Course Syllabus
School of Health Professions
Department of Occupational Therapy
OT679 - Foundations in Low Vision Rehabilitation II
Instructor Name: Beth Barstow PhD, OTR/L, SCLV, FAOTA
Office: SHPB 350
Phone: (205)934-7321
Email: bbarstow@uab.edu
OFFICE HOURS: By appointment, email course instructor to set up meeting via telephone or in the virtual classroom. Office hours may be used for discussion of personal issues affecting course participation or to further facilitate learning of course content.
COURSE DESCRIPTION: As the second of five sequential courses in the program, this course builds upon the foundational knowledge of course one and provides students with assessment and intervention strategies for areas of occupational performance typically influenced by vision loss.
COURSE OVERVIEW: As the second of five sequential courses in the program, this course introduces assessment and intervention strategies for areas of occupational performance typically influenced by vision loss. Module one and two provides students with an overview of optical devices and assistive technology used to enhance participation by those with vision loss. Module three covers the topic of reading and writing with low vision. Topics covered include preferred retinal locus training, application of optical devices and assistive technology to reading and writing and facilitation of compensation strategies for persons to acquire access to print material when they do not have usable vision.
SEMESTER: Spring 2022
CONTACT HOURS: 45
CREDIT HOURS: 3
PREREQUISITE: OT677Q, Foundations in Low Vision Rehabilitation I
COURSE CLOCK: This course uses the Central U.S. time zone and Central U.S. daylight savings time zone for all scheduled due dates.
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INSTRUCTIONAL METHODS: |
Lectures, reading, discussions, activities |
REQUIRED TEXT:
Warren, M. & Barstow, B. (2010). Occupational Therapy Interventions for Adults with Low Vision. Bethesda: AOTA Press NOTE: This required textbook can be purchased from AOTA online store. ISBN: 978-1-56900-306-0
Mogk, L. & Mogk, M. (2003). Macular degeneration: The complete guide to saving and maximizing your sight. New York: Ballantine Books. ISBN: 978-1-56924-286-5
Griffen-Shirley, N. & Groff, G. (1993). Prescriptions for independence: Working with older people who are visually impaired. New York: American Foundation for the Blind Press. ISBN: 978-0891282440
Note: These recommended books can be purchased from Amazon or other booksellers.
REQUIRED MATERIALS:
LAB KITS: To provide you with hands-on experience using equipment that is typically used in low vision rehabilitation, labs utilizing optical devices, ADL devices and simulator glasses have been integrated into OT679 and OT690. Mattingly Low Vision Inc. has created kits containing the items needed for the labs. The kits can be purchased together or separately. Fork in the Road Vision Rehabilitation Services sells the required simulator glasses. If you have these items available to you in practice, you do NOT need to purchase the kits. The kits contain the following items.
Student Optical Device Kit (To be used in OT679)
MS4LED - Mattingly LED Advantage 4X White LED Stand Magnifier
MS12LEDTE - Mattingly LED Advantage 12X Teal LED Stand Magnifier
MH5LED - Mattingly LED Advantage 5X White LED Hand-Held Magnifier
T520TS - Mattingly 5X20 Monocular Telescope
TTVSPEC - Mattingly 2X TVspec
Student ADL Kit (To be used in OT690)
HIMARKS Hi-Marks 3D Tactile Pen Orange (205377F)
LOCDOTS Loc Dots (60923)
INFILA Infila Needle Threader (5084333)
CARDS Super Jumbo Playing Cards (48615)
INDICATOR Liquid Level Indicator Buzzer (506579)
CHECK Check Writing Guide (2063844)
SAFESHOT Safe Shot Syringe Loader (80010)
Optical Device Kit: $197.85
ADL Kit: $47.65
Shipping: $15.00
TOTAL: $260.50* (Plus sales tax if shipped within California and Texas)*
Kits can be purchased as follows: Kits can be purchased through Mattingly Low Vision Inc. - 888-642-0842. Sales tax will be added if shipping to CA and TX. Simulators can be purchased as follows: Order through Fork in the Road Rehabilitation Services, LLC. (Links to an external site.)Order the 20/200 cataract simulator, item #107. Cost is $29.00 plus shipping and tax.
MINIMUM TECHNOLOGY REQUIREMENTS: Students must have a reliable internet connection; a high-speed internet connection is strongly recommended. Students are required to use Microsoft Office word software for submitting assignments. UAB has a contract with Microsoft that allows students to download MS Office for free for use in courses. Information can be found UAB Microsoft agreements. Students also need a current version of Adobe Acrobat Reader, which can be freely downloaded on the Adobe.com website or another PDF viewer such as Apple’s “Preview” application.
