Bridging the Gap between Physical Therapy and Orientation and Mobility in Schools: Using a Collaborative Team Approach for Students with Visual Impairments

2017 ◽  
Vol 111 (6) ◽  
pp. 495-510 ◽  
Author(s):  
Joanne Szabo ◽  
Rajiv K. Panikkar
Keyword(s):  
Physical Therapy ◽  
Core Curriculum ◽  
Physical Therapists ◽  
Low Vision ◽  
Visual Impairments ◽  
Team Approach ◽  
Team Members ◽  
Orientation And Mobility ◽  
Specialized School ◽  
Common Goals

This article explores transdisciplinary collaboration and role-release strategies that would allow physical therapists and orientation and mobility (O&M) specialists to more effectively support students with visual impairments (that is, those who are blind or have low vision) and additional disabilities with their expanded core curriculum (ECC) goals. Through examining public and specialized school special education documentation for 20 school-aged students, the authors seek to better understand current practice patterns of both O&M and physical therapy professionals who are working with students who are visually impaired with additional disabilities, and suggest ways in which educational team members from both disciplines can work together toward common goals for their students.

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.

The Expanded Core Curriculum Areas Experienced by Campers during Camp Abilities: A Qualitative Study

2021 ◽  
Vol 115 (1) ◽  
pp. 28-41
Author(s):  
Lauren J. Lieberman ◽  
Katie Ericson ◽  
Maria Lepore-Stevens ◽  
Karen Wolffe
Keyword(s):  
Focus Group ◽  
Independent Living ◽  
Core Curriculum ◽  
Low Vision ◽  
Visual Impairments ◽  
Structured Learning ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Expanded Core Curriculum ◽  
Children With Visual Impairments

Introduction: The expanded core curriculum (ECC) refers to the generally accepted nine areas of instruction that children who are visually impaired (i.e., those who are blind or have low vision) must learn through explicit instruction in order to live independently as adults. Children with visual impairments must experience immersion in the ECC in their daily lives throughout the year rather than only being taught these skills during the school year by teachers of students with visual impairments. Therefore, this research was undertaken to determine whether athletes attending Camp Abilities, a sports camp for children with visual impairments, experienced new ECC skills or practiced previously learned ECC skills and if so, how. Method: Researchers chose to interview 10 athletes from a purposeful sample of 30 children who had previously attended camp. The 10 coaches who worked with these athletes one-on-one participated in focus group discussions at the end of the weeklong camp. In addition, all athletes and coaches attending camp listed their thoughts on posters describing how all athletes attending experienced areas of the ECC. Finally, researchers documented observations of athletes’ opportunities to practice ECC content throughout the weeklong program. Researchers transcribed interviews and focus group discussions and reviewed for themes relating to ECC areas that were part of the students’ lived experience during camp. Results: Three major conclusions emerged from reviews of the interviews, discussion group transcripts, posters, and observations: (1) athletes and coaches were initially unclear about what the ECC areas were and how the athletes experienced the ECC in their everyday academic and home activities; (2) following clarification of the ECC areas, the athletes came to recognize how they learned and applied ECC skills during the camp experience; and (3) a more structured instructional approach to applying the ECC at camp may further enhance their experiences. Discussion: The youth participants were not able to list and describe all of the ECC areas when interviewed at the end of camp. However, adult participants (coaches) listed most ECC areas and described how athletes experienced the ECC during camp in their focus group discussions. Once researchers clarified ECC areas for athletes, they identified self-determination, recreation and leisure, social interaction, and independent living as the areas of the ECC most often experienced during camp. Implications for practitioners: Practitioners need to pay attention to structured learning of the ECC areas and consider articulating for students which areas overlap in their everyday lives, so that they are fully aware of the multiple skills they are acquiring. Camp Abilities is a functional way for youths with visual impairments to experience all areas of the ECC.

