*ODVisual Impairment Services for Outpatient Rehabilitation (VISOR), Buffalo Veterans Affairs Medical Center, Buffalo, New York; and University at Buffalo School of Medicine and Biomedical Sciences, State University of New York, Ira G. Ross Eye Institute, Buffalo, New York.
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PurposeExisting low-vision programs do not readily meet the needs of the monocular patient. This case report illustrates the implementation and benefits of an Acquired Monocular Vision Rehabilitation (AMVR) evaluation and training program from the patient’s perspective. The AMVR program guides and teaches specific skills to each monocular patient. Adaptive skills are demonstrated to enhance and maximize the person’s remaining monocular vision; to teach visual skills; to acquire and maintain independence, living, and functioning; and prevent depression. The purpose of this article is to illustrate the potential for monocular vision rehabilitation and justify adding monocular rehabilitation therapy to current vision rehabilitation programs and encourage future clinical case studies to measure functional outcomes.Case ReportThis case report illustrates one example of concurrent vision rehabilitation team management including low-vision optometrists, ophthalmologists, blind rehabilitation specialists (also known as vision rehabilitation therapist), and orientation and mobility instructors (O&M) of a later stage acquired monocular patient within a 1-year period.ConclusionsAfter completion of the AMVR program (detailed components available in Appendices, available at http://links.lww.com/OPX/A114), our patient expressed an increase in self-confidence, improved motor skills, and less depression since learning more about his condition and adaptations he can maintain. He stated that he feels he is a “better me.” The patient’s positive feedback encourages further data to be collected with future monocular patients evaluated at an earlier stage of their vision loss and to continue to structure supportive services by demonstrating new adaptive techniques and exercises to show each person “is-able” and not “dis-abled.”