OT677 Fall 2021 Syllabus

2019-2020 OT Student Handbook

SHP Netiquette Guidelines.pdf  

 

 

 

School of Health Professions

Department of Occupational Therapy

 

OT 677 - Foundations in Low Vision Rehabilitation I

 

INSTRUCTOR NAME:	Beth Barstow, PhD, OTR/L, SCLV, FAOTA
	Office: off-site
	Phone: (205) 934-7321
	Email: bbarstow@uab.edu
COURSE DESCRIPTION	As the first of the five sequential courses in the program,
	this course introduces low vision rehabilitation and begins
	to establish the knowledge needed to understand and implement intervention strategies.

                                                              

 

COURSE OVERVIEW                      The course introduces the broader field of low vision rehabilitation and the occupational therapy role as a low vision rehabilitation provider. The course also begins to establish the knowledge the student will need to develop effective intervention strategies that produce optimal outcomes in their clients. The first course module provides an overview of how low vision rehabilitation is provided in the United States and the occupational therapy role and approach. The next two modules review the anatomy of the visual system and describe common eye diseases that cause low vision. The modules during the second half of the course focus on specific components of occupational therapy intervention including facilitating health literacy, psychosocial adjustment, completing a low vision examination and environmental modification. 

                      

       SEMESTER OFFERED                    Fall 2021

 

       COURSE TYPE                                Online

 

       CONTACT HOURS                         Lecture: 45

 

    CREDIT HOURS                               3 

 

       PREREQUISITE                           Admission to the UAB low vision graduate certificate program

 

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

                                                  

       INSTRUCTIONAL METHODS        Lectures, readings, and discussions and activities

 

       REQUIRED TEXT                             

Warren, M. & Barstow, B. (2011). Occupational Therapy Interventions for Adults with Low Vision.

Bethesda: AOTA Press   This required textbook can be purchased from AOTA online store.  ISBN: 978-156900-306-0

 

NOTE: The textbook will be used for required readings in this course and is required for ALL the courses in the curriculum.

 

       RECOMMENDED TEXTS:                             

Cassin, B. & Rubin, M.L. (2011). Dictionary of Eye Terminology 6^th Edition. Gainesville: Triad Publishing Company. ISBN-13: 978-0937404737

 

Mock, L. & Mock, M. (2003). Macular degeneration: The complete guide to saving and maximizing your sight. New York: Ballantine Books ISBN-13: 978-0345457110

 

Roberts, D.L. (2006). Age-related macular degeneration: An essential guide for the newly diagnosed. New York: Marlowe & Company. ISBN-13: 978-1569242865

 

Note: These books can be purchased from Amazon or other booksellers.

 

       RREQUIRED MATERIALS:              

Students are required to use a light meter to complete the Environmental Analysis assignment in Module 7.

 

If the student does not have access to a light meter, the HDE LX-1010B Digital Luxmeter Light Meter with LCD Display meets the requirements for the assignment; it can be purchased from Amazon.com for under $20 U.S. at this link: HDE-LX-1010B-Digital-Luxmeter  (Links to an external site.)            

 

MINIMUM TECHNOLOGY REQUIREMENTS: Students must have a reliable internet connection; a highspeed 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: 

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. Online instruction is more demanding because it is equally challenging academically, but there are other challenges that require attention. 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 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	Aligned Activities
1. Describe the occupational therapy approach to low vision rehabilitation and how occupational therapy services fit within and contribute to the broader field of low vision rehabilitation	Module 1 1.       Describe the common causes of low vision and the population most likely to develop low vision.   Describe key concepts of the frameworks and theories that guide the occupational therapy approach to low vision rehabilitation.	Exam 1         Clinical Practice Discussion 1

 

