If you are a qualified Rehabilitation Worker (Visual Impairment) and you wish to take your expertise to the next level our top degree course is for you. Students will learn specialist techniques to enhance their practice with adults who have a wide range of additional complex needs including deafblindness, dementia, mental health conditions and learning disability.
Students who successfully complete the Foundation Degree in Rehabilitation Work (Visual Impairment) or equivalent can continue their studies to achieve a BSc (Hons) in Specialist Complex Needs Rehabilitation Work (Visual Impairment). Extensive consultation with sector professionals and sensory service managers has ensured that this course closely reflects the developmental needs of the workforce.
The course uses a blended approach between online and face-to-face learning and is designed to enable qualified Rehabilitation Workers to study alongside their employed roles. This allows logistical flexibility with 2/3 days attendance at University per single module. Throughout this course you will benefit from the experience of external experts and specialist
Initially you will study a broad range of specialist skills, knowledge and expertise that professionals require for working with people who have additional complex needs such as learning disability, brain injury, deafblindness, stroke, dementia and older adults’ mental health conditions. These additional techniques may be applied to all areas of your practice and will encompass functional assessment, specialist communication approaches and strategies to manage challenging behaviour.
You will learn key travel training techniques for working with people who have a visual impairment and a learning disability or autism. These approaches will build upon and extend your abilities for delivering specialist orientation and mobility programmes.
There are two dedicated modules designed to up-skill and equip students to meet the statutory requirements outlined in the Care Act 2014 in relation to conducting specialist Deafblind assessment and service provision. You will establish competence with appropriate techniques to facilitate communication, access to information and movement, orientation and mobility. There is particular attention to appropriate outcomes based rehabilitation programmes for people who are Deafblind.
Through an online module students will critically appraise an area of practice in order to develop the ability to make more reliable professional judgements based upon the evidence available. There is flexibility to investigate an area in which you have an intrinsic interest which will further develop your individual skills set as a specialist practitioner.
You will embark upon a practical interpretation and investigation of key aspects of dementia and older adults’ mental health conditions. Attention will be focused upon therapeutic and psychosocial interventions to address indicators of distress, anxiety and depression.
A range of key concepts will be examined that are pertinent to enhancing visual impairment rehabilitation work practice within a multi-disciplinary setting. Studies will explore skills from counselling techniques, Cognitive Behaviourial Therapy and brief solution focused therapy.
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The key entry requirement for the BSc (Hons) programmes will be the attainment of level 4 and 5 qualifications in Rehabilitation Work (Visual Impairment).
A full list of these qualifications is offered below. Applicants will be selected on the basis of the information provided in their application forms and two submitted references.
|Candidates must hold one of the following|
Foundation Degree in Rehabilitation Work (Visual Impairment) – 240 credits with 120 at level 5
Diploma in Higher Education in Rehabilitation Studies (Visual Impairment) – 240 credits with 120 at level 5
Foundation Degree in Health and Social Care in Rehabilitation Studies (Visual Impairment) – 240 credits with 120 at level 5
For those students who do not hold one of the above but have evidence of a level 4 certificate: for example,
These candidates will be required to submit a CPD portfolio (worth up to 60 credits) and successfully complete the level 5 (15 credit) module ‘APL/Advanced Writing Skills’ module with an associated profile of experiential learning worth up to 45 credits in advance of an offer being made.
|BSc (Hons)||Jan 2016||PT||2 years||£4,800 or £600 per 15 credit module|
Sorry, this course is not available to international students.
The University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.
Applications to study on the BSc (Hons) top-up course will be made directly to the admissions team. The course starts in February each year and applications will be accepted continually. Applications will be reviewed at the end of each calendar month and applicants will subsequently be contacted by the admissions tutor. Applicants wishing to apply for individual modules will complete the same process.
Applicant visit days or telephone meetings will be offered to prospective applicants. These sessions will provide the opportunity to visit the Faculty, engage in talks about the content and delivery of the course and meet with tutors.
Please apply directly to the University.
Download the following documents to apply online:
This course is not available to International Students
Tel: +44 (0) 121 331 5500
We offer a wide range of professionally accredited and vocational courses that require the purchase of, among other things, uniforms, equipment, subscriptions, professional body memberships and DBS checks, and may require you to pay to attend conferences or participate in placements.
