Vision Rehabilitation in OT and OTA Curricula: A Survey to Academic Programs
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| Title: | Vision Rehabilitation in OT and OTA Curricula: A Survey to Academic Programs |
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| Language: | English |
| Authors: | Angela Butler, Beth A. Barstow |
| Source: | Journal of Occupational Therapy Education. 2025 9(3). |
| Availability: | Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Vision, Rehabilitation, Visual Impairments, Occupational Therapy, Allied Health Occupations Education, College Faculty, Expertise, College Curriculum, Barriers |
| ISSN: | 2573-1378 |
| Abstract: | Occupational therapists are trained to evaluate and treat occupational performance problems. Client factors, such as vision, greatly impact an individuals' ability to participate in meaningful occupations. New accreditation standards do not include language related to vision. Therapists must be prepared to evaluate and treat the increasing prevalence of visual challenges from children with cerebral visual impairment to older adults with age related conditions. This survey explored how vision rehabilitation is covered in accredited occupational therapy and occupational therapy assistant programs and the expertise of faculty teaching vision content. A thirteen-question survey was sent to accredited programs. Questions included multiple response, Likert scale, closed-ended and open-ended response. Analysis examined the frequency of programs reporting vision rehabilitation content and instructor experience. Content most frequently reported included older adult low vision, adult neurological vision impairment, and adult low vision, and less frequently for pediatrics. Most vision rehabilitation content was dispersed among two to four courses throughout a core curriculum. Programs frequently reported the primary instructor as an assistant professor with continuing education training in vision rehabilitation. Barriers to the inclusion of vision rehabilitation in curricula included limited time, priority to accreditation standards, access to specialists and financial constraints. Results indicated that programs, to a degree, integrated vision rehabilitation into coursework, although quality of content taught is still unknown. Further research is recommended to identify the quality of content and encourage clarification of accreditation standards to ensure rigor and consistency across all programs to meet the population's needs. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480380 |
| Database: | ERIC |
| Abstract: | Occupational therapists are trained to evaluate and treat occupational performance problems. Client factors, such as vision, greatly impact an individuals' ability to participate in meaningful occupations. New accreditation standards do not include language related to vision. Therapists must be prepared to evaluate and treat the increasing prevalence of visual challenges from children with cerebral visual impairment to older adults with age related conditions. This survey explored how vision rehabilitation is covered in accredited occupational therapy and occupational therapy assistant programs and the expertise of faculty teaching vision content. A thirteen-question survey was sent to accredited programs. Questions included multiple response, Likert scale, closed-ended and open-ended response. Analysis examined the frequency of programs reporting vision rehabilitation content and instructor experience. Content most frequently reported included older adult low vision, adult neurological vision impairment, and adult low vision, and less frequently for pediatrics. Most vision rehabilitation content was dispersed among two to four courses throughout a core curriculum. Programs frequently reported the primary instructor as an assistant professor with continuing education training in vision rehabilitation. Barriers to the inclusion of vision rehabilitation in curricula included limited time, priority to accreditation standards, access to specialists and financial constraints. Results indicated that programs, to a degree, integrated vision rehabilitation into coursework, although quality of content taught is still unknown. Further research is recommended to identify the quality of content and encourage clarification of accreditation standards to ensure rigor and consistency across all programs to meet the population's needs. |
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| ISSN: | 2573-1378 |
