Anonymised cases

3 - Written assignment (including essay) - 80

1 - Written exam - 20

Completion of Clinician's Training Handbook including log book

2 - Portfolio - 0

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Following acceptance onto the module:  
You will learn about how to: 
<ul><li>Introduce the National Health Service (NHS) Special School Eye Care Service to clinicians, staff &amp; parents </li></ul>
<ul><li>Deliver National Health Service England sensory health services </li></ul>
<ul><li>Examine children with learning disability and/or autism </li></ul>
<ul><li>Safeguard adults and children </li></ul>
<ul><li>Clinically investigate children and young people with learning disability and/or autism </li></ul>
<ul><li>Prescribe for children and young people with learning disability and/or autism </li></ul>
<ul><li>Manage cerebral visual impairment appropriately </li></ul>
<ul><li>Use appropriate communication strategies following clinical shadowing with a SeeAbility approved mentor </li></ul>
<ul><li>Keep appropriate clinical records and discuss reports of children seen during shadowing day with SeeAbility </li></ul>
<ul><li>Present case-based discussions with support from your SeeAbility mentor </li></ul>
<ul><li>Liaise with health &amp; education local professionals’ network </li></ul>
<ul><li>Develop clinical strategies to facilitate appropriate assessments within an on-site school visit </li></ul>

Feedback is provided in a number of ways throughout your module. This includes feedback you receive during teaching from both peers and lecturers and that provided for formative assessment. Following an assessment, you will be given your marks and feedback in line with the assessment regulations and policy. More information on the timing and type of feedback that will be provided for each assessment will be available from the module leader. <a href='https://www.citystgeorges.ac.uk/about/governance/policies/student-policies-and-regulations'>https://www.citystgeorges.ac.uk/about/governance/policies/student-policies-and-regulations</a>

This module will support the development of all the graduate attributes. Your module leader will provide you with information about how your learning, teaching and assessment activities support your development of these attributes. The graduate attributes are: - Always learning - Engaged in the world - Technical and digital - Connected Professional - Creating Impact

Hybrid - 

Placement - 

Self-directed - 

Arch Dis Child. 95(11), pp. 888-92

Evidence that children with special needs all require visual assessment

Optometric Care of Children with Significant Learning Disabilities.

Dispensing children in a special needs school environment.

 Arch dis Child 99(12), pp. 1163-8

Common visual problems in children with disability.

Framework for provision of eye care in special schools in England

A clear vision: Eye care for children and young people in special schools in Wales

 Eye care for children with learning disabilities 2: Assessment of vision and visual needs.

Disability Matters explore e-learning. 

An introduction to paediatric cerebral visual impairment.

Learning disability and autism.

Optometry in Practice 2015 Vol 16(2) 

The communication needs of people with profound and multiple learning disabilities.

Referral thresholds for an integrated learning disability eye care pathway: a consensus approach. 

Findings from an opt-in eye examination service in English special schools. Is vision screening effective for this population? PLOS ONE

Special educational needs and disability (SEND)

OVM067 - Special School Eye Care Service

OVM067-PRD1-ALV1

Special School Eye Care Service 
 
The Special School Eye Care Service module will be run by SeeAbility. SeeAbility is a “UK charity that provides support and campaigns for better eye care for people with learning disabilities, autism and sight loss”. Teaching on the module will be carried out by staff at SeeAbility with content and quality oversight from City St George’s, University of London. SeeAbility will also arrange and supervise your clinical placements.  
 
This module’s contact hours will be delivered using a number of different approaches. As an example, you may have a combination of in-person sessions (i.e. face to face), and/or online synchronous sessions (participants are engaged at the same time online) and online asynchronous guided activities - you need to plan time to engage with these so you are prepared for the in person and synchronous sessions. These may include viewing recorded lectures and/or other online resources, reading materials, undertaking quizzes, completing exercises and chatting on forums. In addition to these teaching delivery approaches, you will undertake your own independent study, which may involve wider reading, independent research, skills practice and preparation for assessment. Please see the Clinician’s Training handbook for further information.  
 
Specifically, you will be taught using a combination of lectures, tutorials and interactive face to face learning. This interactive face to face learning will include a number of different sessions held synchronously and in person in the school setting. The school site is the school that you will be partnered with in order to provide regular eye care to their pupils, in a location which is mutually agreeable to both parties. Synchronous sessions will consist of small online group tutorials, via Zoom or Microsoft Teams and will include a series of guided case discussions. In person days will consist of attendance at schools providing eyecare. 
 
At the start of the placement, you will initially attend a clinical training day which will consist of shadowing a SeeAbility clinician where you will have the opportunity to demonstrate and discuss the clinical techniques on children/young adults. This will take place in London.  
 
