Vision Rehabilitation Specialist (Adults) - FdSc
Currently viewing course to start in 2025/26 Entry.
Become a Vision Rehabilitation Specialist practitioner in enabling adults with a vision impairment to be as independent as possible in their day to day lives, by studying our foundation degree course.
- Level Undergraduate
- Study mode Full Time
- Award FdSc
- Start date September 2025
- Subject
- Location City South
This course is:
Overview
The information on this page is for the direct entry FdSc Vision Rehabilitation Specialist (Adults). If you are interested in the apprenticeship for this course, please visit the FdSc Vision Rehabilitation Specialist (Adults) Higher Apprenticeship page.
Become a Vision Rehabilitation Specialist practitioner in enabling adults with a vision impairment to be as independent as possible in their day to day lives, by studying our foundation degree course.
What's covered in this course?
Vision impairment is a life changing experience and very often you will be working with people who are at a crisis point in their lives. A Vision Rehabilitation Specialist’s strength is to be a problem solver and to respond to a person's unique and complex situation. You will develop individual training courses for people based on their individual needs and aspirations.
Your initial learning focuses on the individual and the impacts of vision impairment on all aspects of life. You will look at how to work in partnership with your clients and their families, and how to work inter-professionally to promote the needs of those experiencing sight loss.
You will also learn how to enable people with a vision impairment to become independent in their daily lives. This may be through teaching orientation and mobility skills, safety and independence in the kitchen and the home, techniques to overcome communication barriers and making the best use of a person's strengths and any remaining vision.
You will attend our City South Campus in Edgbaston for block learning weeks that are spread throughout each academic year. During these weeks you will take part in lectures, simulation sessions and a range hands on group activities on this practical course.
You will benefit from learning from an experienced teaching team and specialists from the sector as well as using our specialist resource rooms and training kitchens. In between teaching weeks, you will be able to access extensive online materials and take part in valuable work-based learning placements.
Following successful completion of this course, you could progress your studies further to achieve a full BSc (Hons) degree by joining one of our two top-up degree with honours courses:
Why Choose Us?
- We’ve invested £71 million in our City South Campus - featuring state-of-the-art facilities, including a home environment and kitchen to give you real-life experiences in the classroom
- Trusted qualification - this foundation degree is accepted as the trusted qualification to be employed as a Rehabilitation Worker in local authorities and non-statutory agencies across the UK. The course is delivered through seven block teaching weeks spread throughout each academic year. These are blended with work placements in each academic year and online study
- Study alongside your present employment - if employed within the sector you may be able to continue working full-time with dedicated study days. For those in unrelated job roles you may be able to manage studies and placement commitments alongside a part-time job role. Our virtual learning environment (Moodle) provides resources for each module to guide self-directed study in-between University attendance weeks
- Dedicated work placements - in each academic year ensuring you qualify with the competence and confidence to work effectively in practice. Many parts of the course are very practical and hands-on. Lectures and online support will enhance your learning and you will be putting skills into practice from week one
- Employability skills - working with the individual, and as part of the professional community, you’ll develop specific skills to improve the mobility, communication and independent living of people with all levels of visual impairments
- Expert knowledge - experts from outside the University are involved to provide additional specialist knowledge and experience. Engagement with people who have a visual impairment ensures you gain in-depth insights, invaluable feedback and a sense of personal satisfaction from supporting people to live independently
- Student resources - being part of the University’s Faculty of Health, Education and Life Sciences within a large higher education institution means there are many extra resources from which our students can benefit. These include extensive IT services and support, library resources including help with researching, our Personal Development Department
Entry Requirements
These entry requirements apply for entry in 2025/26.
All required qualifications/grades must have been achieved and evidenced at the earliest opportunity after accepting an offer to help confirm admission and allow for on-time enrolment. This can also include other requirements, like a fee status form and relevant documents. Applicants can track their application and outstanding information requests through their BCU mySRS account.
Essential requirements
Applicants for this course need GCSE English Language or English Literature at grade C/4 or above. If you do not have this or are not undertaking it, we accept other level 2 equivalents, or we may ask you to pass BCU's GCSE equivalency tests.