MINIMUM TECHNICAL SKILLS:
Technical Requirements for Students
To be successful in an online course assess your readiness for online learning and read the student tips for success.
Review the required minimum technical requirements.
This course uses the Canvas Learning Management System. Review the following guides to build your proficiency:
- Computer Specifications for Canvas
- Canvas Overview Video
- Canvas Student Guide
- Will Canvas work on my mobile device?
Students also need a current version of Adobe Acrobat Reader, which can be freely downloaded on the Adobe.com website (Links to an external site.) or another PDF viewer, such as Apple’s “Preview” application.
CLOSED CAPTIONING, FULL SCREEN, ENLARGE FONT:
There are closed captioned videos posted throughout the course. To turn captions on/off, click on the on the “CC” square icon on the bottom of the screen. To view full screen, click on the diagonal arrow icon on the bottom right corner. To enlarge the font on your computer screen, click the ctrl button and the plus sign simultaneously.
MINIMUM TIME REQUIREMENTS AND OTHER CONSIDERATIONS:
Students often have the misconception that online learning is easier than on campus instruction. Actually, online instruction is more demanding because it is equally challenging academically, but there are other challenges that require attention. In order to be a successful online student, you must, which will be more for students:
- Log in to each online course a minimum of three times weekly
- Dedicate a minimum of 1 to 3 hours weekly online
- Possess excellent time management, reading, and writing skills
- Avoid procrastination with technology
ACCESSIBILITY: Please visit the eLearning academic technology page for information about the accessibility features of the required course technology.
COURSE OBJECTIVES:
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Course Objectives
Upon completion of the course the student will be able to: |
Aligned Module Objectives
Upon completion of the module, the student will be able to: |
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1. Identify the principles of refraction |
Module One · Recall basic optical principles and the role of the ocular system in refraction. · Correlate refraction principles with corresponding anatomical structures. |
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2. Analyze and describe the use of prescribed optical devices as preparatory activity for occupational performance |
Module One · Identify the types of optical lenses used to correct for refractive error. · Accurately calculate magnifier focal distance and diopter power. · Recall the elements of a physician’s prescription for corrective lenses. · Accurately calculate X and D power of optical devices. · Use low vision physician’s optical device prescription and OT client profile to select and train in appropriate type(s) of optical device(s) · Accurately calculate exit power of telescopes. |
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3. Relate a client’s visual limitation to limitations in occupational performance
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Module Two · Distinguish how visual limitations influence the use of assistive technology (AT). Module Three · Correlate limitations in visual functions to the neural levels of reading. · Describe how age-related vision conditions influence the reading and writing process.
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4. Relate how a client with vision impairment’s occupational performance can be improved with low vision rehabilitation interventions
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Module One · Describe how limitations in occupational performance caused by vision loss can be improved by optical device use. Module Two · Describe how limitations in occupational performance caused by vision loss can be improved by assistive technology. |
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Module Three · Select appropriate standardized and non-standardized reading and writing performance assessments.
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Module Three · Accurately describe results of standardized and non-standardized reading and writing performance assessments and integrate results into the occupational therapy intervention plan. · Accurately describe results of the macular scotoma/PRL assessments and integrate results into the occupational therapy intervention plan. |
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7. Identify and/or devise intervention strategies to enhance occupational performance for individuals with vision impairment
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Module One · Describe how optical devices can be integrated into the OT intervention plan to assist with compensation for visual impairment for occupational performance. · Compare and contrast optical device advantages and disadvantages for appropriate integration into the OT intervention plan. · Describe training strategies for use of optical devices for persons with vision loss. Module Two · Identify how AT can be integrated into the OT intervention plan to assist a person to compensate for visual impairment in completion of daily occupations.
Module Three · Construct occupation-based, client-centered goals for the activities of reading and writing.
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COURSE EVALUATION: The assignment of grades is the responsibility of the instructor. Procedures for appealing an assigned grade may be found in the Student Handbook.
