Course Syllabus

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School of Health Professions

Department of Occupational Therapy

 

OT690- Foundations in Low Vision Rehabilitation III

 

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 (Zoom). Office hours may be used for discussion of personal issues affecting course participation or to further facilitate learning of course content.

 

COURSE DESCRIPTION:            Third core course; Fully Online; Builds on OT677 and OT679. Course content addresses specific intervention strategies to enhance occupational performance in persons with low vision using information obtained from evaluations in the areas of daily living skills, diabetes self-management, functional mobility and driving. 

 

COURSE PURPOSE:        Persons with low vision experience significant difficulty completing daily occupations that involve seeing small details, low contrast, color and mobility. Occupational therapists must be able to select and apply evidence-based visual and non-visual strategies in intervention to achieve optimal client outcomes.

 

SEMESTER:             

 

CONTACT HOURS:          45

 

CREDIT HOURS:              3

 

PREREQUISITES:             O.T. 677 Foundations in Low Vision            Rehabilitation I, O.T. 679

                                           Foundations in Low Vision II

 

COURSE CLOCK:             This course will use the Central U.S. time zone and Central U.S. daylight savings time zone for all scheduled due dates.

INSTRUCTIONAL METHODS:    Information will be obtained through lectures, readings, discussion,

completion and participation in class assignments          

 

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

 

RECOMMENDED TEXT:

Duffy, M. (2002). Making life more livable: Simple adaptations for living at home after vision 

loss. New York: American Foundation for the Blind Press. ISBN Number: 978-0891283874

 

Mogk, L. & Mogk, M. (2003). Macular degeneration: The complete guide to saving and maximizing your sight. New York: Ballantine Books. ISBN Number: 978-0345457110

 

Blasch, B.B., Weiner, W.R. & Welsh, R.L. (Eds.). (1997). Foundations of orientation and mobility. 2^nd edition. New York: American Foundation for the Blind Press. ISBN Number: 978-0891289463

 

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 Number: 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 Non-Optical Kit” for OT690Q
Item #	Description	Price
HIMARKS	Hi-Marks 3D Tactile Pen Orange (205377F)	$5.95
LOCDOTS	Loc Dots (60923)	$1.95
INFILA	Infila Needle Threader (5084333)	$4.95
CARDS	Super Jumbo Playing Cards (48615)	$4.95
INDICATOR	Liquid Level Indicator Buzzer (506579)	$12.95
CHECK	Check Writing Guide (2063844)	$1.95
	Subtotal	$32.70
	Shipping/Handling	$10.00
	Total	$42.70

Kits and Simulators 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 at 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:

 

COURSE OBJECTIES   UPON COMPLETION OF THE COURSE THE STUDENT WILL BE ABLE TO:	ALIGNED MODULE OBJECTIVES   UPON COMPLETION OF TH EMODULE, THE STUDENT WILL BE ABLE TO:
1. Relate a client’s visual limitation to limitations in occupational performance	Module One ·       Identify the synergistic influence of low vision and co-morbid conditions on occupational performance Module Two ·       Identify how vision loss affects an individual’s ability to drive an automobile Module Three ·       Correlate how reduced visual functions impact diabetes self-management (DSM) Module Four ·       Identify how vision loss influences an individual's ability to safely and independently move in their environment to participate in activities of daily living.
2. Select appropriate assessment tools based on client needs, contextual factors, and psychometric properties of tests	Module One ·       Identify assessment strategies of occupational performance for individuals with low vision Module Two ·       Identify the components of a pre-driving screen
3. Interpret evaluation data in relation to accepted terminology of the profession and the AOTA Occupational Therapy Practice Framework	Module Three ·       Accurately interpret the primary components of DSM assessment completed by an occupational therapist
4. Identify and/or devise intervention strategies to enhance occupational performance for individuals with vision impairment	Module One ·       Identify adaptive equipment/technology used to enhance occupational performance for individuals with low vision ·       Identify environmental qualities which enhance occupational performance for individuals with low vision ·       Identify sensory and cognitive substitution strategies which enhance occupational performance for individuals with low vision Module Two ·       Recall intervention strategies to address driving and community mobility as an occupational therapy generalist working in low vision rehabilitation practice ·       Relate psychosocial factors to be considered in counseling an individual in driving cessation ·       Defend ethical considerations in counseling an individual in driving cessation ·       Describe client factors which enable use of a bioptic telescope for driving Module Three ·       Outline occupational therapy intervention (i.e., compensatory strategies, adaptive equipment) for the American Association of Diabetic Educators, AADE7 Self-Care Behaviors (which include healthy eating, being active, taking medication, problem solving, reducing risks and healthy coping) ·       Construct occupation-based, client-centered goals for DSM. ·       Describe occupational therapy interventions for diabetes complications Module Four ·       Explain sighted guide technique ·       Identify strategies to address functional mobility limitations within the scope of occupational therapy practice (i.e., sighted guide, indoor mobility techniques, environmental modification) ·        Identify environmental impediments that influence safe mobility for an individual with vision loss
5. Identify and differentiate between professional roles in the provision of services for individuals with vision impairment.	Module Two ·       Differentiate between the occupational therapy generalist and specialist role in driving and community mobility Module Three ·       Differentiate between professional roles in evaluating and treating DSM Module Four ·       Differentiate between professional roles in the delivery of functional mobility assessment and intervention

