These are convenient, accessible and can be accessed at anytime.
These sessions are presented by RIDBC staff and external experts in the field.
All of these sessions also can be used for accreditation purposes. Each course will clearly state what accreditation is available for each course.
This webinar presents a model to explain the complexities of visual function and highlights the similarities and differences between the clinical assessment and the functional assessment of vision. An overview of an approach to functional vision assessment is presented, with suggestions made for maximising the use of vision during assessment and in a person’s everyday life.
This presentation explores near vision, and how it is assessed clinically and functionally. The outcome of this assessment is applied to the low vision situation, with suggestions made for adaptations that minimise the impact of vision impairment on reading and writing.
This webinar explores the concept of visual fields at an introductory level. The common types of clinical assessment of visual fields are explained. The eye and vision conditions that cause visual field loss are also reviewed, with examples of typical visual field loss provided.
This webinar compares and contrasts reporting from clinical vision assessment and functional vision assessment. Two case studies highlight the role both forms of assessment have in building a comprehensive picture of a person’s true visual function.
This presentation explores visual acuity and how it is assessed clinically. The different types of visual acuity tests used to assess vision according to the individual’s age, and ability to participate will be featured within this webinar. This webinar also provides a brief tour through the anatomy of the visual system and the parts of the brain involved in vision.
This webinar is intended for professionals who work with children who have hearing loss and come from families that are bilingual or do not speak the majority language.
Clinically the IMP is a normed instrument which documents and assesses when (or whether) an infant’s innate vocal behaviours transition to audition-led imitations of speech and salient words.
Up to 40% of deaf children are likely to have an additional difficulty and we also know that the presence of an additional difficulty is shown to impact negatively on outcomes from cochlear implantation
The challenges of children with mild/moderate hearing loss and their families and teachers are subtle, and may not be easily apparent. However, there is increasing evidence that the impact of such a loss can be significant both at home and at school
Many factors influence the progress of deaf children: age at diagnosis, age at fitting of hearing aids or implants, the presence of other difficulties for example.