Visually Impaired Seniors Active
learning
Train-the-trainer training
Venue
Date
Aims of the train-the-trainer
1. Understand the backgrounds and theories the
VISAL course is based on.
2. Understand and be able to apply the sessions
in a VISAL course.
3. Understand what is needed to facilitate a
VISAL course.
Objectives – overarching
VISAL
 Deliver an experience to increase motivation to
expand individuals influence
 Understand, reduce and accept barriers to
participation
 Provide a positive experience
Objectives detail of VISAL
 Increase skills and competences of participants,
 Enhance attractiveness of and access to adult
learning,
 value the experience of blind and PS elderly
persons,
 Increase participation and representation in
civil society,
 increase participation within non-government
organisations, especially those who respond to
the needs of visual impairment and ageing
communities,
 Combat isolation.
Backgrounds
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Ageing population
Prevalence VI
Motivation Theory of Atkinson
ICF
Circles of influence
Backgrounds –
ageing population
Europe
850 million people
19 of world’s oldest countries
% of population
2000
>65 yrs 14.7% >80 yrs 3%
2015
>65 yrs 17.6% >80 yrs 4.7%
2030
>65 yrs 23.5% >80 yrs 6.4%
Backgrounds –
population VI
Prevalence visual impairment in older
people:
France - 60-69 yrs 3.27%, 70-79 yrs
6.01%, 80-89 yrs 15.01%, 90-99 yrs
27.86%
Netherlands 1990’s – 65-74 yrs 3.1%, 7584 yrs 7.1%, 85+ yrs 24.2%
UK – 1:12 by age of 60, 1:6 by age 70
Backgrounds – motivation
theory Atkinson
In the theory of prof J.W. Atkinson the
following formula of motivation:
M = P(UI+) x W
K
M= motivation, P(UI+) = Perception of a favourable outcome
W= value for the person, K = costa or barriers
Your role as a facilitator is to maximize
motivation and trying in cooperation with
the participants to maximize perception
and value and minimize barriers.
Backgrounds – ICF
(International Classification of Functioning)
Health Condition
(Disorder or disease)
Body functions &
Structures
Activity
Participation
(Limitations)
(Restrictions)
(Impairments)
Contextual factors
Environmental
factors
Personal
factors
Backgrounds – Circles of
influence
Decision makers
Friends
You
Service providers
Visual impairment or sight loss
Exercise / Experience with blindfolds
Tips and Tricks
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Always ask them how they would like to
be guided – don’t assume you know.
Don’t hold the person’s arm. Let them
hold your arm at the elbow, with your
arm by your side.
While you’re walking, keep talking to the
person, telling them where you’re going
and what to be aware of (for example,
when you’re going up and down steps).
Visual impairment or sight loss
Tips and Tricks (2)
• Always look back when you’re going through
doorways to make sure the person is in the
right position and is not going to hurt
themselves.
• If the person wants to sit down, allow them to
manoeuvre into the chair independently,
offering further verbal guidance if it looks as if
they may miss the chair. Don’t push or pull
people into the chair as this can be very
distressing.
• Always let a person know when you are leaving
them, and never leave them in the middle of a
room.
VISAL Session Structure
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Introductions
Good news session
Reflections on changes to previous topics
Outline content/objectives
Topic discussion
Comfort break
Exercise
Summary
Homework
VISAL Sessions overview
1.
2.
3.
4.
5.
6.
7.
Getting to know you
My circles of influence
Choices within the close circles
Doing it together
Influencing professionals and services
Decision makers and influence
Reflecting, evaluating and going forward
VISAL Session 1
Getting to know you
Aims of the session:
• Understanding me the individual
• To listen to others
• When I listen to others they will listen to
me
VISAL Session 1
Getting to know you
• Be committed to take what you learn back in
to your everyday life and carry out small ‘home
project’ tasks between sessions.
• Be prepared to complete an evaluation of your
experience in each workshop sessions.
• Be prepared to complete a follow up
evaluation three months after the sessions
end.
VISAL Session 1
Group rules (1)
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Be respectful
Listen to each other
Do not be afraid to try
Everybody is entitled to their own opinion
Turn up on time to sessions
Turn off mobile phones
VISAL Session 1
Group rules (2)
• Be interested and motivated in learning new life
skills
• Be committed to be part of a diverse group and
willing to work in an open, inclusive learning
environment.
• Be able to commit to attending seven learning
sessions each of which will be a minimum of 2.5
hours long.
VISAL Session 2
Individual and close circle
Aims of the session:
• Understand who is important to me
• Knowing and experiencing the possibilities of being
connected
• Knowing there are possibilities of connection
• The participant is able to determine types of
relationships and would like to add to his/her your
life
VISAL Session 2
Most important and confronting part
of this session is to fill in the circles of
influence for all participants.
Discussions of the results of this
exercise.
VISAL Session 3
Choices and influence within my close
circle
Aims of the session:
• To know I have a choice
• Positive benefits of choosing what I want
• My choices are important
VISAL Session 3
• Why are choices important?
• Think about choices you make every
day?
• How are these choices limited by
ageing and sight loss?
• How can I change my situation ?
VISAL Session 4
Doing it together – working with my peers
Aims of the session:
• Knowing the importance of being a member
of a group & working together
• Positives of belonging
• You can achieve more together than on your
own
VISAL Session 4
• What links us?
• We have things in common?
• Use the ICF person model ....
 Shaped by the wider
environment
 Carry similar baggage
VISAL Session 5
Influencing professionals and service
providers
Aims of the session:
• Who are the professionals or services that
I can challenge?
• Opportunities for help.
• Can bring about real change.
VISAL Session 5
• What makes bad service?
Circumstances when an individual
might want to challenge how they
are treated when using a service
• What changes the group would like
to see to the listed services that
would make using them easier
• How does the group feel they can
react to bad service?
VISAL Session 6
Decision makers and influence
Aims of the session:
• Understanding who and how the rules are
made
• Finding the way through the jungle of rules
• Your voice counts
VISAL Session 6
• Invite a decision maker
• Do an exercise that is actual and
relevant for the participants
• As an example you can use the
exercise “Friends of the park”
VISAL Session 7
Reflections evaluations and taking
things forward
Aims of the session:
• Confirming the circle of influence
• Confidence to tackle the barriers
• Looking forwards to the future
Practical information
Recruting participants:
• Start recruiting early – it will take longer
than you think!
• People will need time to make their
decision to attend
• Relate the recruitment to issues or
concerns that might motivate people to
get involved
Practical information
Choosing a venue:
• Your location and venue must be
accessible
• Programme participants must feel safe
and comfortable at the venue
• Once you have identified your venue –
book early as you want the programme
to run in the same location for the entire
length
Practical information
Meeting the participants prior to the
programme:
• You must meet and speak to the course
participants before they start the first Session
of the Programme
• Plan the code of conduct you will want to
introduce to the group
• Consider the Group dynamics and the
individuals attending the programme
Practical information
For more practical information, see the
toolkit
• Chapter coordinating the project
• Chapter facilitating the sessions
Evalution of the VISAL program
For simple evaluation: see toolkit appendix 8 for
evaluation forms for your VISAL program.
For a more intensive evaluation proces with
attention for improvement of wellbeing and
engagement look for additional forms at the
website:
www.visal-project.eu
Evalution of the train-thetrainer
• Understand the
VISAL Programme
• Understand the
role of the
facilitator
• Sufficient
understanding of
tools