 

 

 

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.

 

Assignment/Activity	Points	Percent	Due Dates
Exam 1	150	22
Exam 2	150	22
Blindfolded ADL Activity	50	8
ADL Lab	50	8
Day without Driving Activity	50	8
Driving Ethics Discussion	50	8
Diabetes Self-Management Case Analysis	100	14
Sighted Guide Activity	50	8
Networking with an O&M	15	2
Total Points and Percentages	665	100

 

 

GRADING SCALE:

 

Percentage	Letter Grade	Points Required to Achieve Letter Grade
90-100	A	715-644
80-89	B	643-572
70-79	C	571-501
<70	F	Below 500

 

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:

1. 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:   9^th Avenue Office Building / 1701 9^th Avenue South / Birmingham, AL 35294   (email: dss@uab.edu), or visit their 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 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.

 

• pdf (uab.edu)
• Netiquette

 

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.

Blindfolded Occupational Performance Activity (Course Objectives 1-2)

Students experience the effects of commonly used interventions on the completion of daily occupations and reflect on these techniques for application in clinical practice

ADL Simulated Lab Activity (Course Objectives 1-2)

Students complete a simulated occupational performance lab reflecting on equipment use, instructional techniques and application to clinical practice.

Driving Ethics Discussion (Course Objectives 1-4 )

Students will read the American Occupational Therapy Association's Code of Ethics and discuss in groups the ethical implications of several driving scenarios commonly experienced in clinical practice.

Day without Driving Reflection (Course Objective 1)

Students will experience a day without driving and reflect on implications for clinical practice. If you are in an environment in which you do not drive, email your instructor for alternatives.

Case Analysis Diabetes Self-Management (Course Objectives 1-4)

Students work through the case analysis of a client with diabetic retinopathy resulting in deficits in diabetes self-management, occupational performance, functional mobility, use of technology and psychosocial adaptation. The case analysis requires the student to (a) identify appropriate evaluations (b) consider the effect of various contexts in interpreting evaluations and applying interventions (c) interpret evaluation results (d) select appropriate interventions (e) identify appropriate intervention progression following the ADE 7 Healthy Behaviors, and (f) identify referral to other professions.

Networking with Orientation and Mobility Specialist (Course Objective 1)

Each student will identify an O&M specialist in his or her respective region and network with the individual.  Developing a professional relationship now will lay the foundation for future consultations and efficient referrals, when necessary, in the future.

Sighted Guide Activity (Course Objectives 1-2)

Students experience the effects of vision loss on functional mobility. This activity provides students experience with administering and training someone to use sighted guide technique through commonly encountered environments.

 

 

TOPIC OUTLINE

Date	Topic	Assigned Reading/Assignments	Objective
Introduction	Course Introduction	Review course syllabus, content modules and all materials required to complete course assignments. Post questions to office discussion board.	N/A
Module 1	ADL’s	Complete assigned reading and activities	1-4
Module 2 September 20-October 10	Driving	Complete assigned readings and activities	1-4
Exam One	Exam One	All materials covered since initiation of the course: lectures and reading assignments, etc.
Module 3	Diabetes Self-Management	Complete assigned readings and activities	1-4
Module 4	Functional Mobility	Complete assigned readings and activities	1-4
Test Two	Test Two   Course Survey	All materials covered in course modules 3 and 4: lectures and reading assignments, etc.