Visual Spatial Awareness & Orientation Programme Overview
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This document outlines the objectives, content, structure, and learning resources for a course aimed at instructing pilots and instructors about spatial disorientation and how to identify and correct it. The course covers topics like the causes of disorientation, developing compensatory skills, and exercises to improve awareness. It is taught over 185 hours for instructors and 40-50 hours for pilots using lectures, demonstrations, practical training, and requiring therapists to treat 5 patients experiencing disorientation.
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This document discusses various perceptual disorders including body scheme disorders, spatial relation disorders, agnosia, and apraxia. Body scheme disorders include unilateral neglect, anosognosia, somatoagnosia, and finger agnosia. Spatial relation disorders involve impairments in figure-ground discrimination, spatial relations, position in space, topographical disorientation, depth and distance perception, and vertical disorientation. Agnosia is an inability to recognize objects, people, or sounds through senses and includes visual agnosia and auditory agnosia. Apraxia is an impairment of voluntary skilled movement and includes ideomotor apraxia and ideational apraxia. Various tests are used to evaluate these conditions including lineAmerican academy for cerebral palsy and developmental medicine e courses
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This document provides information about online courses offered by AACPDM (American Academy for Cerebral Palsy and Developmental Medicine). It explains how to enroll in courses, system requirements, and cancellation policies. Course descriptions are provided for several upcoming courses, including ones on aspiration pneumonia, autism diagnosis challenges, spinal fusion for children with cerebral palsy, and transition to adulthood for youth with chronic needs. Learning objectives are outlined for each course.Cognitive and perceptual problems in stroke
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This document defines and describes various cognitive functions and common cognitive, perceptual, and motor impairments. It discusses cognition, attention, memory, executive function, perception, agnosia, apraxia, body scheme/image, and spatial relations. For each topic, it provides definitions and describes different types, including sustained/selective/divided/alternating attention, immediate/short-term/long-term memory, ideomotor/ideational/buccofacial apraxia, and unilateral neglect/somatognosia/finger agnosia. Testing methods are mentioned for some impairments. An overview of common brain-lesion related problems is given for each cognitive/perceptual domain.visual perceptual dysfunctions and assessment
visual perceptual dysfunctions and assessmentFarvardin Neuro-Cognitive Training Group
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The document discusses visual perception and its assessment. It begins by defining visual perception as the ability to use vision to adapt to the environment by integrating visual information in the central nervous system. It then describes the hierarchical process of visual perception from the eye through the retina, geniculate nucleus, primary visual cortex, and pathways to other areas for complete processing. The document outlines common visual perceptual dysfunctions and assessments used in occupational therapy to identify limitations and develop intervention plans.Low vision rehabilitation in patients with retinal dystrophy
Low vision rehabilitation in patients with retinal dystrophyAmrit Pokharel
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The presentation I have made and uploaded provides you with an in-depth insight into the rehabilitation of patients with retinal dystrophy on the part of LOW VSION. It also details the features the patients present with and specific tests that are launched.
The author does not assume responsibility or legal liability for any errors in the text or for the misuse or misapplication of material in this work.
No copyright infringement, or plagiarism intended.
Amrit Pokharel
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The aquatic environment can help children with autism achieve personal, social, motor, and fitness goals through early intervention and therapeutic recreation programs. The water provides sensory input that calms children with autism and allows them to focus on tasks. Swimming is an effective way to improve physical fitness and social skills while reducing repetitive behaviors, and aquatic programs provide opportunities to work on communication, social interaction, and following instructions. Care must be taken to ensure programs are tailored to each child's needs and abilities, that health and safety precautions are addressed, and the environment limits distractions.Visual perceptual
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Visual perception involves integrating visual information from the retina and turning it into cognitive concepts that can be used for decision making. It occurs through a pathway from the retina to the lateral geniculate nucleus to the primary visual cortex and then splits into the dorsal and ventral streams. Disorders can impact this process and cause difficulties with visual attention, scanning, memory and recognition that can be assessed through tests of visual fields, acuity, and visual perceptual skills. Occupational therapy focuses on understanding how visual impairments limit activities and developing interventions to address specific deficits.
Visual Spatial Awareness & Orientation Programme Overview
- 1. This material is protected by Copyright Law and may not be reproduced by any means or method without the written consent of the author, Edward Gray Course Objectives The course is taught to instructors and pilots to forewarn them and maintain their awareness of the potential dangers of disorientation and deliver better and safer pilots. Participants are taught what causes disorientation and lack of spatial awareness and how to identify increasing disorientation and promptly take corrective action. Pilots are equipped with compensatory skills that will counteract disconnect of visual spatial awareness and prevent disorientation. A greater sense of equilibrioception and centre of gravity is developed that aids in proper orientation during a combination of yaw, roll, and pitch motions, specifically when no visual input is available. Course Outcomes 1. Determining level of disorientation and lack of spatial awareness. 2. Understanding the Vestibular function as it relates to disorientation. 3. Accurately diagnose the causes of disorientation and poor spatial awareness. 4. Demonstrate knowledge how to improve visual vestibular interactions. 5. Understanding and correcting the effect gravity and linear acceleration has on the Otolith Organs and Orientation. 6. Development of sensorimotor skills for enhanced spatial orientation. 7. Measuring the development of Equilibrioception. 8. Demonstrate knowledge of categories of Spatial Disorientation (SD) and how to improve spatial awareness. a. Type 1 SD – unrecognised b. Type 2 SD – recognised c. Type 3 SD – incapacitating 9. Demonstrate knowledge of counter measures to negate effects of Disorientation. 10. Determine the relationship between disorientation and illusions of flight and how to correct discrepancies. 11. Demonstrate spatial awareness and disorientation exercises. 12. Mitigating situational awareness and divided attention requirements. 13. Correct interpretation and controlling of Pitch, roll, yaw, and centrifugal force sensations. 14. Identify pilots with Sensory Integration Disorder (SID).
- 2. This material is protected by Copyright Law and may not be reproduced by any means or method without the written consent of the author, Edward Gray 15. Understanding sensory illusions in aviation. a. Vestibular/somatogyral illusions. b. Vestibular/somatogravic illusions. c. Visual illusions/oculogravic effect. 16. Offering training exercises to prevent illusions. 17. How vision in flight (Visual Processing of colour, depth, motion) impacts on orientation. 18. Thresholds of perception, channelized attention, and contrast sensitivity affecting awareness and orientation training. 19. Setting up equipment to simulate conditions flying in haze/darkness/visually restricted. 20. Demonstrate exercises for quick recovery and accident avoidance. 21. Effective treatment of 5 patients for disorientation and lack of spatial awareness. 22. Understanding Bottom-up vs. Top-down Processes and Theories of Vision. 23. Use of Head-up Displays as part of orientation programme (Under development). 24. Addressing overconfidence, a major cause of accidents. Course Structure Pilots are indoctrinated about physiological limitations, which may result in different types of illusions. This takes place using both didactic lectures and demonstration and training on the Gyro for a period of 185 hours for pilot instructors, and practical training of between 40 to 50 hours for pilots. During the course therapists observe the treatment of pilots experiencing disorientation and lack of spatial awareness and are expected to demonstrate their theoretical and practical knowledge on work done during the previous day’s session before commencement of the next session. During the course therapists have to treat 5 patients experiencing various degrees of illusions and disorientation under supervision of the instructor as part of their internship. Tests are written at the end of each week, with a final written and practical exam at the end of the course. Learning Resources Course manual, study guide, data capture sheets, and portfolio of evidence (PoE).