Appendix E
The Curricular Standards for Vision Rehabilitation Therapist
The Curricular Standards: Vision Rehabilitation TherapistThe following standards represent entry-level knowledge and skills that must be acquired by the candidate through university course offerings. The standards specify content rather than specific courses so that the university can organize its curriculum in a way that best meets its organizational structure. The university must document the curriculum content that meets these standards.
Adhering to the principles of Vision Rehabilitation Therapy, it is expected that the university faculty or designated unit will provide directed learning experiences that enable candidates to demonstrate the ability to teach appropriate skills using methodologies that would promote integration of those skills into the individual learner's lifestyle.
I. Braille and Other Tactile Systems
Standards The faculty provides directed learning experiences that enable candidates to demonstrate: / Documents Submitted / Committee Decision
Met / Partially Met / Not Met
a. an ability to read standard uncontracted and contracted literary Braille.
b. an ability to write standard uncontracted and contracted literary Braille, using both a Perkins Brailler and a slate and stylus.
c. an ability to assess tactual perception of the learner and adapt/modify instructional materials accordingly.
d. an ability to select, design and implement a sequential program for teaching Braille reading to learners who are blind or visually impaired.
e. an ability to select, design and implement a sequential program for teaching Braille writing to learners who are blind or visually impaired.
f. an ability to assess printed materials and adapt them to an appropriate, usable tactile format, including tactile graphics.
g. an ability to produce Braille using appropriate technology, including computer software and hardware.
h. an ability to identify appropriate Braille resources and Braille transcription services.
i. awareness of alternative tactile codes.
j. an ability to select/create and administer diagnostic tests of Braille literacy and reading/writing speed.
k. an awareness of unified English Braille code and computer Braille.
Totals / _____/11 / _____/11 / _____/11
II. Communication Systems
Standards The faculty provides directed learning experiences that enable candidates to: / Documents Submitted / Committee Decision
Met / Partially Met / Not Met
a. successfully demonstrate the ability to select, design and implement a sequential instructional program for teaching adaptive reading skills to learners who are blind or visually impaired including:
1. Ability to conduct a reading media assessment (i.e. regular print, large print, tactile, audio).
2. Demonstrate knowledge of Braille readiness activities.
3. Demonstrate ability to teach Braille reading to individuals who are blind or visually impaired.
4. Demonstrate an introductory knowledge of, and hands-on experience with alternative and augmentive communications systems, such as communication boards.
5. Demonstrate teaching adaptive techniques for reading print (e.g. tracking from line to line; increasing reading speed; improving comprehension).
6. Demonstrate the ability to integrate prescribed low vision aids into a reading program.
7. Identify appropriate adaptive materials and trained personnel who can provide for instruction in basic literacy skills, with VRT serving in a consultant capacity.
b. successfully demonstrate the ability to select, design and implement a sequential instructional program for teaching adaptive writing skills to learners who are blind or visually impaired including:
1. Braille writing with Braille writer, slate, and stylus.
2. Keyboarding/typing instruction.
3. Handwriting instruction.
4. Adaptive handwriting guides and devices.
5. Note taking and study skills.
6. labeling methods including use of tactile discrimination and electronic devices.
7. Drawing and raised line devices and tactile graphics technologies.
8. Identification of appropriate resources for adaptive writing skills/tools.
9. Use of adaptive/electronic notetakers and personal digital assistants.
c. successfully demonstrate the ability to select, design and implement a sequential instructional program for teaching listening and recording skills to learners who are blind or visually impaired including:
1. Recording skills, including storage and retrieval of information and maintenance of equipment.
2. Talking book machine skills; digital recorders/players.
3. Ability to identify and download e-books with appropriate technology.
4.. Electronic listening, reading, and recording resources ( e.g. Optical Character Readers, digital books, DAISY formats, NIMAS, and use of electronic reading systems, etc.).
5.. Adaptive telephone and cell phone devices and techniques.
