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Lecturer(s)
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Langer Jiří, doc. Mgr. Ph.D.
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Růžičková Veronika, Mgr. Ph.D.
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Course content
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The theoretic introduce students to care for the people with visual impairments Content: - Classification of persons with visual impairments. - A person blind and people with severe visual impairment and impaired binocular vision. - Consequences of visual impairment. - Compensation actors - development. - Comprehensive services for persons visual impairments. - Education of persons with visual impairments (Integration X segregation, pupil with disabilities in the school). - Modern trends in attitudes to persons with visual impairments. - Leisure activities for people with visual impairments. - Persons with multiple disabilities.
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Learning activities and teaching methods
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Lecture, Dialogic Lecture (Discussion, Dialog, Brainstorming), Activating (Simulations, Games, Dramatization)
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Learning outcomes
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The theoretic introduce students to care for the people with visual impairments Content: - Classification of persons with visual impairments. - A person blind and people with severe visual impairment and impaired binocular vision. - Consequences of visual impairment. - Compensation actors - development. - Comprehensive services for persons visual impairments. - Education of persons with visual impairments (Integration X segregation, pupil with disabilities in the school). - Modern trends in attitudes to persons with visual impairments. - Leisure activities for people with visual impairments. - Persons with multiple disabilities.
Upon successful completion of the course, the student will be familiar with the issues related to persons with visual impairment within the context of healthcare, special education, and social care. The student will be able to relate the results of visual function assessment to their functional consequences in everyday life, education, employment, and other areas of participation. The student will be able to classify a person with visual impairment according to relevant functional and special education classifications, distinguish the specific needs of persons who are blind, persons with residual vision, persons with low vision, and persons with binocular vision disorders, and identify the possible impact of visual impairment on orientation and mobility, access to information, communication, self-care, education, and social functioning. Based on the identified visual status and the individual needs of the client or patient, the student will be able to formulate basic goals of follow-up care, therapy, or intervention within the scope of optometric practice, assess the need for regular follow-up, and recognise situations requiring interdisciplinary cooperation or referral to other professionals. The student will understand the importance of compensatory factors in persons with visual impairment and will be able to consider the possibilities of using preserved visual functions as well as other sensory, cognitive, and compensatory mechanisms. The student will be familiar with the system of comprehensive services provided to persons with visual impairment in the Czech Republic, particularly healthcare, special education, social, and rehabilitation services. The student will understand the basic roles and competences of individual professionals and institutions and will be able to recommend an appropriate follow-up service to the client or their family. The student will also be familiar with the basic principles of education of persons with visual impairment, the possibilities of inclusive and specialised education, the issues related to multiple disabilities, and current approaches supporting independence, participation, quality of life, and social inclusion of persons with visual impairment.
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Prerequisites
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Being a student of the first year of follow-up optometry.
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Assessment methods and criteria
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Student performance, Didactic Test
Active participation
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Recommended literature
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FINKOVÁ, D., LUDIKOVÁ, L., RŮŽIČKOVÁ, V. (2007). Speciální pedagogika osob se zrakovým postižením. Olomouc.
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FINKOVÁ, D.; RŮŽIČKOVÁ, V.; STEJSKALOVÁ, K. (2010). Úvod do speciální pedagogiky osob se zrakovým postižením. Olomouc.
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Janková Jana. (2020). Katalog podpůrných opatření: dílčí část: pro žáky s potřebou podpory ve vzdělávání z důvodu zrakového postižení a oslabení zrakového vnímání. Olomouc.
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kol.autorů. (2017). Příručka pro zrakově postižené - mimořádné události. Olomouc.
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kol.autorů. (2017). Tyflopedická podpora učitele střední školy: adaptace výuky žáka se zrakovým postižením. Praha.
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Ludíková, L. (2005). Kombinované vady.. Olomouc.
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Růžičková, V., Špinarová, G., Vachalová, V., Coufal, K., Hovorková, L., Trávníčková, L., & Jurkovičová, P. (2026). Role speciálního pedagoga v podpoře osob se zrakovým postižením. Olomouc.
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