Organizing the Curriculum/ Practicum

Department of Human Services

SPE 516

Summer 2015

Structure and Function of the Visual System

Prerequisites:

Students admitted to this course should have completed the requirements of acceptance into the Stephen F. Austin State University Graduate School. This is one of the first courses in our program that is designed to train you to work with students with visual impairments. Students seeking the visual impairment teaching endorsement must hold a valid teaching certificate.

I. Course Description:

This class is designed to familiarize the student with the various parts of the visual system and their impact on the process of seeing. The Functional Vision/Learning Media Assessment process is also introduced.

Purpose

This course is designed to provide the student:

• knowledgeof the anatomy of the visual system,
• experience with, and knowledge of the function of, the various structures of the eye,
• tools to research how various visual pathologies may impact the function of these structures,
• investigate the functional and educational impact of various conditions on vision, and
• develop skills in the assessment of vision
• practice in informative and collaborative communication of concepts and findings to meet the needs of various audiences
• field based learning experiences/opportunities with individuals with visual impairments

There are two critical assignments collected in this course that relate to accountability and accreditation – Eye condition fact sheets and major eye condition group project

II. Intended Learning Outcomes/Goals/Objectives

Program/ Learning Outcomes:

This course directly supports the mission of the university -

Stephen F. Austin State University is a comprehensive institution dedicated to excellence in teaching, research, scholarship, creative work, and service. Through the personal attention of our faculty and staff, we engage our students in a learner-centered environment and offer opportunities to prepare for the challenges of living in the global community. Our role is to help you develop in these areas so that you can help us serve persons who are blind or visually impaired.

This course directly supports the mission and values of the SFASU College of Education -It is the mission of the Stephen F. Austin College of Education “to prepare competent, successful, caring and enthusiastic professionals dedicated to responsible service, leadership, and continued professional and intellectual development.” This statement essentially sums up the intent of this class and our program as a whole. We make every effort to insure that this class (and all other vision courses) is solidly grounded in the realities of practice. It is intended to be a pragmatic, practical class with maximum emphasis being placed on equipping you to be effective and efficient facilitators of learning for individuals with visual impairments, their families, teachers, as well as caseworkers, and other stakeholders who strive to meet their unique needs.

The Core Values of our College are:

• Academic excellence through critical, reflective, and creative thinking
• Life-long learning
• Collaboration and shared decision-making
• Openness to new ideas, to culturally diverse people, and to innovation and change
• Integrity, responsibility, diligence, and ethical behavior, and
• Service that enriches the community.

This class emphasizes these values in its content, philosophy, and in its assessment of outcomes. We, as instructors, strive to reflect these principles in the teaching of this class and we also have the highest expectations that you, our students, will also demonstrate these values as you develop as leaders in the field of visual impairment. These values are analogous with ethical standards that have developed bythe Association for the Education and Rehabilitation of the Blind and Visually Impaired (AER).

This course directly supports the mission of the SFASU Department of Human Services

The Department of Human Services prepares undergraduates and graduate students for leadership and service roles in East Texas and the global community. The department is committed to incorporation of community-based, service-learning experiences within its educational programs to maximize the advancement of students personal and professional development.Students will be required to complete 40 clock hours of specified field based experience activities for this course.

This course supports the Core Objectives established by the Texas Higher Education Coordinating Board:

The core objectives established by the Texas Higher Education Coordinating Board (THECB) are:

Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information

FOR THIS COURSE- This will be addressed through the selection and compilation of relevant information and resources.
Communication Skills - to include effective development, interpretation and expression of ideas through written, oral and visual communication. FOR THIS COURSE this will be address through written assignments, interpersonal skills, and various

written/online contribution.

Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or observable facts resulting in

informed conclusions. FOR THIS COURSE this will be addressed through a study of optics, eye charts, and eye medical

prescriptions
to evaluate visual needs and functional understanding of measurements

Teamwork - to include the ability to consider different points of view and to work effectively with others to support a shared

purpose or goal. FOR THIS COURSE – This will be developed and assessed through group activities and presentations.

Personal Responsibility - to include the ability to connect choices, actions and consequences to ethical decision- making. FOR THIS COURSE – This will be evaluated via the attached professionalism rubric.

Social Responsibility - to include intercultural competence, knowledge of civic responsibility, and the ability to engage

effectively in regional, national, and global communities. FOR THIS COURSE this will involve contribution to and
interaction with the students who attend Camp Independence, reflection on experiences, and contribution to class and

online instruction that benefits the collective.

