Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INDEPENDENT LIFE in VISUALLY IMPAIRED | ERG3113409 | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Gülay ARAS BAYRAM |
| Name of Lecturer(s) | Assoc.Prof. Gülay ARAS BAYRAM |
| Assistant(s) | Res.Assist. İbrahim ERARSLAN |
| Aim | It is to gain the knowledge and skills to facilitate the social participation of visually handicapped / disabled individuals independently. |
| Course Content | This course contains; Low vision and visually impaired concepts and functional vision ,Independent motion, body image and independent motion evaluation,Walking methods for independent movement,Independent motion techniques without bartons,Independent motion techniques without bartons - Practice,White cane handling techniques (walking smoothly with a cane),White cane usage techniques (obstacle recognition and pass, compliance with traffic),Non-optic low vision aids and daily use,Optics assistant and daily use,Environmental regulations (Color information, contrast sensitivity and low vision Reasons of use according to the reasons),Environmental regulations (According to lighting and low vision reasons Usage principles),Occupational therapy approaches in low vision rehabilitation,Occupational therapy approaches in the rehabilitation of elderly people with low vision,Technology in low vision and visually impaired. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Recognizes independent mobility skills | 10, 13, 19, 4, 9 | A, E |
| Determines functional usage methods of visual and non-optical tools | 13, 19, 4, 9 | A, E |
| Establishes landscaping strategies for visually impaired and low vision | 10, 19, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 19: Brainstorming Technique, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Low vision and visually impaired concepts and functional vision | "Dickinson C. Low Vision: Principles and Practice" |
| 2 | Independent motion, body image and independent motion evaluation | "Dickinson C. Low Vision: Principles and Practice"-Assessment Methods |
| 3 | Walking methods for independent movement | ''Dickinson C. Low Vision: Principles and Practice"-Rehabilitation and Intervention Strategies |
| 4 | Independent motion techniques without bartons | 'Dickinson C. Low Vision: Principles and Practice' - Rehabilitation and practical applications |
| 5 | Independent motion techniques without bartons - Practice | 'Dickinson C. Low Vision: Principles and Practice' - Rehabilitation and practical applications |
| 6 | White cane handling techniques (walking smoothly with a cane) | 'Dickinson C. Low Vision: Principles and Practice' - Rehabilitation and practical applications |
| 7 | White cane usage techniques (obstacle recognition and pass, compliance with traffic) | 'Dickinson C. Low Vision: Principles and Practice' - Rehabilitation and practical applications |
| 8 | Non-optic low vision aids and daily use | Low Vision: Types of Vision Loss and Common Effects on Activities of Daily Life- Duane Geruschat, Gislin Dagnelie |
| 9 | Optics assistant and daily use | Low Vision: Types of Vision Loss and Common Effects on Activities of Daily Life- Duane Geruschat, Gislin Dagnelie |
| 10 | Environmental regulations (Color information, contrast sensitivity and low vision Reasons of use according to the reasons) | Regulations To Be Made In Urban Areas In Order To Improve Accessibility Of The “Visually-Impaired-Pelin Gökgür |
| 11 | Environmental regulations (According to lighting and low vision reasons Usage principles) | Regulations To Be Made In Urban Areas In Order To Improve Accessibility Of The “Visually-Impaired- Pelin Gökgür |
| 12 | Occupational therapy approaches in low vision rehabilitation | The Relationship Between Self-Efficacy and Coping Skills of Low Vision and Visually Impaired Individuals - Esma Özkan, Esra Akı |
| 13 | Occupational therapy approaches in the rehabilitation of elderly people with low vision | The Relationship Between Self-Efficacy and Coping Skills of Low Vision and Visually Impaired Individuals - Esma Özkan, Esra Akı |
| 14 | Technology in low vision and visually impaired | Hardware and Software Developed for Visually Impaired and Low Vision Individuals - Mustafa Tevfik Hebebci |
| Resources |
| Mebis notes |
| 1. - Dickinson C. Low vision Principles and Practice, Butterworth-Heinemann, Oxford, 2002. 2. - Brillant RL. Essentials of Low Vision Practice, Butterwoerth-Heinemann, Oxford, 1999. 3. - Kooijman AJ. Low Vision Research and New Developments in Rehabilitation, IOS Pres, Amsterdam, 1994. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations. | X | |||||
| 3 | PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. | X | |||||
| 4 | PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. | X | |||||
| 5 | PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. | X | |||||
| 6 | PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. | X | |||||
| 7 | PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. | X | |||||
| 8 | PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. | X | |||||
| 9 | PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. | X | |||||
| 10 | PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 3 | 42 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 6 | 3 | 18 | |||