Plus one of the following:
- Level 3 NVQ or Diploma or equivalent (full award)
- Two or more A-Levels (DD/48 UCAS Tariff points) or a BTEC ordinary National Diploma
- Level 2 NVQ or Diploma (full award) plus a written paper (details of content will be provided by the admissions tutor post application)
- Five GCSE passes at grade 4 (grade C) or above plus a written paper (details of content will be provided by the admissions tutor post-application)
Alternatively, for applicants with relevant and significant work experience in the disability sector there is the option to complete a written paper (this will be set by the admissions tutor following receipt of an application).
See 'Additional information', below, for further requirements.
If you have a qualification that is not listed, please contact us.
Fees & How to Apply
UK students
Annual and modular tuition fees shown are applicable to the first year of study. The University reserves the right to increase fees for subsequent years of study in line with increases in inflation (capped at 5%) or to reflect changes in Government funding policies or changes agreed by Parliament. View fees for continuing students.
Award: FdSc
Starting: Sep 2025
- Mode
- Duration
- Fees
- Full Time
- 2 years
-
TBC
International students
Sorry, this course is not available to International students.
The information on this page is for the direct entry FdSc Rehabilitation Work (Visual Impairment). If you are interested in the apprenticeship for this course, please visit the FdSc Rehabilitation Work Apprenticeship page
Your application will be considered for one of our course selection days. These days include the following activities:
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A check of your entry requirement qualifications and personal identification.
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An overview of the course
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A tour of the Faculty
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An observed group discussion activity and IT task for applicants
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A short individual interview and observation of your guiding skills.
To support your application and your prospects for being successful at selection please consider the following suggestions:
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Consider carefully how you will manage the demands of attendance at University, work placements, independent study and your other life commitments.
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Work shadow a Rehabilitation Worker (Visual Impairment) in your local area to learn more about the profession.
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Read more about the profession, for example, use web searches.
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Volunteer with local or national agencies that support people with a visual impairment. This can help build up your experience of working with people who have a visual impairment.
To find out more about services that support people with a visual impairment in your local area please follow the link below:
Personal statement
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:
Course choice
Why does this course appeal? What areas are of particular interest?
Career plans
If you have a specific career in mind, say how your chosen course will help you pursue this goal.
Work experience
Mention any work that is relevant to your subject, highlighting the skills and experience gained.
School or college experience
Highlight skills gained at school/college, eg summer schools or mentoring activities.
Non-accredited skills or achievement
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.
Get more information on writing personal statements.
Course in Depth
Year one
In order to complete this course, you must successfully complete all the following CORE modules (totalling 120 credits).
A qualified Vision Rehabilitation Specialist (VRS) requires knowledge and skills to interpret the impact of vision impairment on the person. It is vital that practitioners are able to conduct a specialist assessment to ascertain a person’s needs and aspirations to agree vision rehabilitation interventions.
Teaching sessions will explore the potential psychological impact of vision impairment and consider how relevant theories and concepts relate to practice. You will examine how the eye works and how vision impairment impacts on the seeing process. You will learn about what a person may be able to see in their daily lives in a range of environments.
The module has two items of assessment. Firstly, there is a written assignment in which you will consider a case study of a person with a vision impairment. You will focus on the impact of the condition on how the eye works and you will explore how concepts may support understanding of the emotional impact on the person and their support networks. The second item of assessment will observe your skills in delivering part of a specialist vision rehabilitation assessment.
This core module is a key part of the FdSc Vision Rehabilitation Specialist course. Many people who are living with a vision impairment have challenges with their orientation and mobility. Some people may have lost their confidence to travel independently. Others may be at significant risk even in familiar environments.
This introductory orientation and mobility module aims to introduce you to the skills and procedures used to teach orientation and mobility to people with vision impairment. It presents the essential techniques and a body of knowledge constituting the orientation and mobility discipline. Orientation and mobility instruction is individualised, and the techniques and procedures can and should be adapted to meet the needs of individuals.
This core module is a key part of the FdSc Vision Rehabilitation Specialist Course. Building upon the initial your indoor orientation and mobility skills and techniques learned in semester one, this is your second sequential module. The module will introduce further technical mobility skills. You will start with complex indoor routes and transition to outdoor travel. Strategies for orientation, use of senses, minimising risk and adapting to uncontrollable outdoor environments will be covered.