	2.       Distinguish between the roles of the professionals who provide rehabilitation services.    3.       Differentiate the OT role and approach to low vision rehabilitation from that of the other providers of vision rehabilitation services. 4.       Describe and provide examples of how the healthcare system differs from the blindness system in the provision of low vision services. 5.       Describe an optimal multidisciplinary service model for providing low vision rehabilitation.	Clinical Practice Discussion 1 Exam 1   Clinical Practice Discussion 1 Exam 1       Clinical Practice Discussion 1 Exam 1       Clinical Practice Discussion 1 Exam 1
2. Correlate eye and visual system anatomy with visual function and eye disease and conditions that cause low vision.	Module 2 1.       Link an anatomical structure in the eye or brain to the ability to complete a specific visual function such as acuity, contrast sensitivity, visual field, and light adaptation.   2.       Identify the eye or brain structure involved in a specific eye disease or condition.      3.       Link impairment in a specific anatomical structure in the eye to a limitation in occupational performance.	Exam 1 Eye Anatomy Coloring Book self-assessment activity       Exam 1 Eye Anatomy Coloring Book self-assessment activity   Exam 1 Eye Anatomy Coloring Book self-assessment activity
3. Describe how specific eye diseases/conditions diminish vision and cause low vision and relate them to the adult’s ability to complete and engage in daily occupations.	Module 1 1. Describe the visual attributes that contribute to occupational performance and the effect of vision impairment on the ability to complete daily activities	Exam 1

 

	Module 3 1. Identify and distinguish between the etiology, progression, and medical management of the different major age-related eye diseases and conditions that cause low vision. 2. Identify the modifiable and non-modifiable risk factors associated with the major age-related eye diseases and conditions.   2. Link the changes in visual function associated with normal vison, the aging visual system, and major age-related eye disease and conditions to their respective limitations in occupational performance.	Exam 1 Medical Conditions self-assessment activity       Exam 1 Medical Conditions Self-assessment activity       Exam 1 Medical Conditions self- assessment activity
4. Identify the intrinsic and extrinsic factors that influence an adult’s ability to continue to participate in valued occupations and successfully live with vision loss	Module 4 1. Identify the factors that influence the visually impaired adult’s ability to psychologically adjust to vision loss and engage in occupations.   Module 5 1. Identify the factors that influence the visually impaired older adult’s ability to understand and apply health information to engage in self-management of chronic eye disease.    Module 7 1. Describe how the sensory components of an environment facilitate or inhibit the client’s ability to complete occupations within the environment.	Exam 1             Exam 2         Exam 3 Written Assignment 2- Environmental Analysis
5. Select appropriate assessment tools based on client needs, contextual factors, and psychometric properties of tests	Module 4 1. Select evidence-based screening assessments to identify and describe maladaptive adjustment strategies in a client with vision loss.	Exam 2 Clinical Practice Discussion 2

 

	Module 6 1. Select the appropriate screening assessments to identify changes in visual function in an adult with a specific eye disease/condition.   Module 7 1. Select appropriate assessments to identify light levels, and environmental barriers in the client’s home and community environments.	Exam 3             Exam 3 Written Assignment 2- Environmental Analysis
6. Determine the client’s ability to use remaining vision to complete daily occupations.	Module 6 1. Identify the correct procedures for administering and scoring the standardized vision screening assessments used by occupational therapists. 2. Accurately interpret results obtained from vision screening assessment used by occupational therapists. 3. Relate assessment findings to a client’s limitations in occupational performance. Module 7 1. Determine whether an environmental feature creates a travel hazard or travel obstacle for a person with low vision. 2. Accurately calculate the brightness of a reading surface.	Exam 3 Low Vision Exam Case – Self Assessment Activity       Exam 3 Low Vision Exam Case – Self Assessment Activity     Exam 3 Low Vision Exam Case – Self Assessment Activity     Exam 3 Written Assignment 2- Environmental Analysis     Written Assignment 2- Environmental Analysis
7. Identify and/or devise intervention strategies enhance occupational performance in adults with vision impairment	Module 4 1. Select evidence-based interventions to promote positive adjustment to vision loss and improve occupational performance.	Exam 2 Clinical Practice discussion 2
	Module 5 1.       Apply principles for increasing print visibility to create accessible client education materials.       2. Apply principles for improving text readability to create accessible client education materials.   3. Identify evidence-based, instructional strategies that enhance client understanding of health information, instructions, and home programs. Module 7 1. Select and describe interventions that increase the visibility of an environment to facilitate the client’s ability to engage in occupations within the environment.	Exam 2 Written Assignment 1- Accessible Client Education Handout     Exam 2 Written Assignment 1- Accessible Client Education Handout     Exam 2           Exam 3 Written Assignment 2 Environmental Analysis

        

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 ASSIGNMENT AND GRADE DISTRIBUTION

        

Graded Exam, Assignments, Activities, Discussions	Points	Percent	Module	Due Date
Exam 1	100	20	3
Exam 2	100	20	5
Exam 3	100	20	7
Anatomy Coloring Book Self-Assessment Activity	10	2	2
Medical Conditions Self -Assessment Activity	10	2	3
Low Vision Exam Case Self-Assessment Activity	30	6	6
Accessible Client Education Handout Assignment	50	10	5
Environmental Analysis Assignment	50	10	7
Clinical Practice Discussion 1	25	5	1
Clinical Discussion Practice 2	25	5	4
Extra Credit Going Blind Documentary Support Website NVS Health Literacy Test	5 5 5	1 4 5
Total Points & Percentages	500	100

 

GRADING SCALE

 

 

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 like 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 Recruitment, Retention, and Success (SHP Building, Room 230)

 

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 Policies located with One Stop.   

