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Psycho Social and Family Issues of Individuals with Visual Impairment

By Mrs.R.Shanthi   |   Avinashilingam Institute for Home Science & Higher Education for Women,Coimbatore
Learners enrolled: 704
Give brief about course content / curriculum

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

After completing this course, the student-teachers will be able to

• describe the effect of birth of a child with visual impairment on the family
• analyze the role of family and parental concerns related to their child with visual impairment from birth to adulthood
• explain the role of parent, community partnership in the rehabilitation of a person with visual impairment
• develop different skills to empower families in meeting the challenges of having a child with visual impairment
• counsel the parents and the members to foster the education of visually impaired\
• tap support from family of the visually impaired in early stimulation, concept development and early intervention
• involve parents in Individualized Education Plan(IEP) and Individualized Family  Support Plan(IFSP)
• be familiarize with the legal provisions and concessions pertaining to visual impairment
• enhance prosocial behaviour among children with visual impairment

Summary
Course Status : Ongoing
Course Type : Core
Duration : 8 weeks
Start Date : 13 Jul 2022
End Date : 04 Sep 2022
Exam Date :
Enrollment Ends : 15 Sep 2022
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.

References:  
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

Avinashilingam Institute for Home Science & Higher Education for Women,Coimbatore
Mrs. R.Shanthi is currently working has a Assistant Professor (SG), Department of Special Education, School of Education, Avinashilingam Institute for Home Science and Higher Education for Women, Coimbatore.

She holds a Master degree in Rehabilitation Science, M.R.Sc., Post graduate degree in M.A ( Sociology)., Post graduate degree in Eduction  in Special Education (Hearing Impairment) M.Ed. Spl.Edu (HI)., Post graduate  Diploma in Personel Management & Industrial Relation PGDPM & IR, M.Phil degree in Education, currently doing Ph.D in Education.

She has 24 years of services in the field of special education, especially in the area of teaching and Rehabilitation of children’s with hearing impairment and various Disabilities in special,  integrated  and Higher education. She earned acquaint knowledge in Field related work in various Disabilities. She has published 3 books and 10 articles in International level and 28 articles in National level and published 11 papers in UGC Approved Journal and developed the Tamil finger spelling for 247 Tamil Alphabet.  She was the Project Staff in the Indo-US Research Project on Response to Intervention Model in Indian Context and Course  Co-Ordinator of two Mooc’sProgramme.

Course certificate

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


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