Postgraduate Course: Cerebral Visual Impairment (EDUA11341)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | The course will outline cerebral visual impairment (CVI) in children. It will focus on brain injury as well as other factors. It will examine the type of visual loss child have with CVI and the difference between CVI and optical eye damage. Students will collaborate with Perkins school for the blind online professional development course on CVI and will attend 2 face to face sessions. |
| Course description |
This course will introduce and explore the complex relationship between visual impairment and cerebral visual impairment (CVI). It will outline the visual difficulties that children have with CVI and will explore the concurrent additional disabilities many children with CVI have. The course will explore how to functionally assess children with CVI and to modify the learning experience for the child with CVI.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2017/18, Available to all students (SV1)
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Quota: None |
| Course Start |
Semester 1 |
| Course Start Date |
18/09/2017 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Seminar/Tutorial Hours 10,
Online Activities 14,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
172 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
There will be one 3,000 word assignment (75%)
This assessment will focus around learning outcome 1, 2 and 3 and will be summatively assessed.
Students will also have to present a group powerpoint presentation of 5 slides (25%) which will focus on outcomes 4 and 5 and a section of the on line learning sessions and again will be part of the summative assessment
Compensation between the two assessments is allowed and the final mark will be a summation of the two sets of marks
Formative feedback will be given during the class in terms of student discussions on the Forum board and there will be peer and tutor feedforward opportunities for both the presentation and written assignments.
Students on the Postgraduate Diploma Inclusive Education (visually impaired learners) who receive a total mark of less than 50% have one opportunity to resit. They will receive a tutorial from the course tutor to discuss the resit, then usually a period of 4 weeks will be agreed for resubmission. If the student fails the resit, they will exit with a Postgraduate Certificate or transcript.
The mark which will appear on Euclid, the official space where marks are announced on MyEd will reflect the first mark. This mark is used to provide an average for the whole diploma. However, the resit mark will not be capped at 50% and it will also appear on the mark sheet put to the Inclusive Education examination board.
To read more about this exam regulation, please go to: http://bit.ly/2mJyIyS
The School Postgraduate Studies Committee at the School of Education agreed during 2015/16 that this regulation would come into force from 16/17. The Scottish Association of Visual Impairment Education (SAVIE) argued that the mandatory nature of the qualification meant that it was essential that teachers of visually impaired children attain this minimum level for all specialist courses. The committee agreed that only one resit would be possible. Regulation 27.1 from the link above explains this.
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| Feedback |
Formative feedback will be given during the class in terms of student presentations and there will be peer and tutor feedforward opportunities for both the presentation and written assignments. Students will be expected to submit a 500 word essay plan online and the tutor will give individual and group feedback on these plans. Feedback will also be given on the powerpoint which will also support the written assignment,
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| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- demonstrate knowledge of and critical awareness of cerebral visual impairment and associated disabilities
- evaluate knowledge and critical appraisal of current recommendations for implementing practice for children with CVI
- demonstrate an awareness of current national and international non-medical assessment processes for children with CVI
- present a range of practical skills and teaching methods for children with CVI
- communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise.
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Reading List
Lueck, A. & Dutton, G.N, (2015) Vision and the Brain: Understanding Cerebral Visual Impairment in Children, New York: AFB Press.
Zihl, J & Dutton, G.N. (2015) Cerebral Visual Impairment in Children: Visuoperceptive and Visuocognitive Disorders. Vienna: Springer
Roman-Lantzy, C. (2007). Cortical Visual Impairment: An approach to Assessment and Intervention. New York: AFB Press.
Lehman, S. (2013) Children with developmental disability and visual impairment: what information can an ophthamologist provide to family and school, Current Ophthamology Reports, 1: 208 212
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Additional Information
| Graduate Attributes and Skills |
Critically engage with theoretical and disciplinary perspectives in relation to practice, and their implications for policy.
Develop professional competencies required by qualified teachers of visually impaired children
Identify, define and conceptualise new problems and issues relating to inclusive education, and identify appropriate research methods to address these
Be independent learners who take responsibility for their own learning, and are committed to continuous reflections, self-evaluation and self-improvement
Be able to identify and effectively communicate with relevant individuals and organisations beyond their immediate environment
Demonstrate an understanding of a range of barriers which different learners may face in accessing the curriculum and of processes and strategies for learning |
| Additional Class Delivery Information |
The course will be taught as a blended learning course. Students will access Perkins School for the Blind moodle platform where the University of Edinburgh has collaborated with Perkins School to deliver a series of 5 online sessions (up to 14 hours of teaching video time). The remaining sessions will be taught over two face to face days.
Online (14 hours)
Face to Face (10 hours) 2 X 5 hours a day of collaborative workshops on CVI.
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| Keywords | Cerebral Visual Impairment,CVI,Visual Impairment,Damage,Eye.,brain |
Contacts
| Course organiser | Prof John Ravenscroft
Tel: (0131 6)51 6181
Email: |
Course secretary | Mrs Susan Scott
Tel: (0131 6)51 6573
Email: |
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