6. Radio Reading Services, telephone information services, Library of Congress and the Talking Book Program.
7. Acquisition, supervision, and use of sighted readers.
8. Identification of appropriate resources for listening and recording skills.
d. successfully demonstrate the ability to select, design and implement a sequential instructional program for teaching measurement calculation skills to adult learners who are blind or visually impaired including:
1. Adapted calculators and/or abacus.
2. Measurement devices.
3. Identification of appropriate resources for measurement and calculation skills.
4. Software that is appropriate for assisting with mathematic calculations.
Totals / _____/29 / _____/29 / _____/29
III. Computer Technology
Standards The faculty provides directed learning experiences that enable candidates to demonstrate entry level: / Documents Submitted / Committee Decision
Met / Partially Met / Not Met
a. awareness of the various types of computerized assistive technology that is available for persons who are blind or visually impaired (i.e. screen enlargement, voice input/output, alternative keyboards).
b. skills in the use of adaptive computer hardware and software for word processing, telecommunications, navigating the Internet, keyboard commands, and customizing accessibility options.
c. ability to assess the needs of the learner to establish which access technology and/or hardware modifications will best meet their goals.
d. ability to select, design and modify a sequential instructional program incorporating the use of assistive technology based on learner’s capabilities and/or limitations.
e. ability to perform a job analysis of the learner’s workplace, taking into consideration ergonomics, modifications and assistive technology needed to perform assigned duties.
f. knowledge of computer access technology manufacturers and distributors including how to contact various companies, use tech support, etc.
g. awareness of AT Training resources for persons who are blind or visually impaired.
h. knowledge of electronic notetakers, PDAs, reading devices, and stand alone specialty devices used by persons who are blind or visually impaired.
Totals / _____/8 / _____/8 / _____/8
IV. Deaf-Blind Communication
Standards The faculty provides directed learning experiences that enable candidates to: / Documents Submitted / Committee Decision
Met / Partially Met / Not Met
a. utilize basic alternative communication systems for individuals who are deaf-blind including print on palm, tactile fingerspelling (Rochester method), manual alphabet of American Sign language, etc.
b. demonstrate knowledge of appropriate methods and materials for the adaptation of independent living skills for individuals who are deaf-blind.
c. identify appropriate resources for instruction in other forms of communication used by individuals who are deaf-blind.
d. identify resources for services to persons who are deaf-blind, including persons who are aging with hearing and vision loss.
e. identify resources for the acquisition and utilization of alternative communications systems including interpreters and support service providers and electronic communications such as communication boards, text messaging, pagers, personal communication systems, TDDs and video-phones.,.
Totals / _____/5 / _____/5 / _____/5
V. Home Management
Standards / Documents Submitted / Committee Decision
Met / Partially Met / Not Met
The faculty provides directed learning experiences that enable candidates to demonstrate the ability to select, design and implement a sequential instructional program that incorporates appropriate methods and materials used for the adaptations/modifications of home management skills needed to meet the specific independent living needs of learners who are blind or visually impaired or who have additional disabilities including:
a. Identification, organization and labeling of kitchen and household items for efficiency and safety including basic knowledge of labeling and adaptive devices.
b. Methods of adaptive food preparation.
c. Use of adaptive kitchen and household safety techniques and equipment.
d. Use of adaptive techniques for money identification and management, online bill paying, and use of debit cards. budgeting and record keeping.
e. Use of adaptive techniques for menu planning, organizing and grocery shopping.
f. Knowledge of nutrition basics and planning and preparation of special diets.
g. Ability to secure and manage volunteers/employees (i.e. readers, drivers, shoppers).
h. Use of adaptive techniques of home mechanics (i.e. hand tools, minor repairs, changing light bulbs/batteries).
i. Use of adaptive techniques of household cleaning (i.e. sweeping, dusting, vacuuming, cleaning bathrooms).
j. Ability to safely use and maintain home appliances.
k. Ability to problem-solve, obtain and use information and resources effectively.
l. Development of individual disaster preparedness plans.
m. Develop a resource file of companies who sell adaptive equipment, products and supplies.
Totals / _____/12 / _____/12 / _____/12
VI. Orientation and Mobility Fundamentals
Standards The faculty provides directed learning experiences that enable candidates to: / Documents Submitted / Committee Decision
Met / Partially Met / Not Met
a. demonstrate the ability to select, design and implement a sequential instructional program to familiarize a blind or visually impaired learner with indoor orientation and basic mobility skills.
1. Basic orientation techniques.
2. Human Guide techniques.
3. Self-protective techniques.
4. Independent indoor movement.
5. Systematic search patterns.
6. Seating techniques.
7. Room familiarization.
8. Sensory development techniques.
b. identify appropriate orientation and mobility resources.
c. identify guide dog programs, including an understanding of federal/state regulations surrounding their use.
d. understand the appropriate procedures and situations for referral for an O&M evaluation to a Certified Orientation and Mobility Specialist (preferably to be completed by a COMS).
e. identify resources for the development of a personal transportation network (e.g. fixed-route bus, paratransit systems, etc.)