You will then contact a series of local health and education professionals and also arrange a non-clinical familiarisation day at the school site where you will be providing eye care. The intention of this day is to introduce yourselves to the key school staff and understand their role, observe classes and become familiar with the school layout and potential rooms for clinics.  At the school follow up visit you will have an opportunity to go through the detail of the service administration required and agree roles and responsibilities with your matched school(s). NHS England will be present at the meeting to help with questions.  
 
Your final day of clinical placement will be your first school clinic. After the clinic you will record all the details of your patients, their full clinical records, clinical reports and details of any management or referrals required. After these clinics’ your mentor will contact you at a mutually convenient time, via an online meeting, in order to provide an opportunity for case-based discussions, review of clinical records, reports and information sharing practice and to consolidate the learning experience after your initial clinic/s. At the final online mentor meeting, your mentor will provide support and feedback to aid completion of the Clinician’s Training Handbook and preparation of the anonymised case records which are part of the assessment.  A local peer to peer session with a fellow new service clinician will also be set up to encourage peer discussion about specific cases. Further information can be found in the Clinicians’ Training Handbook. 
 
Moodle 
Moodle is City St George’s Online Learning Environment. Lecturers design Moodle modules to enhance your learning experience by providing online access to module content, activities, communication tools and assessments. This increases opportunities for you to interact with module content and your peers, through on-going discussions and reflection. Your main module reading list will also be available via Moodle’s electronic reading list facility. 
 
Lectures 
Lectures are used to communicate core material and as a foundation for further reading. A lecture can help you to feel secure in the foundational knowledge required and point you to significant areas for further study. Lectures provide a basis for discussion in seminars or tutorials. Lecture notes are provided on the virtual learning environment Moodle. However, you are expected to take your own notes too. Lectures may be on campus (in person) or online. Online lectures may be synchronous (in ‘real time’) or asynchronous (pre-recorded). Interaction with synchronous lectures (online or on campus) is encouraged through for example discussions and responses to questions. 
 
Clinical Practice – SeeAbility Placement 
The aim of practice experience is for you to observe, participate and practice your skills in a variety of real -life contexts. This experience will facilitate you to relate theory to practice and enable skills and knowledge to develop through supervised practice. Please see Clinician’s Training Handbook for further information. 
 
Tutorials 
Tutorials provide you with the opportunity to work on problems and exercises connected with the course material. Tutorials develop problem-solving skills in an environment that encourages an interactive approach to learning.  
 
Self-directed learning  
Your studies will involve a number of hours of self-directed learning as outlined below. This time will be spent reading course material and recommended books, articles or other sources and time spent on your personal study-skills development. The Module Leaders will direct you to the relevant teaching materials available on Moodle for you to prepare for lectures, seminars and tutorials. Reading lists are provided on module specifications and on Moodle. You will be expected to access the resources before the teaching in order to maximise your learning. During self-directed learning you should explore areas of interest, read widely and engage in activities to support achieving your assessments. Whilst this time counts towards the total hours allocated to the programme, it will be up to you to decide exactly how you spend this time and which areas of learning you wish to pursue

Special School Eye Care Service

Demonstrate professional behaviour when interacting with patients and members of the University community aware of the Universities’ core values relating to equality, diversity and inclusion.

Values and attitudes

Operate with an overview of the issues governing best practice. 

Skills

Communicate effectively with patients, relatives, carers and health and educational professionals in complex environments. 

Avoid making assumptions and recognise diversity and individual choice.

Formulate in-depth knowledge of delivering eye care services as contractors, tailored around the needs of children/young people with learning disabilities, autism or both. 

Knowledge

Choose and use appropriate investigative techniques to diagnose and manage children/young adults with learning disability and/or autism.

Refer and manage children/young adults with learning disability and/or autism appropriately. 

Critically synthesise current research for children/young adults with learning disability and or autism, demographic’s eye health. 

Evaluate and critically assess appropriate safeguarding protocols and apply as appropriate. 

Treat people as individuals and uphold their dignity; treating people with kindness, respect, and compassion.

Take personal responsibility for learning and development .  

Show professionalism and integrity and promote diversity, equity, and dignity in all encounters with other students and staff.   

Critically evaluate various investigative techniques and modifications for examining children/young people with learning disabilities, autism or both. 

Evaluate an in-depth understanding of appropriate service administration and apply as appropriate. 

Formulate appropriate record keeping and report writing for children/young people with learning disabilities, autism or both. 

Synthesise complex information from a number of sources in order to develop your overall knowledge and understanding of how to deliver appropriate eye care services as contractors, tailored around the needs of children/young people with learning disabilities, autism or both.