Engineering and the Environment, University of Southampton

Knowledge and understanding
Having successfully completed the module, you will be able to demonstrate knowledge and understanding in the following areas: • Prevalence of neurosensory disorders and associated disabilities. • neurosensory, physical, psychological and social considerations in the assessment of individual patient's requirements in order to determine candidacy for rehabilitation. • Awareness and understanding of the management options including the selection, fitting and instruction in the use of rehabilitation instruments. • Awareness and understanding of the need for verification and evaluation of the rehabilitation process and the means by which this can be achieved. • definitions and classification of health and disability. • reactions to congenital and acquired neurosensory disorders. • cultural and ethical issues related to disability and its management.

Cognitive (thinking) skills
Having successfully completed the module, you will be able to: • synthesise all the relevant information you have obtained about each individual patient and, with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. • apply international classifications and definitions to individual cases. • identify and analyse the range of reactions to neurosensory disorders exhibited by the individual and significant others. • evaluate and synthesise the range of views concerning cultural and ethical considerations relating to neurosensory disability.

Practical, subject specific skills
Having successfully completed the module, you will be able to: • classify health status, identify and classify common reactions to neurosensory loss, identify appropriate referral routes. • carry out a detailed and appropriate history, assess impairment, disability and handicap using appropriate measures. At a basic level, you will be able to plan a customised rehabilitation programme including appropriate consideration of rehabilitation instrument selection, prescription fitting rules and performance measurement techniques in order to successfully fit rehabilitative instruments, verification and evaluation of the intervention. • debate cultural and ethical issues relating to neurosensory disability.

Key transferable skills
Having successfully completed the module, you will have skills in: • patient handling, history taking, patient management, communication skills. • the use of technical apparatus including computer based procedures. • multi-professional and inter-professional working. • debating and discussing issues.

• introduce you to the topic of neurosensory disability and its implications for individuals and their families within the wider context of international definitions and classifications for disability and health. • give you the background knowledge and a detailed understanding of the rehabilitation process including assessment of patients to determine candidacy for rehabilitation, selection, prescription, fitting and use of basic rehabilitation instruments, patient follow-up, verification and evaluation of the neurosensory rehabilitation process. • enable you to apply your theoretical knowledge and comprehension as a healthcare practitioner to all aspects of the rehabilitation needs of adult patients. • enable you to develop skills to critically evaluate and analyse information from books, web based learning and relevant scientific literature.

• describe previous and current international definitions and classifications of health status with reference to specific neurosensory examples. Describe the medical and social models with reference to specific neurosensory examples. • describe the emotional and psychosocial reactions to congenital and acquired neurosensory loss affecting the individual and their family and friends. • provide you with an awareness of the multidisciplinary team approach to rehabilitation including the role of statutory and voluntary groups. • give you an overview of the cultural issues related to neurosensory disorder. • give you an overview of, and the opportunity to discuss and debate the range ethical issues related to neurosensory disorder. • describe the prevalence of neurosensory disorders and the range of rehabilitation needs of adults with neurosensory disorders. • describe the clinical assessment of this patient group including consideration of neurosensory, physical and psychosocial aspects. • give you an overview of the range of approaches to managing adults with neurosensory impairment, enabling you to determine appropriate clinical management of this patient group or to pursue research in a similar rehabilitation related field. • describe the structure and performance of rehabilitation instruments, understanding and applying the factors involved in their selection and evaluation, and awareness of the practical skills required for their fitting and follow-up.

• Definition of Impairment, Disability and Handicap. WHO (1980) International Classification of Impairment, Disabilities and Handicaps (ICIDH). Impairment - Assessment of impairment - neurosensory examples Disability - assessment of disability - neurosensory examples Handicap - assessment of handicap - neurosensory examples Problems with ICIDH definitions and improvements. WHO (1999) International Classification of Functioning, Disability and Health (ICIDH-2). Body Functions and structures, Activity limitations, Participation restrictions Contextual factors. Medical and Social model – construction of disability • group discussion on existing experiences of neurosensory disorders: Reactions to congenital and acquired hearing loss: Emotional Psychosocial Ramsdell's levels of hearing - symbolic, signals/warnings, auditory background Effects on family and friends Consequences of severe/profound hearing loss • Introduction to student debate on cochlear implantation in children. Facilitated group sessions • Genetic testing and genetic counselling for hearing impairment • Introduction to adult rehabilitation - What is neurosensory rehabilitation? • Overview of rehabilitation planning • Patient assessment History taking / interview • Assessment of patients physical, psychological and social considerations • International standards and data sheets - measurement of neurosensory fuction to national standards • Prescription and fitting of linear hearing aids - basic rationale. NAL-RP prescription rule, CORFIGs • rehabilitation aid selection and fitting • Monaural or Binaural / monocular or binocular adjustment • Technical considerations • • rehabilitation aid fitting • Hearing aid orientation - Use and control of a hearing aid • Fitting and removing • Care and maintenance • Acclimatisation • Trouble shooting problems • Evaluation of the rehabilitation process - aided performance, self report measures. • Post fitting management: follow-up - individual, group, volunteer visit.

• Two 45 minute lectures per week in a formal classroom setting. Typical class size is 30 students. During these lectures there may be small group work with 4 students per group discussing salient issues with feedback from each group to the whole class. • structured group debate and discussion sessions with feedback to the whole group. • you will need to work in your own time and in timetabled independent learning sessions in order to supplement lectures and practical skills. In addition to the information resources available to you, you will be able to share ideas and experiences using blackboard discussion room facilities. You will be able to meet with the module co-ordinator for assistance as and when required.

• sharing existing experiences and knowledge of deaf issues through group discussions and through online blackboard discussion room. • working on a formal assignment which is based on your own experience of a simulated hearing loss and writing about that experience. This is discussed in subsequent lectures as well as being marked. • Working in your own time and in timetabled independent learning sessions you are expected to read supporting texts outlined in the book list and make reference to appropriate academic journals in order to support lectures

Core text

Communication Therapy: An Intergrated Approach to Aural Rehabilitation, Mary Jane Moseley and Scott J Bally, Gaullaudet University Press

Compression for Clinicians (1998), T h Venema, Singular Publishing Group

Hearing Aids (2001), Harvey Dillon, Thieme Medical Publishers

Hearing Impairment, Kenneth Lysons, Woodhead-Faulkner Ltd

Issues in Deaf Education, Susan Gregory, David Fulton Publishers

Textbook of Hearing Aid Amplification (2000), R E Sandlin, Singular Publishing Group, London,br.1565933990