Introduction: Vision rehabilitation therapists (VRTs) carry out many specific job tasks. This study seeks to better understand the VRT profession by organizing many tasks into a few specific roles in which VRT practitioners are involved. Methods: Using the results of the 2017 online survey, a principle component analysis was carried out to extract clusters of specific job tasks. The reliability of the resulting job role constructs was assessed using Cronbach’s alpha. Results from this analysis are compared to a similar analysis of VRT job roles conducted 28 years ago. Results: Four job roles are extracted from the survey’s frequency data: (1) teaching activities, (2) case management, (3) technology, and (4) low vision and assessment. Seventy specific job tasks are retained under the four roles. Discussion: Extracted job roles of teaching and case management are similar to Leja’s (1990) findings, indicating that these roles remain important aspects of the VRT job. Two new roles have emerged since Leja’s examination, and they are related to technology and low vision and assessment. The advancement, availability, and affordability of technologies and low vision interventions has increased the need for teaching the use of access technologies across the daily living spectrum. The availability of low vision devices has expanded the role of the VRT in the provision of functional low vision assessments, strategies for reading and daily tasks, appropriate use of optical and nonoptical aids, and environmental assessment for safety and optimal visual performance. Implications for practitioners: VRT survey participants are performing additional job roles in technology and low vision and assessment. This presents challenges related to resources and training for practitioners who already provide instruction across a broad set of skill domains. Issues include access to new technologies, adequate time to learn new devices and software, and standardized assessment tools.

中文翻译：

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视力康复治疗师在 21 世纪的角色

简介：视力康复治疗师 (VRT) 执行许多特定的工作任务。本研究旨在通过将许多任务组织成 VRT 从业者参与的几个特定角色来更好地了解 VRT 行业。方法：利用2017年在线调查结果，进行主成分分析，提取特定工作任务的聚类。使用 Cronbach's alpha 评估由此产生的工作角色结构的可靠性。将此分析的结果与 28 年前对 VRT 工作角色进行的类似分析进行了比较。结果：从调查的频率数据中提取了四种工作角色：（1）教学活动，（2）案例管理，（3）技术，以及（4）低视力和评估。四个角色下保留了 70 项具体的工作任务。讨论：提取的教学和案例管理工作角色类似于 Leja (1990) 的发现，表明这些角色仍然是 VRT 工作的重要方面。Leja考试后出现了两个新角色，分别与技术和低视力和评估有关。技术和低视力干预的进步、可用性和可负担性增加了在日常生活范围内教授无障碍技术使用的需求。低视力设备的可用性扩大了 VRT 在提供功能性低视力评估、阅读和日常任务策略、光学和非光学辅助设备的适当使用以及安全和最佳视觉性能的环境评估方面的作用。对从业者的影响：VRT调查参与者正在执行中的技术和低视力和评估额外的工作角色。这给已经在广泛的技能领域提供指导的从业者提出了与资源和培训相关的挑战。问题包括获取新技术、有足够时间学习新设备和软件以及标准化评估工具。