In line with the programme aims and philosophy, competence in teaching orientation and mobility to a diverse range of people who have severe vision impairment is fundamental to the role of the Vision Rehabilitation Specialist. It is essential for the well-being of individuals with vision impairment that they can travel as safely and independently as possible in their environment.
Enabling people who have a vision impairment to be independent is a key part of the role of the Vision Rehabilitation specialist. This module focuses on introducing daily living skills to enable independence in the kitchen and home and with devices to facilitate communication.
Training kitchens will be utilised to support the learning of adaptive approaches to pour and make hot and cold drinks as well as prepare food using spreading, slicing and chopping techniques. Sessions will also consider various methods in using a landline telephone, telling the time, identifying money and enabling the identification of items around the home. In addition, learners will be introduced to grade one braille and ways to facilitate learning.
Combined with these approaches, sessions will discuss how learning and teaching theories and concepts may be applied to enhance the vision rehabilitation teaching interventions.
Vision Rehabilitation Specialists are required to teach independent living skills in complex environments around the kitchen and home. This module builds on learning from the semester one Independent Living Skills module. You will use the training kitchens to enhance approaches to pouring and food preparation skills and work towards cooking meals.
Sessions will introduce learners to how to use the hob, oven and other kitchen cooking equipment safely and effectively when working with people who have a vision impairment. Learners will experience being taught these skills and teaching these skills to one another when using sleep shades and simulation spectacles. Tutors will work closely with learners to facilitate the development of these skills and offer feedback on progress.
A vital element of the development and training of a Vision Rehabilitation Specialist (VRS) is to apply their knowledge, skills and behaviours within a work-based learning setting. To facilitate this approach all learners will complete a minimum of 40 days within a statutory or non-statutory organisation that supports people who have a vision impairment.
These experiences will offer the opportunity to interact with people who have a vision impairment and work shadow and joint work with a range of practitioners within the sector. This module will not be taught during block learning weeks and will draw upon teaching from all year one modules. You will create evidence from the workplace experiences to demonstrate knowledge and skills taught in the year one modules.
Year two
In order to complete this course, you must successfully complete all the following CORE modules (totalling 120 credits).
Professional Practice is a diverse module designed to prepare you for independent practice and beyond. The module is designed to equip you to be part of the vision rehabilitation workforce in line with Birmingham City University’s mission for 2030.
This module will provide opportunities to explore the contemporary professional field of vision rehabilitation in relation to your personal views, values and beliefs and professional practice. These areas will also be practiced within, linked to, and supported by on the job learning as part of the apprenticeship pathway, work-based learning, on placement or with your employer.
This module is a key part of the FdSc Vision Rehabilitation Specialist Programme. You will build upon the foundation skills that you have already learnt in year one. This initial year two module introduces you to strategies and procedures used to teach road crossings to people with vision impairment.
Outdoor travel will incorporate the teaching of controlled and uncontrolled road crossings. You will be learning skills and techniques to minimise safety for train travel. We will use complex town centre routes that will involve problem solving and creative route planning.
This module is a key part of the FdSc Vision Rehabilitation Specialist Programme. You will build upon your knowledge of teaching road crossings and routes. This module aims to introduce you to skills and procedures used to teach advanced orientation and mobility to individuals with vision impairment. You will be learning skills and techniques to minimise safety for bus and tram travel.
We will use complex city centre routes that will involve problem solving and creative route planning. You will learn how to incorporate specialist and everyday technology into the day-to-day travel for a person with a vision impairment. There will also be sessions dedicated to wheelchair mobility and orientation strategies for individuals who are Deaf blind.
The development of technology within the vision rehabilitation sector has many positive applications for the lives of people with a vision impairment. Enabling the use and access of assistive devices and accessibility features has the potential to support independence in daily living, communications with others, access to information and with getting out and about.
This module introduces you to the accessibility features on widely available technological devices such as Smartphones and tablets. In addition, workshops will explore methods of maximising the use of vision with near vision aids, reading strategies, eccentric viewing techniques and effective lighting options. Leaners also focus on a range of communication methods including braille, deafblind manual and block alphabet.