This course also supports the mission of the Visual Impairment Program

It is the mission of the Visual Impairment Program to train Teachers of students with Visual Impairments (TVIs) andCertified Orientation and Mobility Specialists (COMS) who are practically andpragmatically prepared to meet the needs of persons with visual impairmentsacross the state of Texas and in the nation as a whole. We believe thatcompleters from our program should be equipped to effectively deliverinstructional services which provide opportunities for students and clients withvisual impairments to be more independent, lead more meaningful lives, andparticipate to a greater extent in society at large. In order to meet these goals,we believe that it is our responsibility to mentor and educate our graduates inthe importance of exhibiting caring and compassionate approaches toinstruction and positive beliefs about the worth of all individuals regardless ofage, gender, race, sexual orientation or level of disability.

This course supports the following Program Outcomes:

1. The student will demonstrate applied knowledge of the characteristics of students with visual impairments.
2. The student will demonstrate understanding and applied knowledge of formal and informal assessments designed to address and measure the unique needs of students with visual impairments.
3. The student will model and demonstrate applied knowledge of strategies that improve access to curriculum and promote the development of learners with visual impairments.
4. The student will document and express knowledge, ideals, skills, and standards associated with professional practice in the field of visual impairment.

This course directly supports the standards of the Council for Exceptional Children, specifically;

Standard 1: Foundations

Standard 2: Development and Characteristics of Learners:

Standard 3: Individual Learning Differences:

Standard 5: Learning Environments

Standard 7: Instructional Planning:

Standard 8: Assessment:

Standard 10: Collaboration:

This course directly supports the codes of ethics for professional practice developed for professionals in the field of visual impairments by the Association for Education and Rehabilitation of the Blind and Visually Impaired, specifically;

I. Commitment to the student

II. Commitment to the community

III. Commitment to the profession

IV. Commitment to colleagues, other professionals and to professional employers

This course supports Tracdac objectives that have been developed for the program, specifically;

Student Learning Outcome – 1 - The student will demonstrate applied knowledge of the most common conditions causing visual dysfunction in the population of students with visual impairments.

The student will:

1. research and compile data on various common etiologies associated with visual impairment and demonstrate knowledge of the impact on the development and educational needs of students with visual impairments. To accomplish this the student will:

• identify common conditions. CEC standard 1 (B&VI-1K3)
• identify part of the eye that is affected.
• identify effects of condition on visual abilities. CEC 3 (ICC 3K1)
• identify functional and educational implications of condition. CEC 2 (ICC 2K2, B&VI 2K4) CEC 3 (ICC 3K1)
• detail references and resources for specific conditions.CEC 10 (B&VI 10K2)
• effectively communicate information. CEC 1 (B&VI 1K4)

1. demonstrate knowledge of the impact on the development and educational needs of students with visual impairments. The students will research and develop a group class presentation on etiology and impact of one of the most common occurring eye conditions. Conditions will be selected by the instructor to reflect current incidence and prevalence. To do this the students will:

• work collaboratively to develop and plan presentation CEC 10 (ICC 10K1)
• define condition and detail prevalence.

• indentify part of the eye that is affected.
• indentify effects of condition on visual abilities. CEC 3 (ICC 3K1)
• identify functional and educational implications of condition. CEC 3 (B&VI 3S2) CEC 5 (ICC 5S1)
• perform a case study detailing implications of condition on the life of an individual or their family CEC 10 (ICC 10S2), CEC 8 (ICC 8S1)
• detail references and available resources for individuals with specific condition. CEC 10 B&VI 10K2
• develop materials to effectively communicate information to others. CEC standard 1 (B&VI 1K4

Student Learning Outcomes:

At the end of this course you will be able to apply the following skills to their service in support of individuals who are visually impaired.

1. The student will investigateand explore the fundamentals of visual dysfunction.
2. The student will be able to identify the structures of the eye and the role of each structure in vision.
3. The student will be able to apply knowledge of the eye to identify functional implications of various eye conditions.
4. The student will develop materials about ocular issues to facilitate communication with parents and teachers
5. The student will be able to interpret prescriptions and describe the optics of the eye and of corrective lenses
6. The student will be able to analyze and interpret eye medical reports to draw conclusions and discover areas of concern.
7. The student will experience an eye exam and identifythe needs, purposes, and practices surrounding various pieces of exam equipment so that they may better serve their client/students.
8. The student will practice and develop skills in the direct assessment of functional vision.
9. The student will investigate the impact of various prescriptions medications on the visual performance and abilities.
10. The student will categorize the needs and functions of various low vision devices,
11. The student will take part in real world experiences and interactions with individuals with visual impairments, parents/caregivers/families of these individuals, and professionals who serve them.

III. Course Assignments, Activities, Instructional Strategies, use of Technology:

Instructional Strategies and Technology:

This course will be delivered using distance education through the use of a hybrid format. Classes will meet (synchronously) over interactive television to deliver presentations, promote discussion, and explore concepts. Instruction will be supported through other material to be presented online on the instructor’s website (Web-based Lessons). Additional meetings (synchronous) may be held using web conferencing to support instruction. Students will also be required to facilitate and/or participate (asynchronously) in online discussions investigating topics and required readings. Assignments will be detailed on the website and discussed during class time (Learning Activities).