The link below provides our estimate of the possible costs associated with key activities on specific courses. Please bear in mind that these are only estimates of costs based on past student experience and feedback. The actual costs to you could vary considerably (either greater or lower than these estimates) depending on your choices as you progress through the course. We set out where we can, based on experience, where these indicative costs are for activities that are optional or compulsory.
All our students are provided with 100 free pages of printing each year to a maximum total value of £15.
Your personal statement is a highly important part of your application. It gives you a crucial opportunity to say why you’re applying and why the institution should accept you.
Here are the key areas you’ll need to address:
Why does this course appeal? What areas are of particular interest?
If you have a specific career in mind, say how your chosen course will help you pursue this goal.
Mention any work that is relevant to your subject, highlighting the skills and experience gained.
Highlight skills gained at school/college, eg summer schools or mentoring activities.
eg Duke of Edinburgh Award, Young Enterprise scheme.
You should also mention your future plans – if you’re planning to take a year out, don't forget to give your reasons. Talk about any subjects you’re studying that don’t have a formal assessment and any sponsorships or placements you’ve applied for. And don't be scared to add in details about your social, sports or leisure interests.
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To be awarded the full BSc (Hons) top up degree students will study all the course modules.
Applicants may apply to study individual modules with a Certificate of Achievement being awarded for their completion. Students may be able to complete the AP(E)L application process to have these credits recognised as part of the BSc (Hons) top-up degree programme. In addition, there will be a requirement for students studying individual modules to attend a two day induction prior to the start of the module dates.
The course consists of 7 modules that are delivered sequentially part time over two years:
Key Approaches to Complex Needs Rehabilitation Work (Visual Impairment) – Double module
February 2016 – one full week consisting of 2 days induction & 3 days teaching
April 2016 – 2 consecutive days teaching
This module will address a broad range of specialist overarching knowledge, common themes and expertise that professionals require for working with people who have additional complex needs. Students will study techniques applicable to working with people who have experienced a range of cognitive impairments as well as laying the foundations for work with people who have learning disabilities, dementia and other mental health conditions. If you are applying to study individual modules, it is advisable that this double module is studied before progressing to undertake the “Travel Training with People who have Learning Disability and Autism” module or the “Dementia and Older Adults’ Mental Health” modules.
Travel Training with People who have a Learning Disability or Autism – Single module
August 2016 - 2 consecutive days teaching plus attendance for a practical assessment in September
This module will enable students to acquire key travel training techniques required to deliver specialist orientation and mobility training to people who have a (visual impairment) and a learning disability or autism. Students will focus upon aspects of this client group, eligibility criteria, specialist assessment skills and service provision as well as enabling independence, approaches to stress and anxiety and positive risk management. It’s been specifically designed to extend the existing indoor and outdoor orientation and mobility skills taught by qualified rehabilitation workers. If studying modules on an individual basis, it is recommended that students study the “Key Approaches to Complex Needs Rehabilitation Work (VI)” module prior to engaging with this module. Through this sequence students will be enabled to study the relevant foundations of knowledge and skills pertinent to working with people who have a visual impairment and learning disability or autism.
Specialist Deafblind Assessment and Service Provision 1 – Single module
Attendance: November 2016 – 3 consecutive days teaching
A person is termed Deafblind if they have a combined sight and hearing loss, dual sensory loss/impairment, Deaf visually impaired or blind hard of hearing. This module aims to up-skill and equip students with an in-depth foundation of knowledge concerning the associated impacts on daily life for people who are Deafblind. Students will develop knowledge of congenital and acquired Deafblindness in children and adults as well as establishing competency with appropriate techniques to facilitate communication, access to information and movement, orientation and mobility. There is particular attention to appropriate outcomes based rehabilitation programmes for people who are Deafblind. This will provide students with the required expertise to inform their teaching practice within a visual impairment Rehabilitation Work setting. Both this module and the subsequent module entitled “Specialist Deafblind Assessment and Service Provision 2” will surpass the statutory requirements concerning specialist Deafblind assessment and service provision as outlined by the Care Act 2014.
Specialist Deafblind Assessment and Service Provision 2 – Single module
Attendance: January 2017 – 3 consecutive days teaching plus attendance for a practical assessment in February.