This module continues with further exploration into the use of technology in daily life by people who have a vision impairment. The focus is on the ability to teach the accessibility features of the android, synaptic and apple tablets and Smartphones. Learners will be able to identify key learning needs and enable the use of specialist accessibility gestures to conduct tasks such as making calls, messaging, storing contacts and searching the web. In practice this provides people who have a vision impairment the platform to carry out wider tasks with these devices such as internet banking, online shopping and access to social media.
In the assessment you will choose to teach an introduction to the use of either the Samsung, synaptic or Apple tablet or iPhone. Learners will need to prepare to teach accessibility features to someone with low vision and be prepared to enable the use of screen enhancement, magnification or speech. In addition, you will need to create a bespoke session that teaches the use of apps the person wishes to use.
You will work for a minimum of 60 days as a trainee Vision Rehabilitation Specialist (VRS) within a team of qualified VRSs. Within this team you will have a dedicated mentor who is a qualified VRS with two years’ experience of practice. During this period, you will be supported to work towards the independent management of a caseload of people who have a vision impairment. You will apply learning from the course to demonstrate a wide range of knowledge, skills and behaviours to evidence your occupational competence.
Your workplace mentor will conduct observations of practice to assess your competence in the delivery of specialist rehabilitation assessment and the training of independent living skills, communications and orientation and mobility to people who have a vision impairment. In addition, your mentor will comment on caseload management, professional behaviour and other pertinent attributes to becoming a VRS. You will document your experiences of people you have been working with in relation to issues such as professional boundaries, consent, aging, mental health and deafblindness.
Download course specification
Download nowThe course is a blend of face to face teaching blocks, independent study and work-based learning placements.
Face to face teaching blocks
Teaching is organised into week-long blocks spread throughout each of the two academic years. These intensive group learning weeks (GL weeks) gives you the advantage of uninterrupted training in a convenient form. This allows students to travel to Birmingham from all over the UK to attend teaching weeks. During these weeks many students stay in local hotel accommodation.
There will be interactive classroom based lectures, group discussions, debates and presentations that may range from the application of theoretical concepts to the study of practical rehabilitation programmes. Due to the nature of the role, you will experience many practical teaching sessions through simulation activities in order to ensure that you are adequately prepared for practice. The sessions tend to be in small groups and very often you will work in pairs with fellow students. You will learn new skills and the techniques to teach these skills to a high standard. Specifically these types of sessions are used in the teaching of orientation and mobility, communications and kitchen based skills. These sessions will use our resource rooms, training kitchens and specialist facilities as well as Faculty buildings and the wider area.
Independent study
When away from University, we recommend you have at least one or two study days per week. This is to allow dedicated time for independent study and preparation of work for upcoming GL weeks as well as time to complete placement workbook tasks and assessment related study.
All the course and module information can be accessed and downloaded from our virtual learning environment called, Moodle. Following each GL week, Moodle is updated with useful information, key resources, assessment briefs and forthcoming teaching resources. You can interact with other students via online forums to discuss module content and to ask general questions to course tutors. Your assignments will also be submitted through Moodle.
Placements
You will complete a work-based learning placement in each academic year. This takes the form of a 40 day work placement in year one and a 60 day placement in year two. These are invaluable opportunities to build up hands-on experience and skills from the visual impairment sector.
Assessment
You will be provided with detailed assessment instructions through dedicated face-to-face assessment briefing sessions and written assessment documents.
The course team use a broad mix of assessment methods to reflect the types of work students will be doing in practice. These include:
- Written assignments
- Placement portfolios
- Observations of practical skills teaching sessions
- Video analysis tasks
- Viva voce (oral question and answer exams)
- Case study analysis
- Presentations
Assessment days are currently taking place online via Microsoft Teams.
If you wish, please contact the admissions tutor to discuss your options:
- Tel: 0121 202 4223
- Email: rehabadmissionsquery@bcu.ac.uk
Employability
Enhancing Employability Skills
You'll graduate from this course with a recognised and valuable rehabilitation worker qualification. You will have the competence and skills to enable people who have sight loss to be as independent as possible in their day to day lives. You will develop a range of problem solving skills that will be crucial in your practice. Also, you will gain knowledge and experience from work with a range of professionals who work within a wider multi-disciplinary setting.
