KUTZTOWN UNIVERSITY
Department of Special Education
SPU 204 Anatomy of the Eye and Related Assessment of Students with Visual
Impairments
COURSE DESCRIPTION
This course provides lectures and demonstrations on anatomy and physiology of the eye. The
course will cover structure and function of the eye, causes and implications of eye conditions.
This course will cover the foundations of working with students with low vision. This course
will discuss the relationship of visual impairment to other disabilities, neurological aspects of
visual impairments, and educational implications. The course will provide opportunities for
student use of low vision aids, activities with low vision simulation, and completion of a
functional vision assessment, including environmental assessment and stereotypical assessment.
3 s.h. 4 c.h.
RATIONALE
This course is designed to prepare students to approach the concept of a visual disability
and individuals with a visual disability in a systematic and reflective manner. The course is
intended to translate theory into practice and to provide applicable information for dealing with
exceptional learners in diverse and multicultural settings. SPU 204 is designed to inform the
student about the body of research literature that is available on the anatomy of the eye and on
physical aspects affecting the eye, including educational, ethical, and political issues. This
course is also designed to provide a foundation for using the information provide to work with
students with low vision.
A knowledge of the anatomy and function of the eye is essential in educational programming,
adaptation of materials, assessment of students with visual impairments, and functional vision
training. Teachers must possess the ability to understand the results of a clinical assessment and
successfully complete functional vision assessments, environmental assessment and stereotypical
behavior assessment for making educational decisions regarding program qualification, student
learning medium and media, reading mode, and the need for related assessments and/or services.
OBJECTIVES
The term “visual impairment” includes students with and without additional disabilities. At the
completion of the course the teacher candidate will demonstrate:
1.
2.
Knowledge of the anatomy, physiology, and development of the human visual
system, including terminology related to the structure and function of the human
visual system.
The ability to describe the function of each part of the human visual system.
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3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
The ability to use correct terminology to describe the causes, symptoms, and
behavioral consequences of eye diseases and disorders of the human visual
system.
Knowledge and understanding of the development of secondary senses when
vision is impaired.
Knowledge of the effects of medication on the visual system.
Knowledge and strategies for teaching visual efficiency skills and use of print
adaptations, optical devices, non-optical devices, lighting and technology,
including modifications and adaptations.
Knowledge of, strategies and skills for adapting, and modifying materials in
braille, accessible print and other formats
The ability to name and describe methods of testing and recording visual acuity,
visual field, and other aspects of the clinical eye examination.
Knowledge of the normal progression of visual development.
The ability to relate adjustments in instructional procedures to eye conditions, in
the areas of lighting, instructional media, counseling, guidance, medical care,
physical restrictions, and instructional needs.
Knowledge of methods for assessing functional vision with a functional vision
assessment, including environmental and stereotypical behavior assessment.
Knowledge of and strategies for teaching social skills and self-advocacy skills to
students with visual impairment.
The ability to complete a functional vision assessment with students who are
culturally diverse.
Knowledge of functional vision training with students who are culturally diverse.
An understanding of psychosocial implications of low vision and the educational
foundations of working with students who have low vision.
The ability to describe implications of other disabling conditions such as hearing
impairment, epilepsy, multiple sclerosis, cerebral palsy, and orthopedic handicaps.
The ability to critically discuss issues and trends in special education and the field
of visual impairment and the unique characteristics of students with visual
impairments, including students with multiple disabilities or deafblindness, from
diverse multicultural settings and the influence of the characteristics and
experiences on educational assessment, diagnosis, placement, instructional
planning, and management.
ASSESSMENT
Assessment of each student’s level of accomplishment with reference to course objectives will be
based upon a subset of the following:
1.
2.
3.
Successfully create a detailed notebook of eye functions, eye conditions and
educational implications.
Demonstrate knowledge and function of the anatomy of the eye and diseases of
the eye through teacher made tests.
Successfully complete case studies based on real students.
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4.
5.
6.
Successfully create a complete Functional Vision Assessment (FVA) Kit.
Implement a successful FVA in a role playing setting, including recommendations
for the student’s education.
Demonstrate the ability to create effective educational interventions for students,
including diverse cultural background, psychosocial implications, and varying
additional disabilities based on student case studies.
COURSE OUTLINE
I.
Anatomy and Function of the Eye
A.
Parts of the human eye
B.
Function of each part of the eye
C.
Normal progression of visual development
D.
Light and vision
II.
Common Eye Conditions
A.
Causes
B.
Symptoms
C.
Behavioral consequences
1.
Short term
2.
Long term
D.
Educational implications, including communication systems
III.
Diseases of the Eye
A.
Causes
B.
Symptoms
C.
Behavioral consequences
1.
Short term
2.
Long term
D.
Educational implications, including communication systems
IV.
Clinical Eye Examinations
A.
Need for clinical examination
B.
Examination aspects
C.
Optics of the eye
D.
Reading and interpreting clinical reports
E.
Interpreting the regular eye specialist report
V.
Optical and Non-Optical Low Vision Devices; Technological Devices and Appliances
VI.
Educational Implications and Instructional Modifications Related to Specific Impairments
A.
Lighting, seating, classroom, and environment needs
B.
Instructional mode and media
C.
Counseling and guidance
D.
Medical care
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E.
F.
G.
H.
I.
Transition planning
Physical restrictions
Educational programming
Communicating with parents, classroom teachers, and eye doctors
Early development
VII.
Assessment
A.
Formal assessment instruments
B.
Informal assessment instruments
C.
Completing a functional vision assessment, including environmental assessment
and stereotypical behavior assessment
D.
Reading and interpreting a functional vision assessment, including environmental
assessment and stereotypical behavior assessment
E.
Writing functional vision assessment reports, including environmental assessment
and stereotypical behavior assessment
F.
Introduction to Learning Media Assessment
VIII.
Functional Vision Training
A.
Behavioral observation of visual functioning
B.
Students with specific visual impairments
C.
Students with multiple disabilities
D.
Students who are deaf-blind
IX.
Psychosocial Implications of Low Vision
A.
With regard to different levels of low vision
B.
With regard to age of onset of impairment
C.
With regard to current age of student
D.
With regard to transition
X.
Implications of Other Disabling Conditions
XI.
Trends, Issues, and Related Research
A.
Legal issues
B.
Disability specific research
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Revised 6/2012
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