To enhance practice with people who are Deafblind this module aims to build upon the previous year one module “Specialist Deafblind Assessment and Service Provision 1”. Specifically, the students’ knowledge and expertise will be further enhanced to enable competence in delivering specialist assessment and service provision with people who are Deafblind. To be successful in this module, students will be assessed demonstrating their competence in these areas when working with someone who is Deafblind. Both this module and the previous year one module entitled “Specialist Deafblind Assessment and Service Provision 1” will surpass the statutory requirements concerning specialist Deafblind assessment and service provision as outlined by the Care Act 2014. This module is delivered in year two of the part time BSc (Hons) programme. For students studying individual modules it is recommended that the module “Specialist Deafblind Assessment and Service Provision” is studied first.
Evidence Based Practice (single module)
Online module - no attendance required
This module enables students to critically appraise an area of practice in order to develop the ability to make reliable professional judgements. There is flexibility for students to investigate an area in which they have an intrinsic interest and one which will further develop their individual skills set as a specialist practitioner. Moreover the module aims to enhance professional decision making skills based on the evidence available. This online module is supported through tutor feedback and peer group discussion.
Dementia and Older Adults’ Mental Health (single module)
Attendance: June 2017 - 2 consecutive days teaching
This module involves a practical interpretation and investigation of key aspects of dementia and older adults’ mental health conditions. Students will be able to enhance their knowledge concerning the associated impacts and develop a range of specific approaches for working with adults with these types of conditions in a visual impairment rehabilitation work setting. In particular, attention will be focused upon therapeutic and psychosocial interventions to address indicators of distress, anxiety and depression.
For students studying individual modules onlyit is recommended that students study the “Key Approaches to Complex Needs Rehabilitation Work (VI)” module prior to engaging with this module. Through this sequence students will be enabled to study the relevant foundations of knowledge and skills pertinent to working with people who have a visual
Specialist Professional Skills – Single module
September 2017 – 2 consecutive days teaching
October 2017 – 2 consecutive days teaching
The module will inform students about a range of key skills and concepts pertinent to enhancing visual impairment rehabilitation work practice within a multi-disciplinary setting. Study will involve investigation of a broad range of skills from counselling techniques, Cognitive Behavioural Therapy and brief solution focused therapy. In addition, students will assess the application of concepts such as emotional intelligence and psychological theories of motivation to enable them to become a specialist practitioner. There will also be a focus on enabling the student to concentrate on their individual leadership capabilities which may be applied to becoming a more effective team player and to leading in a wider multi-disciplinary setting.
The BSc (Hons) top up qualification is worth 120 credits at level 6 and students will typically study part time over two years. Rehabilitation Workers may also apply to study individual modules.
Following a 2 day induction, there will be up to 10 days attendance required at University for face-to-face teaching sessions in each academic year. This attendance will be in blocks of two or three days for each 15 credit module. These modules are spread throughout the year. These sessions will be interlinked with online study through Moodle, our virtual learning environment. This study will encompass pre-session activities, availability of specialist resources and online forums with experts.
The year one dates for group learning (GL) weeks are:
Year two will follow a similar format
Face-to-face sessions involve interactive lectures, group discussions, application of practical skills, case study analysis and challenging simulation exercises. These sessions are designed to link directly to your day to day practice as a Rehabilitation Worker so that you can enhance your confidence with implementing new techniques in your employed roles.
Assessments are a mixture of written assignments, portfolios, interaction with online resources and practical assessments designed to demonstrate competency in the delivery of key skills. Electronic assessment submission occurs prior to the start of the next module in the course sequence.
Tutorial support involves face-to-face individual tutorials available in group learning weeks as well as telephone/email contact and online forums in-between attendance at University.
An option is to apply to study on the MSc Advanced Practice Programme. On the Advanced Practice course you will need to relate the content of each module to your own specialty. In addition, provision for practitioners from some specialties is built into the programme. For example, primary care, palliative care and children and neonates
These courses are also designed to be as flexible as possible. Their aim is to help you find the option that best suits your personal and professional commitments. You can choose to study for a Postgraduate Certificate (PG Cert) or a Postgraduate Diploma (PG Dip) and then continue your studies with the Master’s (MSc), either through full, part-time or modular study, depending on which is most convenient.