Our graduates find jobs with organisations including local authorities, sensory services teams and national and local charities.
As a rehabilitation specialist, you would be qualified to apply for work outside of the UK, for example, New Zealand.
Placements
You will complete a work-based learning placement in each academic year. This takes the form of a 40 day work placement in year one and a 60 day placement in year two. These are invaluable opportunities to build up hands-on experience and skills from the visual impairment sector.
First year placement:
This 40 day work placement may take up to two or three days per week between October and May during the first academic year. This work involves building up experience of working with people who have visual impairment and other disabilities. As part of the placement portfolio there will be several related tasks to complete to maximise your learning experience. For example, observing and reflecting on the practice of qualified professionals. Please note that the first year placement is not concerned with the teaching of rehabilitation independence skills, it helps build the foundations for the delivery of these services in year two of the course.
You may have the opportunities to volunteer to work with local charities. You may be involved with befriending and volunteer visiting schemes as well as supporting social groups and hospital information services. Your current job role may meet the requirements of the first year placement – this may allow you to continue working full time with a study day each week. If you are not in a related job role you will need to ensure you have enough time during your working weeks to fulfil placement and study requirements in between the group learning weeks. This may be manageable if you are working in a part time role three days a week. In this instance you will have to set aside evenings and weekends for independent study time.
Second year placements:
You will complete a 60-day work placement usually between February and May in year two of study. This is usually four days a week for 15 weeks with a study day each week. The first two weeks take the form of induction activities that often occur in November prior to the block placement beginning in February.
You will be expected to perform the role of a Rehabilitation Worker (RW) (Visual Impairment) delivering specialist assessment and independence training to people who have a visual impairment. This will be as part of an active Local Authority Sensory Services team or with a voluntary organisation that hold the contract for the provision of rehabilitation services. Each placement has a qualified RW as a mentor who will provide an induction into the agency and work shadowing opportunities as well as allocating and supervising your caseload.
Careers
Examples of some of the skills rehabilitation workers can offer their clients:
- Teach individuals how to cross roads independently and negotiate complex routes
- Demonstrate a range of adaptive equipment. This could include new technology such as smart phones and tablets.
- Instruct in safe cooking methods and daily living skills, for example, ironing.
- Provide group training programmes to fellow professionals such as Social Workers, Occupational Therapists and Hospital staff.
- Teach a range of communication skills, for example, Braille and Deaf Blind alphabet signing.
- Give advice and reinforce training in relation to the use of magnifiers and low vision aids
- Provide support and advice to individuals with a sight loss, carers, family members and parents of children with a visual impairment.
- Advise about design and modifications to specific environments to make them more accessible to those with visual impairment, for example, a person’s home or a soon to be built shopping centre.
This innovative and unique course offers you the opportunity to develop teaching skills to work with people who have a sight loss. This course will develop your specialist skills, knowledge and understanding to enable you to qualify as a professional rehabilitation worker who may gain employment in a social services department or a voluntary organisation. You will learn about not only the problems of sight loss, but also how to help people experiencing sight loss in a much broader context.
Work based learning is an integral part of the course. There is the requirement to attend a minimum of 60 days with an organisation that provides services linked to sight loss in year one. There will be opportunities to observe practice and interactions with individuals with a sight loss. In year two, there is the need to attend 60 days with an organisation that provides dedicated rehabilitation services. This is where you will start to manage a case load and deliver tailored services in relation to the individual’s needs.
If you are already employed by an organisation that provides services then it would be likely that you would stay with your existing employer while on the course. However, year two work based learning requires you to carry an actual case load - so the organisation must hold the contract to deliver the localities rehabilitation services for second year work based learning.
Facilities & Staff
We have invested over £400 million in our facilities, including an upgrade to our Skills and Simulation facilities at City South Campus. We boast up-to-date, innovative facilities that simulate the real situations that you may come across in the workplace. These resources are essential in offering you a hands-on introduction to health and social care practice.
Mock Wards
These are set up to look like typical hospital wards, with four to six bays. Depending on the topic in hand, different manikins can be used as patients and relevant equipment is provided to practise clinical skills. Some of the manikins are interactive and can simulate different scenarios e.g. some allow you to cannulate, check pulses, intubate etc, and some can talk to you. One ward is often used as an adult ward, and the other as a child ward.
