Abstract:

This paper presents the main outcomes of the oMERO project, aimed at defining the European Union (EU) reference Professional Profile (PP) for Visual Disabilities Rehabilitators (VDRs). The development of this PP involved a comprehensive review of the literature, analysis of existing curricula, and expert consultations through a Delphi study and stakeholder consultations. Practical and feasible rehabilitation interventions to foster quality of life, societal engagement and continued productivity for people living with visual disabilities are currently available; however, to support these interventions, a trained visual rehabilitator with the necessary skills and expertise to manage a range of visual disabilities in different settings and for different populations is necessary.
Unfortunately, in most regions of Europe, recognition of and training for this type of professional does not exist. Thus, a new professional profile, and training and education curriculum, for this type of role must be developed. The oMERO project, supported by funding from the European Commission’s Erasmus Plus program, define this role. oMERO defined an EU reference Professional Profile (PP) for ‘Visual Disabilities Rehabilitator’ (VDR), which will provide the baseline for the EU curriculum and for the definition of an VDR professional qualification. The curriculum included 89 learning outcomes grouped into 17 Units of Learning Outcomes. The paper provides an overview of the key activities and core competencies within each unit of the curriculum, covering areas such as individualized rehabilitation program development, support for autonomy and independence, promotion of inclusion, the use of technology, psychological and social support, and vision health and healthcare policy. The importance of interdisciplinarity and communication in visual disability rehabilitation is emphasized since VDRs are expected to collaborate with various professionals in a multidisciplinary team (e.g., including ophthalmologists, optometrists, occupational therapists, neurologists, and psychologists). Transversal skills (e.g., effective communication, interprofessional collaboration, research skills, ethical decision-making), and organizational abilities, are also indicated as essential for VDRs to provide comprehensive care and ensure positive outcomes for visually impaired individuals.
An important result is REALTER, i.e. a VR device that simulates in real time different visual impairments and can be used as a training tool for VDR especially with regard to "orientation and mobility".

Keywords:

Visual rehabilitation, rehabilitation, visual impaired, curriculum, academic training, new professional profile, visual disabilities.