Orientation and Mobility Training to People with Visual Impairments

2017 ◽  
pp. 237-261 ◽  
Author(s):  
Mira Goldschmidt
Keyword(s):  
Visual Impairments ◽  
Orientation And Mobility ◽  
Mobility Training

scholarly journals The Use of Light Rail or Light Rapid Transit Systems by Individuals with Severe Visual Impairments

1994 ◽  
Vol 88 (1) ◽  
pp. 69-74 ◽  
Author(s):  
K. Svendsen
Keyword(s):  
Visually Impaired ◽  
Visual Impairments ◽  
Light Rail ◽  
Rail Transit ◽  
Light Rail Transit ◽  
Rapid Transit ◽  
Transit Systems ◽  
Orientation And Mobility ◽  
Mobility Training ◽  
The Relationship

This study investigated the relationship between use of light rapid or light rail transit (LRT) systems by persons with severe visual impairments and independence in orientation and mobility. It found that orientation and mobility training on LRT systems would resolve many of the difficulties that users of the systems encountered. Modification that would make the systems more easily accessible to visually impaired travelers are suggested.

A Survey of Blind Orientation and Mobility Specialists about the Accommodations and Teaching Strategies They Use when Providing Orientation and Mobility Services

2021 ◽  
pp. 0145482X2110180
Author(s):  
Nora Griffin-Shirley ◽  
Laura Bozeman ◽  
The Nguyen ◽  
Vitalis Othuon ◽  
Anita Page ◽  
...  
Keyword(s):  
Visually Impaired ◽  
Online Survey ◽  
Low Vision ◽  
Visual Impairments ◽  
Teaching Techniques ◽  
Preparation Programs ◽  
Self Advocacy ◽  
Blind And Visually Impaired ◽  
Orientation And Mobility ◽  
Immersion Training

Introduction: The purpose of the study was to survey orientation and mobility (O&M) instructors who are blind concerning the identification of accommodations, teaching techniques, and resources to teach students with visual impairments (i.e., blindness or low vision). Methods: The study utilized an online survey via Qualtrics (2019) with 27 closed- and open-ended items to identify accommodations, teaching techniques, and resources needed. The survey was e-mailed to membership and certification organizations requesting O&M instructors who are blind to participate for 12 weeks. The participants were 15 O&M specialists, mostly male and Caucasian. Survey data were then analyzed using descriptive statistics. Results: Forty percentage of the participants reported that there were minimal standards that they had to demonstrate prior to their admittance into an O&M program. About one-fourth of the participants mentioned their program was modified because of their visual impairment. Eleven participants (73%) reported that their nonvisual instructional strategies and techniques were predominantly gained through their university programs or other visually impaired instructors (27%, n = 4). Discussion: Aspects of this study that are similar to the current literature are smaller faculty-to-student ratios for blindfold or simulation cane courses, accommodations used by participants, and suggestions for monitoring the safety of students. The results revealed the participants’ strong belief in the importance of immersion training, the use of the Structured Discovery Cane Travel (SDCT), nonvisual skills during O&M instruction, sleep shades, and students’ problem-solving abilities. Implication for practitioners: Although the participants had received SDCT immersion training, most personnel preparation programs approved by the Association for the Education and Rehabilitation of Blind and Visually Impaired do not use this method. For this reason, it is important for faculty to identify best teaching practices from among all programs and to integrate these practices into their curricula. Sharing best practices could strengthen all programs. Moreover, students with visual impairments should be taught early about self-advocacy and the ability to have helpful knowledge about one’s skills at a university and in the workplace.

Preview: A Neglected Variable in Orientation and Mobility

1979 ◽  
Vol 73 (2) ◽  
pp. 41-48
Author(s):  
John L. Barth ◽  
Emerson Foulke
Keyword(s):  
Training Programs ◽  
Primary Interest ◽  
Controlled Conditions ◽  
Mobility Aids ◽  
Orientation And Mobility ◽  
Mobility Training

The contribution of preview to the performance of open tasks is pointed out, and sensory anticipation and perceptual anticipation are discussed as components of preview. A case is then made for regarding the blind pedestrian's task as a typical example of an open task. Next, there is a review of research in which the contribution of preview to the performance of open tasks has been observed under controlled conditions. Preview has not been the variable of primary interest in the studies of the performance of blind pedestrians reported so far. However, some experiments have provided indications of the importance of preview, and these experiments are reviewed. The article concludes by urging the necessity of understanding preview, so that its contribution to the performance of blind pedestrians can be taken into account in the formulation of mobility training programs and the design of mobility aids.

Legal Implication of Solo Experiences in Orientation and Mobility Training

1976 ◽  
Vol 70 (6) ◽  
pp. 225-231 ◽  
Author(s):  
Michael J. Bina
Keyword(s):  
Legal Profession ◽  
Court Decisions ◽  
Hypothetical Case ◽  
Travel Experience ◽  
Orientation And Mobility ◽  
Mobility Training ◽  
Legal Implication ◽  
Legal Opinion

Orientation and mobility instructors, administrators, and members of the legal profession were surveyed to obtain information on the use of “solo” travel experience during training and to examine the instructor's liability in case of student injury. A list of precautions was developed to protect the student and also to reduce the possibility of the instructor's being sued for negligence. Since no actual legal suit was found in the survey or in the literature, legal opinion is given on a hypothetical case. Guidance was also obtained from court decisions where instructors of sighted children had been sued for negligence.

