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The role of the Expanded core curriculum for adults who are adventitiously blind

The role of the Expanded core curriculum for adults who are adventitiously blind. By Constance Marsh 521 Graduate Course, SFASU September 20, 2011. CONCENTRATION ON VETERAN AFFAIRS BLIND REHABILITATION CENTERS.

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The role of the Expanded core curriculum for adults who are adventitiously blind

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  1. The role of the Expanded core curriculum foradults who are adventitiously blind By Constance Marsh 521 Graduate Course, SFASU September 20, 2011

  2. CONCENTRATION ON VETERAN AFFAIRS BLIND REHABILITATION CENTERS

  3. Blind: unable to see; sightlessCongenitally blind: Condition of those who are blind from birthAdventitiously blind: Condition of those who developed blindness later in life, as a result of accident, trauma, disease, age or medication. ** Around 85% contend with progressive sight loss (SSC,2000c). CONGENITALLY vs. ADVENTITIOUSLY BLIND

  4. International Classification of Diseases Revision of 2006, classifies 4 levels of visual functioning: 1. normal vision: 20/20 2. moderate visual impairment 3. severe visual impairment 4. blindness: Best-corrected visual acuity of 6/60 or worse (=20/200) in the better-seeing eye 2 & 3 comprise the low vision classification: Best-corrected visual acuity of 6/60 or worse (=20/200) in the better-seeing eye

  5. Demographics of the adventitiously blind adult in the united states 21.2 blind adults (age 18 and over) http://www.numberof.net/number-of-blind-people-in-us/ 4 million adult Americans "have trouble" seeing, when wearing glasses or contact lenses http://www.afb.org/section.asp?SectionID=15 Diabetic Retinopathy is the leading cause of blindness (NIH, 2008). Age-related macular degeneration (ARMD), is a leading cause of vision loss in Americans 60 and older (NIH, 2008). More than 22 million Americans have cataracts (NIH, 2008). Glaucoma is much more prevalent in African American population than in the Caucasian population (NIH, 2008).

  6. "A Blind Center is where faith is strongest that blind people deserve hope, respect and freedom. These are accorded first, followed by the means of achieving them.  Our civilization permits wholesome living when blind and here one learns how." Russell C. Williams First Chief, VA Hines Blind Rehabilitation Center http://www.va.gov/BLINDREHAB/index.asp

  7. VA BLIND REHABILITATION CONTINUUM OF CARE Intermediate Low Vision Clinic: Focus on effective use of remaining vision through the development and use of visual motor and visual perceptual skills Advanced Low Vision Clinics or Visual Impairment Centers to Optimize Remaining Sight (VICTORS) Programs: Short-term, inpatient or out-patient. Visual Impairment Services Outpatient Rehabilitation (VISOR) Programs: Hospital-based, abbreviated rehabilitation program. May include Hoptel program, a week long inpatient training. Blind Rehabilitation Centers (BRCs): Inpatient, comprehensive low vision rehabilitation program Blind Rehabilitation Outpatient Specialist (BROS): Works with veterans and Active Duty Soldiers within their home environments. www.bosma.org/upload/newsletters/Veterans%20Resources.doc

  8. Primarily men • Veterans and Active Duty Soldiers: Spanning many generations • WWII • Korean War • Viet Nam War • Desert Storm • Operation Iraqi Freedom (OIF) • Operation Enduring Freedom (OEF) • Age span: 18 – 100 + years • Diversity of ethnic, cultural, and religious backgrounds DEMOGRAPHICS OF THIS POPULATION WITHIN THE VETERAN’S ADMINISTRATION BLIND REHABILITATION CENTERS

  9. SEVEN TYPES OF INTELLIGENCE • Linguistic • Logical-mathematical • Spatial • Kinesthetic • Musical • Intra-personal • Inter-personal Taken from : Foundations of Rehabilitation Teaching with Persons who are Blind or Visually Impaired, Chapter 5, Page 76

  10. “Consider the possibility that, for the adventitiously blinded adult, the major issues of blindness would probably be psychological, while for the congenitally blind child, most issues would be social.” Phil Hatlen, Superintendent of TSBVI http://psycnet.apa.org/psycinfo/1988-15367-001

  11. PHASES OF ADJUSTMENT TO VISION LOSS • Trauma • Shock and denial • Mourning and withdrawal • Succumbing and depression • Reassessment and reaffirmation • Coping and mobilization • Self acceptance/self-esteem Tuttle, 1984 from Foundations of Rehabilitation Teaching with Persons who are Blind or Visually Impaired, Chapter 5, Page 82

