Visual Impairment Support Course

Lesson 1 • Classification of Visual Impairment

Introduces WHO and functional classification frameworks for low vision and blindness. Provides the diagnostic language used throughout the course.

Lesson 2 • Psychosocial Impact of Vision Loss

Examines emotional, social, and identity-related effects of vision loss across the lifespan. Grounds clinical empathy in evidence-based psychological frameworks.

Lesson 3 • Common Ocular Conditions and Etiology

Surveys prevalent conditions including glaucoma, macular degeneration, diabetic retinopathy, and cataracts. Links pathology to functional vision loss patterns.

Lesson 1 • Writing Functional Vision Reports

Guides students in synthesising assessment data into clear, actionable reports for multidisciplinary teams. Emphasises precision, objectivity, and recommendation clarity.

Lesson 2 • Standardised Assessment Tools

Introduces validated instruments for measuring acuity, contrast sensitivity, and visual fields in functional contexts. Students select appropriate tools based on client age and condition.

Lesson 3 • Principles of Functional Assessment

Distinguishes clinical eye exams from functional vision evaluations and explains their complementary roles. Sets the rationale for observation-based assessment methods.

Lesson 1 • Auditory and Multimodal Learning Channels

Evaluates listening comprehension, auditory processing efficiency, and technology-assisted learning potential. Supports decisions about audio-based and combined media approaches.

Lesson 2 • Braille Readiness and Literacy Assessment

Evaluates tactile sensitivity, hand function, and pre-braille skills to determine braille candidacy. Connects assessment outcomes to instructional starting points.

Lesson 3 • Learning Media Assessment Overview

Introduces the learning media assessment process and its role in selecting print, braille, or auditory channels. Frames media selection as a dynamic, ongoing decision.

Lesson 1 • Unified English Braille Code Fundamentals

Introduces the cell structure, alphabet, punctuation, and contractions of unified English braille. Builds instructor fluency required for effective teaching.

Lesson 2 • Braille Writing Tools and Instruction

Teaches use of the slate and stylus, braillewriter, and electronic braille devices for writing instruction. Addresses tool selection based on learner needs and context.

Lesson 3 • Braille Instruction for Diverse Learners

Adapts braille instruction for learners with additional disabilities, older adults, and deafblind individuals. Applies differentiated strategies to maximise literacy outcomes.

Lesson 4 • Tactile Graphics and Specialised Codes

Introduces tactile diagram production, interpretation, and specialised braille codes for maths and music. Expands literacy instruction beyond standard literary braille.

Lesson 1 • Screen Access Software and Display Technology

Introduces screen readers, screen magnification software, and refreshable braille displays for computer access. Teaches configuration and instructional strategies for each platform.

Lesson 2 • Mobile and Mainstream Accessibility Tools

Explores built-in accessibility features of smartphones and tablets alongside dedicated apps for vision loss. Emphasises integration of mainstream technology into daily routines.

Lesson 3 • Assistive Technology Assessment and Training

Teaches systematic AT needs assessment, device trials, and structured training protocols. Ensures technology adoption leads to functional independence gains.

Lesson 4 • Optical and Non-Optical Low Vision Devices

Covers magnifiers, telescopes, absorptive lenses, and non-optical aids such as lighting and contrast tools. Connects device selection to functional vision assessment findings.

Lesson 1 • Foundations of Orientation and Mobility

Defines orientation and mobility as distinct skills and explains their interdependence for independent travel. Establishes the intervention specialist's supportive role alongside O&M professionals.

Lesson 2 • Supporting O&M Goals in Intervention

Integrates O&M-related concept instruction into daily academic and functional activities. Demonstrates how intervention specialists reinforce travel skills without overstepping professional boundaries.

Lesson 3 • Sighted Guide and Protective Techniques

Teaches sighted guide protocol, self-protective techniques, and trailing for use in familiar environments. Provides skills for immediate safety support before formal O&M instruction.

Lesson 1 • Progress Monitoring and Plan Revision

Introduces data collection systems, progress graphing, and decision rules for modifying intervention plans. Closes the assessment-instruction loop with evidence-based adjustments.

Lesson 2 • Principles of Individualised Planning

Establishes person-centred planning values, goal hierarchy, and the relationship between assessment and intervention. Frames planning as a collaborative, iterative process.

Lesson 3 • Multidisciplinary Team Collaboration

Defines roles of team members including educators, therapists, and medical professionals in plan development. Teaches communication strategies for productive team meetings.

Lesson 4 • Writing Measurable Goals and Objectives

Teaches SMART goal construction, condition-behaviour-criterion format, and baseline documentation. Ensures goals are observable, achievable, and progress-trackable.

Lesson 1 • Personal Management and Self-Care Skills

Covers adaptive techniques for grooming, dressing, medication management, and health monitoring. Builds foundational independence in daily personal routines.

Lesson 2 • Financial and Community Access Skills

Develops skills for managing money, using banking technology, shopping, and accessing community services. Connects financial literacy to broader independence goals.

Lesson 3 • Home Management and Kitchen Skills

Teaches safe food preparation, appliance use, cleaning, and home organisation with adaptive strategies. Addresses risk management in kitchen and household environments.

Lesson 4 • Transition to Adult Life and Employment

Prepares students to support clients transitioning to post-secondary education, vocational training, and employment. Links daily living skills to workplace readiness.