Graded Assignments:

Participation
You are required to attend class meetings, participate and/or facilitate on-line discussions, and to be prepared to discuss reading material, Web Instructional Activities, and completed Learning Activities.You are expected to be present consistently (in person and on-line if applicable). This is a graduate level class that will focus on the development and discussion of intricate ideas and concepts related to visual impairment. Your absence will hinder the growth of you as an individual and the group as a whole.Your participation grade will be reduced by 20 points for each missed class.
Learning Modules/Web Instructional Activities/Web Lessons:
Due to the limited amount of face-to-face distance education time that we have available for this class additional instructional material will be provided through a Learning Module/Web Instructional Activity/Web Lesson format. These modules are designed to be instruction provided over the web and are the rough equivalent of class lectures. Therefore, they DO require your time and attention but MAY OR MAY NOT have specific assignments that will be turned in for grading. Several of the topics that are covered in this class will have an accompanying Learning Module. The modules are a very important part of the class, and students are responsible for completing them (reading the materials, doing the exercises, posting in online discussions, completing quizzes, etc.) as part of their course work. The material covered in the modules will be included on exams, in major assignments, and support the advancement of your knowledge and understanding of the visual system and your role in the field of visual impairment.
Major Assignments/Learning Activities (LAs):
Major assignments/learning activities will be used as a way for you to demonstrate your knowledge and practice your skills in the filed of visual impairment. The assignment/activites will be completed as an individual or as part of a group depending on the assignment. Topics for the LAs include Visual Dysfunction, Eye Conditions, Optics and Prescriptions, Interpretation of Eye Reports, Functional Vision Assessment, Pharmacology, Low Vision Devices, Eye Care Professional’s Exam, Field Experience documentation, and Resource Disk Compilation. The activities will support your development as a professional in the field of visual impairment and assist you in the building of your skills to better serve individuals with visual impairments. Several of the activities will be self-graded with a provided key. All of the completed activities (self-graded or submitted) will need to be included on the resource disk (see below).

Field Experience Documentation and Reflection:
The final learning activity of this course revolves around building your experiences in the field. This class will require the documentation 40 hours of field-based experience. Each of these hours MUST include your reflection on the experience as part of that documentation. These assignments will be logged into your Livetext Field Experience Manager (FEM). You will be provided a chart of activities/experiences that can be used to complete this requirement.Several of these experiences are mandatory and MUST be completed and documented (see the chart and documentation forms on the class websites). Other activities are optional and may be used to “fill in” the number of hours needed. There are two particularly important field based experiences covered in this class. First, you must visit an eye care specialist for a tour of their office and investigate the equipment and procedures that are used there. Second, you must complete a minimum of 3 interviews --at least one of which must be with a person who has a visual impairment. Forms for documenting these activities (mandatory and optional) have been provided byme on the website. All completed activities should be maintained in a special Field-Based Experience Notebook that will ultimately serve as verification and as a portfolio of learning experiences undertaken by you. This can be done electronically or via hard copy. Please note that the chart appended to this syllabus contains a variety of other suggestions for field-based experiences. If you plan to do any of these activities (e. g. attend a conference), be sure that you get the appropriate documentation/reflection filled out so you can get FBE credit. If you have a question about whether you can use an activity please ask me first.

Online meetings Week of July 28th --Group Reports

You will meet with a section of this class during the week of July 21st. Your class will meet from 6-8pm. YOU DO NOT NEED TO GO TO THE ESC OR CENTRAL LOCATIONfor these meetings. You will need to have a computer AND a functional microphone headset AND connectivity to the internet (you will not be on camera but we will be able to talk, chat via text box, and present). We will meet in groups of about 10-15. The on campus COMS will meet on July 21st. Other classes will be held on July 22nd and July 24th. If needed we will also meet on July 25th (doubtful and not recommended). During this time you will do your group reports. I will need materials in advance.

Compilation of a Resource Disk (aka the Big Fat Disk or BFD):requires you to compile all of the information, presentations, articles, One of the Learning activities you will complete websites, and other information provided to you in an organized and usable manner. You will also be asked to demonstrate evidence of your own research on topics related to the course. All of this material will be collected and copied to one location for your future use. Once you have organized the material you will then be asked to share it with me. You can copy it to disk (CD or flash drive) and send it to me or you can use Drop box or Google Drive. Disk material is archived and will not be returned to you (ALWAYS make sure that you keep a copy for your own use). It is our hope that the material collected will provide you with a valuable resource in your future practice as a professional in the field of visual impairment.