUS CONTENTS OF MODULE | NOTES |
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| 1 | Anatomy and Physiology of Human Eye 1.1 Structure and Function of human eye 1.2 Normal vision development and process of seeing 1.3 Principles of refraction and refractive errors 1.4 Concept and definitions of blindness and low vision 1.5 Concept of visual acuity, visual field, depth perception and contrast sensitivity |
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| 2 | Types of Visual Impairment and Common Eye Disorders 2.1 Loss of Visual acuity 2.2 Loss of Visual field 2.3 Colour vision defect and loss of contrast sensitivity 2.4 Refractive errors, Vitamin-A deficiency, Cataract, Glaucoma, Corneal ulcer,trachoma, Albinism, Retinal detachment, Retinitis pigmentosa, Retinopathy ofprematurity, Cortical Visual Impairment, Optic Atrophy, Nystagmus, Amblyopia, and Macular degeneration 2.5 Educational implications of different Eye disorders |
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| 3 | Implications of Visual Impairment and Needs of Visually Impaired 3.1 Psychosocial implications of visual impairment 3.2 Factors affecting implications of visual impairment: Age of onset, degree of vision, type of vision loss, prognosis, and socio economic status of the family 3.3 Effect of visual impairment on growth and development: Physical, Motor, Language,Socio-emotional, and Cognitive development 3.4 Educational needs of the visually impaired and need for expanded core curriculum 3.5 Implications of low vision and needs of children with low vision |
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| 4 | Identification and Assessment of Visual Impairment 4.1 Interpretation of clinical assessment of vision 4.2 Functional assessment of vision: Concept, need and methods 4.3 Tools of functional assessment of vision and skills: Functional skills inventory for theblind (FSIB), Low Vision Assessment by Jill Keeffe, Lea tests, and Portfolioassessment 4.4 Tools for psychological assessment of the visually impaired: VithobaPaknikar Performance Test, A short Scale IQ measure for the visually impaired based onWISC-R, Adapted EPQ, Adapted Blind Learning Aptitude Test, Conceptdevelopment for blind children, Reading Preference Test, Cornell Medical Index forVisually Handicapped Children 4.5 Report writing |
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| 5 | Assessment of Learning Needs of Children with VIMD 5.1 Concept and definition of VIMD 5.2 Etiology of VIMD 5.3 Impact of VIMD on learning and development 5.4 Screening, identification, and assessment of Visually Impaired children withassociated disabilities 5.5 Multidisciplinary assessment of Visually Impaired children with Associated Disabilities |
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