The following spreadsheet gives 2015/16 dates for all Health-related modules:
With the successful completion of the BSc (Hons) Specialist Complex Needs Rehabilitation Work (Visual Impairment) course you will gain specialist expertise which should make you a more adaptable and versatile worker.
The application of new techniques to your practice should extend your competence and confidence to deliver a higher quality of service to a wider range of people. In addition, the top up degree will enable you to surpass the statutory requirements of the Care 2014 in relation to providing specialist Deafblind assessment and service provision.
These attributes should make graduates more desirable within the employment market and enhance promotion prospects within Local Authorities and Voluntary organisations. Attainment of a honours degree is also often desired by employers advertising for supervisory or managerial roles.
OpportUNIty: Student Jobs on Campus ensures that our students are given a first opportunity to fill many part-time temporary positions within the University. This allows you to work while you study with us, fitting the job around your course commitments. By taking part in the scheme, you will gain valuable experiences and employability skills, enhancing your prospects in the job market.
It will also allow you to become more involved in University life by delivering, leading and supporting many aspects of the learning experience, from administration to research and mentoring roles.
With the successful completion of the BSc (Hons) Specialist Complex Needs Rehabilitation Work (Visual Impairment) course you will develop a broad range of specialist skills, knowledge and expertise that professionals require for working with people who have additional complex needs.
These attributes should make graduates more desirable within the employment market and enhance promotion prospects within Local Authorities. Attainment of a honours degree is also often desired by employers advertising for supervisory or managerial roles.
Your specialist expertise will make you a more adaptable and versatile worker.
We are constantly investing in our estate and are currently in the process of spending £260 million on new learning facilities.
We boast up-to-date, innovative facilities that simulate the real situations that medical staff may come across.
These resources are essential in offering students a hands-on introduction to health and social care practice. Much of our teaching is carried out within our state-of-the-art, £30m Seacole Building, which houses some of the best learning facilities in the UK.
In a sector where new techniques are constantly being discovered, we work hard to ensure that students learn using the most up-to-date equipment available. These include the only mock operating theatre in an English university and a cutting-edge radiography virtual clinical training facility, virtual ward and virtual case creator.
The kitchen is used by our visual rehabilitation Students. Everything in this room allows students to safely prepare and cook food as a person with a visual impairment.
This room allows the Visual rehab students to learn to use a whole variety of equipment such as braille machines and simulation glasses.
The Seacole library, based at City South Campus, is one of the UK's largest specialist health education libraries. The state-of-the art facility offers an extensive range of range of information and reference materials set out in a relaxing environment, conducive to studying. There are comfortable seating areas, group study areas, a silent study area and private study rooms.
You will have access to all of the University’s libraries, including the main Kenrick Library on the City North Campus, which is open for almost 90 hours a week and holds more than 320,000 books, 2,000 print journals and carries more than 4,000 electronic journals online.
The Seacole building houses a large open access IT Suite which comprises of 96 PCs, full colour printers, photocopiers and scanners. Our PCs utilise the latest Intel i5 core technology, all with:
Our PCs are also designed to support students who may have difficulties with reading and writing, featuring specialised software with zooming/magnification and screen reading capabilities, which may also be customised for individual student needs.
The IT Suite offers extended opening hours and is supported by a specialist Open Access Assistant during term time. In addition to the open access PCs within the IT Suite, there are 12 networked student PCs available within Seacole library.
The modules are delivered alongside nationally recognised experts and specialist academics from within the Faculty of Health, Education and Life Sciences. This enables the student to benefit from the specialist knowledge of practitioners who have extensive experience of working with people who have brain injury, stroke, dementia and mental health conditions as well as those who are Deafblind or have a learning disability.
Each student will also have a dedicated personal tutor who is a qualified Rehabilitation Worker who has extensive experience as a practitioner, sector manager and as a Senior Lecturer at the university. This tutor will support your learning journey and help you meet the academic requirements of the course.
Peter’s connection with the visual impairment sector began following his diagnosis of Retinitis Pigmentosa when he was 15 years old. Early volunteering experience working with children and young people fostered an intrinsic interest in developing a career involving work with those living with serious sight loss.