These rooms also allow for scenarios to be set up for other professions such as dietetics, paramedic science and social work.
The Operating Theatre and Recovery Suites
The operating theatre and recovery suite gives you the sense of what it would be like in a real surgical environment.
These spaces emulate the full surgical journey from anaesthetics, through surgery and into recovery. ODP students can practice a range of skills including gowning, hand washing, preparing instrument trays, and working with a patient. Nurses and midwives may experience a surgical placement and need to go to theatre or be part of the midwifery team involved with caesarean sections. Many other Allied Health Professionals may also see patients in recovery if necessary.
Home Environment Room
This facility replicates a small flat with bedroom, bathroom and kitchen diner space. It is used to simulate non-clinical settings, to give students experience of working in different environments. It also incorporates a range of digital health technology, to help prepare students to work in the NHS of the future.
Simbulance
Our ‘Simbulance’ is a purpose built teaching space that allows students to practise their skills in a highly specialist, high-fidelity simulated environment. The Simbulance is an exact replica of an operational emergency ambulance. Learners are truly immersed in the clinical environment and test their knowledge and skills in a safe and supported space, before entering the clinical environment ‘for real’ on placement.
Assisted Living Space
This space replicates a flat and is used for scenarios such as home visits. The sitting room area provides a different space to practise skills and simulations and work with service users and other students.
Assisted Kitchen
This specially designed kitchen has different areas where you can practice cooking, cleaning, boiling the kettle etc., with someone who has actual or simulated visual impairments. There are adapted devices to help, and simulation glasses for you to wear to experience visual impairments.
Physiotherapy Room
This is a space for physiotherapy students to use, with various equipment to practise client meetings.
Radiotherapy Planning Computer Suite
Our computers allow you to plan hypothetical treatments, in terms of angles and directions, ensuring that radiotherapy reaches where it is needed on a patient’s body.
Radiography Image Interpretation and Reporting Stations Computer Suite
These facilities allow you to view and analyse x-rays.
VERT - Virtual Environment for Radiotherapy Training
This room contains 3D technology to view virtual patients and look at trajectories for treatment.
Radiotherapy
This room contains the same bed/couch used when patients are given radiotherapy treatment. While students of course do not administer radiotherapy in this room, it does allow them to practise adjusting the equipment to make sure both it and a patient would be in the correct position to receive treatment.
Telehealth Room
This room allows for small group teaching in a central area (large boardroom type table) with five small telehealth booths down either side. These are to allow all our health professions students to practise delivering healthcare and advice remotely, either over the phone or on a video call. This addition to our teaching reflects moves in the sector to offer more flexible access to healthcare services, particularly as a result of the Covid-19 pandemic.
Imaging Academy
This new facility is a larger version of our existing image interpretation computer facilities and forms part of the Midlands Imaging Training Academy, funded by Health Education England. These expanded facilities will mean we can further develop our courses and expertise in radiography and imaging.
Speech and Language Therapy Resource Room
Our Speech and Language Therapy Team have developed a collection of tools, books and resources to help you learn and understand the implications of a speech or swallowing limitation. You can practise one to one client meetings and clinics and use the video recording equipment to review role play scenarios.
Ultrasound simulation suite
Students have access to a wide range of Ultrasound simulation equipment to develop their clinical skills and aid in training. The equipment includes two ultrasound machines with a range of phantoms, scan training stations and eve body works.
Our staff
Peter Cooke
Senior Lecturer/Admissions Tutor
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.
More about PeterDavid Bignell
Programme Lead Rehabilitation Work
David is a qualified Rehabilitation Worker and the Programme Lead for the Foundation Degree in Rehabilitation Work (Visual Impairment), the BSc (Hons) Specialist Complex Needs Rehabilitation Work top up’ degree and the BSc (Hons) Habilitation Work Working with Children and Young People course. David studied at the Guide Dogs School of Vision and...
More about DavidSusan Cadby
Senior Lecturer in Rehabilitation Work
Susan is a qualified Rehabilitation Worker. Studying rehabilitation work was a natural progression from her studies in deaf studies and linguistics.
More about Susan