 

GRADUATE STUDENT CATALOG AND STUDENT INFORMATION

Additional polices and other helpful information is provided in the UAB Graduate Student Catalog and UAB ONE STOP.

 

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 at the  Hill Student Center, 1400 University Boulevard, Suite 409, Birmingham, AL 35294; via 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.  

 

 

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 1-7)

The three written exams assess the students understanding of the information provided in the lectures and assigned readings and videos and ability to apply the information to occupational therapy practice

 

 

Self-Assessment Activities (Course Objectives 2,3,6)

Multiple low stakes self-assessment activities are provided throughout the course modules to help students master the course content. Students are provided with opportunities to reflect on and examine their grasp of course material and identify gaps in their understanding through participation in self quizzing and peer to peer discussion. The three self-assessment activities enable the student to assess their understanding of key concepts addressed in the lectures. 

 

Written Assignments (Course Objectives 4,5,6,7)

The two written assignments require the student to apply the concepts they have learned from the lectures and assigned readings to assess and develop interventions for clients with low vision. 

 

Clinical Practice Discussions (Course Objectives: 1, 5, 7)

The two clinical discussions challenge the student to analyze and discuss a clinical case as it applies to low vision practice and identify and devise an intervention that aligns with the occupational therapy role in low vision rehabilitation.

 

COURSE OUTLINE AND CALENDAR

 

MODULE	Topic		Assignment
Module 1	Review course materials Low vision rehabilitation	•	Identify group discussion leaders by
		•	Complete assigned readings and lectures
		•	Complete Clinical Practice Discussion 1 by 11:59 central time; leaders post group summary by
Module 2	Visual system anatomy	•	Complete assigned readings and lectures
		•	Anatomy Coloring Book Self-Assessment Activity is due 11:59 pm central time
Module 3	Conditions causing low vision in adults	•	Medical Conditions Self-Assessment Activity due by 11:59 pm central time    Extra credit- Watch the documentary film, “Going Blind” and comment with reflective post by
Exam 1	Covers lecture content and readings for Modules 1,2 & 3	•	Exam is open from -you may log in and take the exam anytime during that time. There are no other assigned activities during this week
Module 4	Psychosocial adjustment to vision loss	•	Complete assigned readings and lectures   Complete Clinical Practice Discussion 2 by 11:59 central time ; leaders post group summary by
		•	Extra credit- Explore the MDsupport website and post a summary of one of the topics in the Audio-Visual Library to the discussion board by 11:59 central time
Module 5	Health Communication and Health Literacy	•	Complete assigned readings and lectures
		•	Written Assignment 2-Accessible Client Education Handout is due by 11:59 pm central time
Exam 2	Covers lecture content and assigned readings for Modules 4 & 5	•	Exam open from -you may log in and take the exam anytime during that time. There are no other activities during this time.
Module 6	The Low Vision Exam	•	Complete assigned readings and lectures     ·       Low Vision Exam Case Self-Assessment Activity due by 11:59 pm central time
Module 7	Environment	•       Complete assigned readings and lectures   •       Written Assignment 2 (environmental analysis) due by 11:59 pm central time    •       Complete Clinical Practice Discussion 3 by 11:59 central time; leaders post group summary by    •       Extra Credit- Newest Vital Sign and Going Blind        Extra credit assignments are due         11:59 pm central time
	Fall Break                                       Enjoy!	UAB recognized holiday, you are not required to log into the course
Exam 3	Covers lecture content/assigned readings for Module 6 & 7 Course Wrap up	•     Exam open from  to adhere to UAB Finals examination period- you may log in and take the exam anytime during that time. There are no other activities during this time          PLEASE NOTE FINAL EXAM SCHEDULED IS COMPRESSED AND NOT A FULL WEEK!!
	Course closes-Have a Good Break!