Orientation and Mobility Career, College, and Community Readiness Standards: A Delphi Study

2019 ◽  
Vol 113 (3) ◽  
pp. 220-234
Author(s):  
Mary J. Tellefson ◽  
William S. Koehler ◽  
Kathryn D. Botsford ◽  
Leanne Cook
Keyword(s):  
General Education ◽  
Common Core ◽  
Performance Indicators ◽  
Delphi Study ◽  
Visual Impairments ◽  
Performance Standards ◽  
Community Readiness ◽  
Career College ◽  
Orientation And Mobility ◽  
End Of Grade

Introduction: Performance standards drive current instructional practice. Disability-specific curricula is a critical component in preparing children for postsecondary transition. Currently, no standards govern instruction in orientation and mobility (O&M) skills for children with visual impairments. Standards for O&M would provide structure for educational equity in assuring that students with visual impairments receive a free and appropriate education. Method: This study used Delphi survey methods to determine consensus on the validity of the Orientation and Mobility Career, College, and Community Readiness Standards (O&M CCCRS). Consensus was measured as 80% or better agreement. Three survey rounds were initiated and two were completed by a purposive sample of certified orientation and mobility specialist (COMS) from two participant groups: Seven COMS from primary and secondary school–based settings and three from personnel preparation. Results: This Delphi study achieved consensus on the O&M CCCRS five student-performance standards (end of Grade 12 or age 21 years) as well as the corresponding age- and grade–level performance indicators at ages 24 months, 4 years, end of Grade 3, end of Grade 7, and end of Grade 12. Consensus was reached on all but two performance indicators (83 of the 85). Discussion: The Round 1 survey established validity of five O&M Domains: (1) Concept Development, (2) Sensory Development, (3) Orientation and Mapping, (4) Travel Techniques, and (5) Communication, Personal Safety, and Advocacy. Subsequent survey rounds found that 80% of participants agreed on the inclusion of 83 of the 85 performance indicators corresponding to those domains. Implications for practitioners: Alignment of O&M standards to Common Core Standards empowers teams to justify the instructional time, to document skill acquisition relative to the benchmarks of general-education peers, and to show where O&M skills support progress in common core and state learning standards.

Biomechanical Movements in Experienced Cane users with and without Visual Impairments

2002 ◽  
Vol 96 (7) ◽  
pp. 501-515 ◽  
Author(s):  
Robert S. Wall ◽  
Daniel H. Ashmead
Keyword(s):  
Visual Impairments ◽  
Foot Placement ◽  
Orientation And Mobility ◽  
Cane Technique

Travelers with visual impairments and orientation and mobility (O&M) instructors were assessed in their performance of the two-point touch cane technique. Both groups deviated similarly from classical stipulations of the technique, having wider arc widths and hand positions off of midline. Measures of body coverage and rhythm were less than ideal. Foot placement preview was linked to several factors. The possibility of focusing more on coverage than on rhythm when assessing cane use is postulated.

The Auditory Quiz Board: An Orientation and Mobility Game for Visually Handicapped Elementary School Children

1972 ◽  
Vol 66 (10) ◽  
pp. 371-373
Author(s):  
Richard V. Bohman ◽  
William H. Bryan ◽  
Kenneth L. Tapp
Keyword(s):  
Elementary School ◽  
High School Students ◽  
Teaching Tool ◽  
Early Age ◽  
Classroom Teachers ◽  
School Students ◽  
Board Games ◽  
Orientation And Mobility ◽  
Mobility Training ◽  
Visually Handicapped

□ The use of the AQB games has become an integral part of our program for teaching visually handicapped elementary school students cardinal directions and other basic environmental or geographical concepts preparatory to advanced orientation and mobility training. The following advantages can be noted: 1) The device is simple and inexpensive to construct. 2) It is easily adapted to print or braille. 3) It may be used as either an evaluative or a teaching tool. 4) The questions can easily be individualized to meet student or classroom needs. 5) The boards are accessible and portable and can easily be placed in classroom, library, or dormitories for individual practice. 6) The boards are easily used by elementary classroom teachers in the absence of the mobility instructor. 7) The boards can also be used with high school students. 8) The principles of this game device could easily be adapted to other areas of instruction (science, history, etc.). 9) Most importantly, the “buzz” response of the AQB is a highly motivational tool for use with visually handicapped children. As a result of the Auditory Quiz Board games, many students at the Wisconsin School for the Visually Handicapped have learned at a very early age that “orientation and mobility is fun!”

Career and College Readiness: A Summary of Two Sessions at the AFB Leadership Conference on Orientation and Mobility and Transition Services for Students with Visual Impairments

2019 ◽  
Vol 113 (2) ◽  
pp. 205-210
Author(s):  
Shelley Danaher
Keyword(s):  
High School ◽  
College Readiness ◽  
Visual Impairments ◽  
Transition Services ◽  
Community Readiness ◽  
Career College ◽  
Orientation And Mobility ◽  
American Foundation

Editor’s Note: This commentary is based on the conference sessions, “Orientation and Mobility Career, College and Community Readiness Standards,” by Kathryn Botsford and Mary Tellefson, and “Engaging Students, Families and Teams for Success After High School,” by Sheila Koenig, which took place on Thursday, February 28, 2019, and Friday, March 1, 2019, respectively, at the American Foundation for the Blind Leadership Conference in Arlington, VA.

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