Research and projects
Completed projects
Functional diagnostics of vision: module and certificate development in the specialisation of pedagogy for visual impairments (FDS)
► Funded by the Bavarian State Ministry of Education and Cultural Affairs
► In cooperation with: South Bavarian Centre for the Visually Impaired and Blind (CVI advice centre), Social Paediatric Outpatient Vision Clinic Mainz
► Project duration: 01/2024 - 07/2025
The FDS project aims to design and implement functional diagnostics of vision as an independent study module for the new specialisation in pedagogy for visual impairments (focus on vision) in Würzburg. The main contents will be the physiological and clinical diagnostics of vision, the test adaptation of visually orientated test procedures, the conditional and intervention-analytical diagnostics of vision and cerebral perceptual impairments (CVI). In order to be more specific, the following questions should be answered with regard to the conditional and intervention-analytical diagnosis of functional vision: How can the significance of the partial performances of vision be determined for the individual person? How can we determine what interests individuals, what they want to see in the first place? How does vision match the learning style (holistic, versatile, serial)? Under what conditions is a person prepared to read? What does the person leave out of the counselling interview because they suspect it is incompatible with their disability?
Telematic IRENA rehabilitation aftercare for ophthalmological rehabilitants (Tel-O-RENA)
► Funded by the DRV (Deutsche Rentenversicherung Bund)
► In cooperation with: REGIOMED Rehaklinik Masserberg
► Project duration: 11/2022 - 03/2025
The project comprises a 24-month product development of a barrier-free, low-threshold and telematic IRENA aftercare programme, which is geared towards the specific needs of visually impaired ophthalmological rehabilitants. With the aim of reducing barriers to participation for this vulnerable target group, existing therapeutic services from KTL-codable services will be adapted for barrier-free telematic presentation and new modules will be generated. The planned project comprises four project phases with a total of eleven work packages, ranging from procedural and therapeutic conceptualisation to pedagogical adaptation and development work. Taking into account the general requirements for the initiation of aftercare services, participants will be interviewed using a semi-structured interview guide regarding the therapeutic added value and barriers to participation. These results will be used on an ongoing basis to further develop the prototype into the final product. The final product will be a digital care platform for visually impaired people based on IRENA criteria.
Design and implementation of a web-based training programme on assistive technologies in the context of vision (dMuT)
► Funded by the: Akademie für Innovative Bildung und Management Heilbronn-Franken gemeinnützige GmbH
► In cooperation with: Nikolauspflege - Stiftung für blinde und sehbehinderte Menschen, Stuttgart
► Project duration: 04/2019 - 12/2024
As part of the project, a modular web-based further education programme was developed that focuses on the use of digital media and technologies in teaching learners with visual impairments. The programme is intended to support trainee and working teachers in particular in developing digitalisation-related skills and to offer this content in a way that is adapted to the target group. The project has also developed and successfully trialled a didactic concept for digital learning. The learning programme is currently being supplemented with further lessons to support prospective school support staff on their way into their future work.
Our scientific mission statement
Physical impairment in interaction with attitudinal and environmental barriers: The pedagogy of visual impairment deals with the living conditions of people with blindness, visual impairment or multiple visual impairments. The main focus is on pre-school and school education processes, initiating and securing professional participation as well as social and cultural aspects that influence life beyond education and work. In addition, education for the visually impaired is concerned with analysing and removing general environmental and attitudinal barriers that hinder or can hinder learning, work and life, in line with its own expertise.
Visual impairment has a biological core - it becomes a disability in the social world between people and barriers.
Participation between professional perspective and self-representation: Our department is committed to the pedagogical guiding principle of comprehensive and at the same time self-determined participation of all disabled people, which seeks to combine professional and self-representative perspectives. We want to minimise the differences experienced by all students and teachers in terms of learning, teaching and research conditions. Linked to this are the goals of realising barrier-free teaching and research spaces as well as the disability-sensitive design of learning and teaching opportunities, which should develop a model character as an integral part of teacher training.
Experience of disability is not a qualification - at the same time, experience of disability and professionalism are not contradictory.
We are full-blooded educationalists: The term pedagogy for visual impairments is intended to express the rejection of socio-legal and diagnostic terms as a standard of orientation in pedagogical action and to emphasise the situational and relative character of disability and impairment beyond fixed categories. Consequently, the focus of the course is on pedagogical professionalisation and the acquisition of a broad didactic toolbox and less on a diagnostically oriented, programmatic intervention logic.
We want to support young people in becoming interested and interesting personalities.