| General Exam | 7 | 3 | 21 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 81 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(81/30) | 3 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INDEPENDENT LIFE in VISUALLY IMPAIRED | ERG3113409 | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Gülay ARAS BAYRAM |
| Name of Lecturer(s) | Assoc.Prof. Gülay ARAS BAYRAM |
| Assistant(s) | Res.Assist. İbrahim ERARSLAN |
| Aim | It is to gain the knowledge and skills to facilitate the social participation of visually handicapped / disabled individuals independently. |
| Course Content | This course contains; Low vision and visually impaired concepts and functional vision ,Independent motion, body image and independent motion evaluation,Walking methods for independent movement,Independent motion techniques without bartons,Independent motion techniques without bartons - Practice,White cane handling techniques (walking smoothly with a cane),White cane usage techniques (obstacle recognition and pass, compliance with traffic),Non-optic low vision aids and daily use,Optics assistant and daily use,Environmental regulations (Color information, contrast sensitivity and low vision Reasons of use according to the reasons),Environmental regulations (According to lighting and low vision reasons Usage principles),Occupational therapy approaches in low vision rehabilitation,Occupational therapy approaches in the rehabilitation of elderly people with low vision,Technology in low vision and visually impaired. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Recognizes independent mobility skills | 10, 13, 19, 4, 9 | A, E |
| Determines functional usage methods of visual and non-optical tools | 13, 19, 4, 9 | A, E |
| Establishes landscaping strategies for visually impaired and low vision | 10, 19, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 19: Brainstorming Technique, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Low vision and visually impaired concepts and functional vision | "Dickinson C. Low Vision: Principles and Practice" |
| 2 | Independent motion, body image and independent motion evaluation | "Dickinson C. Low Vision: Principles and Practice"-Assessment Methods |
| 3 | Walking methods for independent movement | ''Dickinson C. Low Vision: Principles and Practice"-Rehabilitation and Intervention Strategies |
| 4 | Independent motion techniques without bartons | 'Dickinson C. Low Vision: Principles and Practice' - Rehabilitation and practical applications |
| 5 | Independent motion techniques without bartons - Practice | 'Dickinson C. Low Vision: Principles and Practice' - Rehabilitation and practical applications |
| 6 | White cane handling techniques (walking smoothly with a cane) | 'Dickinson C. Low Vision: Principles and Practice' - Rehabilitation and practical applications |
| 7 | White cane usage techniques (obstacle recognition and pass, compliance with traffic) | 'Dickinson C. Low Vision: Principles and Practice' - Rehabilitation and practical applications |
| 8 | Non-optic low vision aids and daily use | Low Vision: Types of Vision Loss and Common Effects on Activities of Daily Life- Duane Geruschat, Gislin Dagnelie |
| 9 | Optics assistant and daily use | Low Vision: Types of Vision Loss and Common Effects on Activities of Daily Life- Duane Geruschat, Gislin Dagnelie |
| 10 | Environmental regulations (Color information, contrast sensitivity and low vision Reasons of use according to the reasons) | Regulations To Be Made In Urban Areas In Order To Improve Accessibility Of The “Visually-Impaired-Pelin Gökgür |
| 11 | Environmental regulations (According to lighting and low vision reasons Usage principles) | Regulations To Be Made In Urban Areas In Order To Improve Accessibility Of The “Visually-Impaired- Pelin Gökgür |
| 12 | Occupational therapy approaches in low vision rehabilitation | The Relationship Between Self-Efficacy and Coping Skills of Low Vision and Visually Impaired Individuals - Esma Özkan, Esra Akı |
| 13 | Occupational therapy approaches in the rehabilitation of elderly people with low vision | The Relationship Between Self-Efficacy and Coping Skills of Low Vision and Visually Impaired Individuals - Esma Özkan, Esra Akı |
| 14 | Technology in low vision and visually impaired | Hardware and Software Developed for Visually Impaired and Low Vision Individuals - Mustafa Tevfik Hebebci |
| Resources |
| Mebis notes |
| 1. - Dickinson C. Low vision Principles and Practice, Butterworth-Heinemann, Oxford, 2002. 2. - Brillant RL. Essentials of Low Vision Practice, Butterwoerth-Heinemann, Oxford, 1999. 3. - Kooijman AJ. Low Vision Research and New Developments in Rehabilitation, IOS Pres, Amsterdam, 1994. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations. | X | |||||
| 3 | PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. | X | |||||
| 4 | PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. | X | |||||
| 5 | PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. | X | |||||
| 6 | PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. | X | |||||
| 7 | PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. | X | |||||
| 8 | PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. | X | |||||
| 9 | PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. | X | |||||
| 10 | PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |