This book details the background on the history and development of rehabilitation teaching and provides practical information and instructional strategies. Proven techniques are described for working with individuals with adventitious or congenital visual impairments, as well as strategies for teaching basic living skills. Included are chapters on each of the skill areas taught by rehabilitation teachers; detailed, step-by-step lesson plans for specific skills in each area; and valuable sample forms for assessing and planning the needs and course of instruction for new clients.
"Foundations of Vision Rehabilitation Therapy continues the legacy of Paul Ponchillia and Sue Ponchillia's seminal work Foundations of Rehabilitation Teaching with Persons Who Are Blind or Visually Impaired. After it was published in 1996, that book quickly established itself as an essential reference for vision rehabilitation professionals. Foundations of Vision Rehabilitation Therapy builds on that important work, reflecting changes in terminology and technology, while also incorporating best practices based on the past decades of evidence. It reflects the contemporary understanding of adult learning and skill building, providing proven techniques to help people with visual impairments develop skills and gain confidence that will equip them to lead independent, fulfilling lives"--
Educators who work with students with disabilities have the unique challenge of providing comprehensive and quality educational experiences for students who have a wide range of abilities and levels of focus. Pedagogies and educational strategies can be applied across a student population, though they tend to have varied success. Developing adaptive teaching methods that provide quality experiences for students with varied disabilities are necessary to promote success for as many of these students as possible. Special Education Design and Development Tools for School Rehabilitation Professionals is a comprehensive research publication that examines special education practices and provides in-depth evaluations of pedagogical practices for improved educational experiences for students with disabilities. Highlighting a range of topics such as bilingual education, psychometrics, and physical education, this book is ideal for special education teachers, instructors, rehabilitation professionals, academicians, school administrators, instructional designers, curriculum developers, principals, educational software developers, researchers, and students.
This is the second book in the 'Health, Functioning and Technology' series. The focus of this book is on teaching, learning and assessment in rehabilitation education within the African context. The primary contributors to the book are authors from occupational therapy, physiotherapy and speech-language therapy in South Africa. The authors discuss local contextual drivers for renewing rehabilitation professions curricula that support graduates in becoming competent, socially accountable, and dynamic. The foundational element of the chapters in the book is the African context and evidence-informed educational practice. We include the impact of the COVID-19 pandemic on teaching, learning, student support and the integration of technology to assist in achieving the goals of the curricula. Through the different themes of transformative learning, curriculum renewal, technology for learning and clinical training key topics are covered on responsive curricula, leadership, interprofessional education, clinical competence, critical consciousness, peer teaching and learning, learning technologies, student support and emergency remote teaching and learning.
Patient education is an important aspect of the rehabilitation process. As a science, it consists of the health care professional's development of patient education skills. Delivering information, education, and training in rehabilitation is intended to promote and optimize clinical interventions including compliance, continuity of care, and patient satisfaction. This text applies patient education skills to the clinical rehabilitation process. In a reader-friendly manner, it explores various teaching and learning theories, models of instruction, as well as communication, ethical, legal and cu
This book takes a nonpathological approach to disability, viewing it as part of diversity rather than as deficit. The opening chapters introduce basic knowledge of teaching in disability communities, covering attitudes and behaviors that may be difficult for instructors to relate to. Next, the book delves into the three activities sections that increase in difficulty over the course of the book. The activities highlight barriers and psychosocial impediments that hamper progress in disability communities. Designed by an expert educator and clinician who is also an insider in the disability community, each of the 34 activities translate well in classroom environments or as homework, and each can be done individually or in group settings. All activities include a list of required materials, time expectation, goal setting criteria, possible outcomes, and talking and debriefing points for reflection, thereby facilitating effective planning and execution. The activities also recommend possible modifications to adjust the difficulty of the activities. This flexibility makes this a valuable resource for a wider audience of expertise and settings, ranging from introductory to sophisticated readers and users, students and non-students, in classrooms, in workshops, or in other surroundings. Lastly, the book concludes with a chapter on accessing outcomes, with six measures for evaluating knowledge and skill. Teaching Disability is a well-rounded, highly applicable tool for instructors and students in the disability community.
Rehabilitation professionals have long recognized that the needs of people who are blind or visually impaired are unique and require a special knowledge and expertise for the provision and coordination of effective rehabilitation services. Contributions to this text from more than 25 experts provide essential information on subjects such as functional, medical, vocational and psychological assessments; demographic and cultural issues; placement and employment issues; and the rehabilitation team. Each chapter includes a Learning Activities section that can be used in class assignments or during in-service training. Sample forms, such as a Job Analysis Worksheet, a Comprehensive Vocational Evaluation System Protocol, an Individualized Written Rehabilitation Program, and a Work Environment Visual Demands Report are included in the appendices. An extensive glossary provides easy access to clear definitions of terms.
Award-winning teacher offers advice on achieving work-life balance and employing self-care techniques to avoid burnout. It wasn’t long after being named North Carolina History Teacher of the year that Justin Ashley started noticing signs of burnout. He knew he needed to make some radical changes in how he handled his work and personal life. In The Balanced Teacher Path, Justin shares his personal story—illuminating how easy it is to give your job everything you’ve got and leave yourself with nothing outside of school—and shows new teachers and veterans alike the self-care techniques they can employ to create work-life balance and prevent burnout. With equal parts humor and wisdom, Justin analyzes four key aspects of every teacher’s life—career, social, physical, and financial—and offers practical advice to bring these areas into sync, reigniting a passion for teaching in the process.
The most recent high-profile advocate for Americans with disabilities, actor Christopher Reeve, has highlighted for the public the economic and social costs of disability and the importance of rehabilitation. Enabling America is a major analysis of the field of rehabilitation science and engineering. The book explains how to achieve recognition for this evolving field of study, how to set priorities, and how to improve the organization and administration of the numerous federal research programs in this area. The committee introduces the "enabling-disability process" model, which enhances the concepts of disability and rehabilitation, and reviews what is known and what research priorities are emerging in the areas of: Pathology and impairment, including differences between children and adults. Functional limitationsâ€"in a person's ability to eat or walk, for example. Disability as the interaction between a person's pathologies, impairments, and functional limitations and the surrounding physical and social environments. This landmark volume will be of special interest to anyone involved in rehabilitation science and engineering: federal policymakers, rehabilitation practitioners and administrators, researchers, and advocates for persons with disabilities.