COURSE ASSIGNMENTS AND GRADE DISTRIBUTION
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Activity (Project, Test, or Assignment) |
Points |
Percent |
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Exam 1 |
100 |
20% |
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Exam 2 |
100 |
20% |
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Reading and Writing Case Analysis |
100 |
20% |
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Prescribed Optics Learning Activity |
50 |
10% |
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Assistive Technology Learning Activity |
50 |
10% |
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Participation |
100 |
20% |
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Total Points and Percentages |
1000 |
100% |
GRADING SCALE
|
Grade |
Point Range |
Percentage |
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A= |
500-450 |
90-100% |
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B= |
449-400 |
80-89% |
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C= |
399-359 |
70-79% |
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F= |
Below 359 |
<70% |
POLICIES
GENERAL: Students are expected to take responsibility for their learning experience. To accomplish this, students are expected to complete all learning modules and assignments and regularly participate in a constructive manner in class discussions. Constructive participation is defined as providing positive, reflective and relevant comments on discussion boards and in emails to students and instructors.
Failure to submit an assignment in the required format will result in an automatic deduction of 10 points.
LATE SUBMISSION POLICY: Late assignments are accepted at the discretion of the instructor and may result in a deduction of points.
COMMUNICATION: Instructors will make every effort to respond to all email and postings within 24 hours when posted during the work week-Monday through Thursday.
PARTICIPATION: It is expected that the student will log onto the course a minimum of 3 times weekly, carefully read all postings from the instructors and respond to instructor queries in a timely manner. It is also expected that the student will attempt to solve all technical difficulties encountered in using the website by consulting with the ASK-IT desk or the Canvas Student Guides before seeking assistance from the instructor. Student participation is tracked through the website, which records all log-ons and postings completed by students in the course.
INSTRUCTOR EXPECTATIONS OF STUDENTS:
- Log into the course at least 3 times a week.
2. Respond to email queries from the instructor within 24 hours
3. Adhere to the deadlines for posting in the required practice topic discussions (these are posted in the course modules and in the syllabus.
4. Turn assignments in on time.
5. Communicate with the instructor if unable to meet instructor/course expectations. In certain circumstances, adequate communication may allow modification of due dates within the structure of the semester. Modification is at the discretion of the course instructor.
Academic misconduct policy:
SHP expects students to maintain an acceptable quality of academic performance and to exhibit appropriate conduct. Students are expected to conduct themselves in a manner similar to accepted standards for practicing health care professionals.
Academic misconduct may include, but is not necessarily limited to, acts such as plagiarism, cheating, misrepresentation, fabrication or giving or receiving unauthorized aid in tests, examinations, or other assigned work, and will be subject to disciplinary action. Any act of dishonesty in academic work constitutes academic misconduct.
Academic misconduct will result in a grade of zero on the assignment/exam and may result in disciplinary action. A student who feels he or she has been unfairly disciplined should contact the program director or department chair to request a review of the disciplinary decision. A more detailed description of the Grievance Procedures for Violations of Academic Standards is available from the Office of the Senior Associate Dean for Academic and Faculty Affairs.
Non-academic misconduct policy:
“The University is a community of scholars and learners; therefore, all participants are expected to maintain conduct which (1) facilitates the institution's pursuit of its educational objectives, (2) exhibits a regard for the rights of other members of the academic community, and (3) provides safety to property and persons. Through appropriate due process procedures, disciplinary action will be taken in response to conduct that violates these principles. A more detailed description of non-academic misconduct can be found in the UAB student handbook, Direction. It is the student's responsibility to be fully aware of the policies and procedures described in this document, which may be obtained from the SHP Office of the Associate Dean for Academic and Student Affairs (SHP Building, Room 660)
Several UAB-wide policies apply to students. The following policies or policy summaries are included on the UAB Policies page of the graduate catalog. Students are expected to comply with the UAB Student Handbook.
GRADUATE STUDENT HANDBOOK
Additional polices and other helpful information is provided in the UAB Graduate Student Handbook.
DISABILITY SUPPORT SERVICES:
UAB is committed to providing an accessible learning experience for all students. If you are a student with a disability that qualifies under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, and you require accommodations, please contact Disability Support Services (DSS) for information on accommodations, registration and required procedures. Requests for reasonable accommodations involve an interactive process and consists of a collaborative effort among the student, DSS, faculty and staff.
To Register for Disability Support Services - Contact DSS at (205) 934-4205 (voice) or (205) 934-4248 (TDD). You must present documentation verifying your disability status and the need for accommodations. After DSS receives your completed documentation, you will meet individually with a member of the DSS staff to discuss your accommodations. It is best to register with DSS when you apply to UAB, as it may take 2-3 weeks to review your request and complete the process. For more information about Disability Support Services or to make an appointment, please feel free to contact the office directly: 9th Avenue Office Building / 1701 9th Avenue South / Birmingham, AL 35294 (email: dss@uab.edu), or visit the DSS website for more information.