  12. Two Schools of thought: 1. Phasic Theory: Relating development to chronological age; a series of eras make up a life time 2. Stagist: levels of attainment which are not necessarily connected to a person’s age ADULT DEVELOPMENT Tuttle, 1984 from Foundations of Rehabilitation Teaching with Persons who are Blind or Visually Impaired, Chapter 5, Page 74

  13. STAGIST LEVELS OF ATTAINMENT • 1. Unable to distinguish oneself from others • 2. Introverted and self-protective • 3. Conformant: Others are the sources of knowledge; takes less responsibility for learning • Wanting to be recognized as an individual: • 5. Understanding the value of others • 6. Knowing one’s inner self Tuttle, 1984 from Foundations of Rehabilitation Teaching with Persons who are Blind or Visually Impaired, Chapter 5, Page 74

  14. EXPANDED CORE CURRICULUM for ADVENTITIOUSLY BLIND ADULTS Skill areas include: 1. Living Skills: Activities of daily living, such as grooming, cooking, laundry, sewing, 2. Visual Skills: Assistive technology and near and distance devices for reading, writing, TV viewing 3. Computer Aided Training: Adaptive software and basic to advanced computer skills for recreation or employment 4. Manual Skills: Crafts and Home maintenance skills which provide an opportunity to assess strength, dexterity, ability to follow directions and sequence 5. Orientation and Mobility: Spanning basic orientation and mobility concepts to training to travel independently within the community. 6. Recreational Activities: Adaptive sports, such as tandem bicycling, Goal ball, adaptive golf. Dancing, kayaking, gardening, concerts, and museum visits are included in the recreational activities.

  15. LIVING SKILLS Kitchen Organization, Adaptive cooking, Laundry, Sewing, Adaptive communication Activities of daily living, such as grooming, cooking, laundry, sewing, etc.

  16. VISUAL SKILLS Assistive technology and near and distance devices for reading, writing, & TV viewing

  17. COMPUTER AIDED TECHNOLOGY (CAT) Zoomtext Screen Magnifier JAWS For Windows DragonDictate - Voice Recognition

  18. MANUAL SKILLS Basic electrical and plumbing repairs, woodworking, pottery, copper tooling, leather lacing & tooling

  19. ORIENTATION & MOBILITY

  20. RECREATION THERAPY Adaptive & Non-adaptive Sports

  21. Assessments & Lesson Plans Relevant to the Individual’s Lifestyle • “When you work with kids make it fun. When you work with adults if you make it relevant, that will make it fun.” Rick Ludt, Supervisor O & M Department, WBRC

  22. Allowing the Individual to Make an Informed Decision About Their Rehabilitation • Initial interview • Assessments • Program plan related to goals • Veteran or Active Duty Soldier decides to participate or not

  23. FAMILY TRAINING PROGRAM • Two days of exposure/training for family members &/or close friends in all skill areas • Purpose: Education of family members • Increase understanding of veteran’s eye condition/vision and the implications • Provide additional support for veteran

  24. REFERENCES Fitzpatrick, K., & Pasquina, P. (2010). Overview of the Rehabilitation of the Combat Casualty. Military Medicine, 17513-17. Retrieved from Academic Search Complete database. Mernoff, S., & Correia, S. (2010). Military Blast Injury In Iraq and Afghanistan: The Veterans Health Administration's Polytrauma System of Care. Medicine & Health Rhode Island, 93(1), 16-21. Retrieved from Academic Search Complete database . NIH Medline Plus Summer 2008 Issue: Volume 3 Number 3 Pages 14 – 15. http://www.nlm.nih.gov/medlineplus/magazine/issues/summer08/articles/summer08pg14-5.html Ponchilla,P.E. & Ponchilla, S.V. (1996). Foundations of rehabilitation teaching with persons who are blind or visually impaired. Learning and teaching (pp. 71-92). New York, N.Y.: AFB Press. Taylor-Ritzler, T., Balcazar, F., Suarez-Balcazar, Y., Kilbury, R., Alvarado, F., & James, M. (2010). Engaging ethnically diverse individuals with disabilities in the Vocational Rehabilitation system: Themes of empowerment and oppression. Journal of Vocational Rehabilitation, 33(1), 3-14. doi:10.3233/JVR-2010-0511.

  25. NOTE The majority of the photos used in this presentation are of veterans and active duty soldiers who have participated in a program at a Veteran Affairs Blind Rehabilitation Center. The veterans and active duty soldiers have given their written permission to use these photos for educational purposes only. Most of the photos in the skill areas were taken at the Augusta Blind Rehabilitation Center, Western Blind Rehabilitation Center and the Minneapolis VISOR program.

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