Psycho Social and Family Issues of Individuals with Visual Impairment

By Mrs. R.Shanthi   |   Avianshilingam Institute for Home Science and Higher Education for Women, Coimbatore-641043
Learners enrolled: 1256
This course familiarizes the learners about the issues of Individuals with Visual Impairment and related to Psychological and Sociological Implications of Visual Impairment. In addition this course focuses the Challenges faced by Visual Impaired persons and their Rehabilitation,  Community Involvement for Inclusion. Besides, the course describes the involvement of parents along with teachers in the preparation of individualized education plan for their ward
Course Status : Completed
Course Type : Core
Duration : 8 weeks
Start Date : 01 Aug 2019
End Date : 26 Sep 2019
Exam Date : 10 Nov 2019 IST
Enrollment Ends : 10 Sep 2019
Category :
  • Teacher Education
Credit Points : 2
Level : Undergraduate

Page Visits

Course layout

Week – I 
1. Birth of a child with Visual Impairment and its Effects on Parents and Family Dynamics
2. Parenting styles: Overprotective, Authoritative, Authoritarian and Permissive
3. Stereotypic Attitudes Related to Visual Impairment and Attitude Modification 

Week – II  
4. Role of Family in Early Stimulation, Concept Development and Early Intervention
5. Role of Siblings and Extended Family 
6. Choosing an Educational Setting 

Week – III
7. Gender and disability
8. Transition to Adulthood - Sexuality, Marriage and Employment
9. Parent Support Groups 
Week – IV
10. Attitude of professional in involving parents in IEP and IFSC 
11. Community Based Rehabilitation (CBR) and Community Participation Rehabilitation (CPR)
12. Legal, Policy Environment and Advocacy

Week – V
13. Vocational rehabilitation need and challenges
14. Issues and Challenges in Rural Setting 

Week – VI  
15. Enhancing Pro-social behaviour
16. Stress and coping strategies
17. Recreation and leisure time management
18. Challenges of adventitious visual impairment and Soft skills and social skills training 

Week – VII  
19. Influence of Development on the growing child
20. Psychological and Social Implications of Visual Impairment - I
21. Psychological and Social Implications of Visual Impairment - II

Week – VIII
22. Family Support and Community Involvement in Inclusive Education
23. Psychological well-being & Formation of Identity and self-concept

Books and references

Text Books:
1. Anupriya Chadha. (2008). Educating Children with Special Needs. A P H Publishing.
2. Littleboy, Lynda. (2000). Special Educational Needs and Early Years Care and Education. Bailliere Tindall.
3. Mubarak Singh. (2010). Education of Childran with Special Needs. Centrum Press Publication
4. Sharma, Anjul. (2003).  Achievement of Visually Handicapped. Sarup.
5. Vijayan, Premavathy. (2009). Education of Visually Imparired Children with Additional Disabilities. Kanishka Publication.

1. Lowenfeld, B. (1969). Blind children learn to read. Springfield: Charles C. Thomas.
2. Lowenfeld, B. (1975). The Changing Status of the Blind from Separation to Integration.Springfield: Charles C. Thomas.
3. Mani, M.N.G. (1992). Techniques of Teaching Blind Children. New Delhi: Sterling publishers Pvt. Ltd.
4. Narayan, J. & Riggio, M. (2005). Creating play environment for children. USA: Hilton/Perkins.
5. Bhandari, R. & Narayan, J. (2009).Creating learning opportunities: a step by step guide to teaching students with vision
    impairment and additional disabilities, including deafblindness. India: Voice and vision.
6. Hansen,J.C., Rossberg,R.H., Cramer,S.H. (1994). Counselling Theory and Process. USA: Allyn and Bacon.
7. Lowenfeld, B. (1973).Visually Handicapped Child in School. New York: American Foundation for the Blind.
8. Shah, A. (2008). Basics in guidance and Counselling. New Delhi: Global Vision Publishing House.

Instructor bio

Mrs. R.Shanthi
Assistant Professor (SG)
Department of Special Education
Avinashilingam Institute for Home Science and Higher Education for Women
Coimbatore -641043

Mrs. R. Shanthi working as an assistant Professor (S.G) in the department of special education for the past 13 years. She had received hands on experience by working in the field for more than 10 years. She had published three books and 20 research articles in the journal. She had developed finger spelling for Tamil Alphabets. In addition she had been the course coordinator for Mooc – Introduction to sensory disability 

Course certificate

30% for in course Assessment & 70% of end term Proctored Exam

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