If you are registered with Disability Support Services, it is the student’s responsibility to contact the course instructor to discuss the accommodations that may be necessary in this course. Students with disabilities must be registered with DSS and provide an accommodation request letter before receiving academic adjustments. Reasonable and timely notification of accommodations for the course is encouraged and provided to the course instructor so that the accommodations can be arranged. Additional information about the process is available on the UAB DSS website.
TITLE IX:
The University of Alabama at Birmingham is committed to providing an environment that is free of bias, discrimination, and harassment. If you have been the victim of Sexual discrimination, harassment, misconduct, or assault we encourage you to report the incident. UAB provides several avenues for reporting. For more information about Title IX, policy, reporting, protections, resources and supports, please visit UAB’s Title IX Policy and UAB’s Equal Opportunity and Anti-Harassment Policy.
DEPARTMENT SCHOOL AND UNIVERSITY POLICIES
Below are links to the department, school and university policies that students are required to adhere to while completing the program and course. More information about these policies/procedures can be found in the course syllabus.
STUDENT RESOURCES:
The course Resource Folder provides students links with descriptions to various UAB resources. Resources for technical support are provided which include AskIT, Canvas Help and Technical Support and Virtual Classroom Technical Support. Resources are also provided for student/learner support services related to financial, academic and accessibility issues.
LIST OF ASSIGNMENTS:
Written Exams (Course Objectives 1-4)
The two written exams cover the information from the lectures and assigned reading in the assigned text and articles. The exams focus on knowledge of the material and application to practice.
Reading and Writing Case Analysis (Course Objectives 1-4)
Students work through the case analysis of a client with central scotomas resulting in deficits in reading. The case will require students to write goals, identify methods, approaches and tools, interpret evaluation results, sequence treatment interventions and appropriately identify client factors and contexts for the occupations of reading.
Prescribed Optics Learning Activity (Course Objectives 1 and 4)
Students use optical device student kit to complete a structured lab activity that facilitates use of these devices in client care to enhance occupational performance.
Assistive Technology Learning Activity (Course Objective 1 and 4)
Students will pick a case that challenges them to apply their knowledge about optics and assistive technology to a client with low vision. Analysis will include determining activities that may be difficult for the client, determining appropriate optics/AT, describing justification for the device and writing goals.
Participation (Course Objectives 1-4)
Participation in course activities is an integral part of the learning process. To fully benefit from the course activities, students are required to consistently communicate with the instructors within the Canvas course in a timely manner (within 48 hours), complete assignments using the directions in the syllabus/module description without relying on the instructor for direction and post to discussion boards accurately by the assigned due date. Overall participation grades are based on performance on all course activities. Activities that specifically count towards course participation include:
- Expert Chat (Course Objectives 1-4)
Students participate in one live expert chat sessions on the topic of reading with a PRL. Prior to the chat sessions, students are required to read materials on these topics to prepare them for the chat and stimulate questions for the expert. Requirements for this activity are factored into the student’s overall course participation grade.
- Apps Activity (Course Objectives 1 and 4)
Students participate in one activity that requires search of an app appropriate to enhance occupational performance in persons with vision loss. They are required to post information about this app on the designated discussion board so fellow classmates can add to their low vision resources.
TOPIC OUTLINE
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Date |
Topic |
Assigned Reading/Assignments |
Objective |
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Module 1
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Prescribed Optics
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Complete Assigned Readings and Activities
Prescribed Optics Learning Activity due- |
1 and 4 |
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Module 2
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Assistive Technology (AT)
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Complete Assigned Readings and Activities
Assistive Technology Learning activity due- - 11:59pm, Central time
AT and apps discussion board assignment- - 11:59 pm, Central time |
1 and 4 |
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March 14th- 20th is spring break and an observed UAB holiday. You are not required to check into the course during this time |
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Exam One
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Exam One |
All materials covered since initiation of the course: lectures and reading assignments, etc. |
1 and 4 |
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Module 3
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Reading and Writing
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Complete Assigned Readings and Activities
Reading Case Analysis Activity due date- 11:59pm, Central time |
1-4 |
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Expert Chat- “Reading with a Macular Scotoma”
Site: Zoom Expert: Dr. Don Fletcher |
Refer to Canvas course modules for description of expert chat and required readings. Log in information will be posted in the course prior to the chat date.
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1-4 |
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Exam Two |
Exam Two and Course Wrap up |
All materials covered since Test One- Modules 3 and 4
Course specific Survey due:
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1-4 |
Course Summary:
| Date | Details | Due |
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