Totals / _____/12 / _____/12 / _____/12
VII. Personal Management
Standards / Documents Submitted / Committee Decision
Met / Partially Met / Not Met
The faculty provides directed learning experiences that enable candidates to demonstrate the ability to select, design and implement a sequential instructional program that incorporates appropriate methods and materials used for the adaptations/modifications of personal management skills needed to meet the specific independent living needs of learners who are blind or visually impaired, or who have additional disabilities including:
a. Personal hygiene skills and techniques (i.e. shaving, nail care, dental care).
b. Dressing and grooming techniques (i.e. hair care, applying makeup, etc.).
c. Adaptive eating techniques.
d. Adaptive time management techniques (i.e. making appointments, use of adapted timepieces, managing daily calendar).
e. Selection, care and maintenance of clothing (i.e. laundering, ironing, mending).
f. Adapted sewing techniques.
g. Socialization skills (i.e. body language, gestures, soliciting aid, turn-taking, tone and volume of voice).
h. Identification, organization and labeling of medications to ensure proper and safe usage.
i. General medication management.
j. Adaptive diabetic management (i.e. insulin measurement, medication management, record keeping, related resources).
k. Self-advocacy (i.e. knowledge of visual impairment, ability to communicate needs to others).
Totals / _____/11 / _____/11 / _____/11
VIII. Recreation Leisure
Standards The faculty provides directed learning experiences that enable candidates to: / Documents Submitted / Committee Decision
Met / Partially Met / Not Met
a. demonstrate the ability to select, design and implement a sequential instructional program to meet the specific recreation and leisure needs and interests of learners who are blind or visually impaired, including:
1. Crafts, hobbies and adapted games.
2. Activities from the learners’ environments, such as work, school, home.
3. Sports and recreational activities.
b. identify appropriate resources and referrals for additional recreational and leisure pursuits, including specialized blindness programs (i.e. local and national organizations such as BOLD, USABA, Blind Golfers Association, Ski for Light, etc.).
c. identify resources for exercise and fitness.
/ Totals / ____/5 / ___/5 / _____/5
___
IX. Professionalism and Practice Methods
Standards The faculty provides directed learning experiences that enable candidates to demonstrate: / Documents Submitted / Committee Decision
Met / Partially Met / Not Met
a. knowledge of effective case management practices, including methods for assessment, goal planning, progress reports and instructional outcomes.
b. knowledge of interdisciplinary teamwork principles and appropriate referral processes.
c. knowledge of legal and civil rights relating to rehabilitation, transition planning (i.e. IDEA [as amended] and the Rehabilitation Act [as amended, ADA,] and vocational services.
d. knowledge of the historical development, current status, and major issues in the field of vision rehabilitation therapy (VRT) (i.e. home teacher, living skills instructor, rehabilitation teacher).
e. knowledge of professional ethics, confidentiality, and practice standards.
f. knowledge of standards and practices of certification, licensure and accreditation.
g. knowledge of the principles of individualized program planning, including transition, independent living and vocational rehabilitation services and programming.
h. knowledge, skills and abilities to assess, design and implement an individualized service plan based on client/consumer needs.
i. knowledge of the roles and functions of private contracting VRTs.
j. knowledge of appropriate resources to meet the need for services or adapted materials by and for individuals with visual and additional impairments.
k. knowledge of methods for securing, instructing and working with volunteers, peers, para-professionals, vendors and private contractors.
l. knowledge of methods for the design and delivery of in-service workshops to consumers, communities, service organizations, etc.
m. ability to communicate effectively with clients/consumers, peers and other professionals.
n. ability to evaluate and integrate new and existing technology into vision rehabilitation services.
o. knowledge and understanding of the Vocational Rehabilitation Process.
Totals / _____/15 / _____/15 / _____/15
X. Teaching and Learning Strategies
Standards The faculty provides directed learning experiences that enable candidates to: / Documents Submitted / Committee Decision
Met / Partially Met / Not Met
a. demonstrate knowledge of contemporary learning theories including those that are appropriate for children and young adults.
b. demonstrate the ability to utilize the principles of andragogy (adult learning theory), specifically in relation to vision rehabilitation therapy assessment and teaching processes.
c. demonstrate knowledge of lifespan human development, specifically in relation to the needs of adult learners.
d. demonstrate the ability to utilize appropriate interviewing, listening, and problem-solving skills required during client/consumer interviews, preliminary history taking, and comprehensive rehabilitation assessment to formulate a rehabilitation or transition plan.