The Impact of Educational Level on Occupational and Physical Therapists' Perceptions of Professional Status

1996 ◽  
Vol 16 (3) ◽  
pp. 147-165 ◽  
Author(s):  
Anna-Lena Bellner
Keyword(s):  
Physical Therapy ◽  
Knowledge Base ◽  
Educational Level ◽  
Physical Therapists ◽  
Medical Profession ◽  
Occupational Therapists ◽  
Professional Status ◽  
Team Members ◽  
Occupational And Physical Therapy ◽  
The Impact

This article is a descriptive study of 356 occupational therapists and 346 physical therapists in Sweden regarding their perceptions of professional status. These groups were compared according to educational level to determine whether the transfer of their education to a university level had made a difference in their perception of their own professional status and that of others. The status differences between the groups remained, and the structure of professional status seemed stable through time and not dependent on educational level. Professionals with a more positivistic knowledge base—physical therapists—tended to perceive increased professional status of themselves and of other team members, and professionals with a more humanistic knowledge base—occupational therapists—tended to perceive a decreased status. A plausible explanation might be that university schooling and certification reinforce a positivistic view, which is most prevalent in physical therapy. The ongoing process of professionalization within occupational and physical therapy might be more influenced by the medical profession than expected. Whether or not these findings apply to therapists in other countries is worth continued exploration through similar research investigations. As the therapy professions are becoming more global, information about educational and professional concerns of peers in different countries can provide increased insights into the professions.

Promoting Self-Determination for Students with Visual Impairments: A Review of the Literature

2019 ◽  
Vol 113 (2) ◽  
pp. 100-113
Author(s):  
Jennifer L. Cmar ◽  
Kasey Markoski
Keyword(s):  
Literature Review ◽  
Quality Indicators ◽  
Core Curriculum ◽  
Transition Planning ◽  
Low Vision ◽  
Single Case ◽  
Visual Impairments ◽  
Self Determination ◽  
Self Advocacy ◽  
Quasi Experimental

Introduction: Self-determination is a highly valued but under-researched component of the expanded core curriculum for students with visual impairments. In this study, the authors present results of a literature review on self-determination for children and youths with visual impairments (i.e., those who are blind or have low vision). Method: Self-determination studies were identified through searches of electronic databases for articles published from 2003 to 2016. Two researchers reviewed the articles and rated them in terms of quality indicators for research in special education. Results: Eleven articles, using correlational, qualitative, group experimental or quasi-experimental, and single-case research designs, met inclusion criteria for this literature review. Adherence to the quality indicators varied from 33% to 100%. Discussion: Students with visual impairments need age-appropriate opportunities to develop self-determination skills in school, home, and community settings. Short-term, focused programs and interventions may be promising methods for teaching self-determination skills; however, more research needs to be conducted to establish evidence-based practices in this area. Implications for practitioners: Practitioners can facilitate development of self-determination skills by supporting students in making decisions affecting their lives, encouraging involvement of students in the education and transition planning processes, and promoting self-advocacy.

Divergent Thinking: The Performance of Students with Visual Impairments on Abstract and Scenario-Based Tasks and Their Correlates

2020 ◽  
Vol 114 (4) ◽  
pp. 301-314
Author(s):  
Kim T. Zebehazy ◽  
Rachel C. Weber ◽  
Meagan Murphy ◽  
Aisha Ghani
Keyword(s):  
Problem Solving ◽  
Divergent Thinking ◽  
Core Curriculum ◽  
Low Vision ◽  
Visual Impairments ◽  
Real Life ◽  
Strong Relationship ◽  
Crucial Component ◽  
Technology Instruction ◽  
Practice Opportunities

Introduction: Divergent thinking is a crucial component of effective problem-solving. This study investigated the divergent thinking of students with visual impairments (i.e., blindness or low vision) in three countries and explored the correlates of their performance on two tasks. Methods: A sample of 52 students with visual impairments completed two divergent thinking tasks, one traditional Alternate Uses task, and one scenario-based task created for this study. Each student’s teacher of students with visual impairments completed a questionnaire containing demographic, curriculum, and student characteristics. Results: Of the correlates examined, teacher-rated academic independence, working on grade level, number of expanded core curriculum (ECC) areas of instruction currently received, and ongoing receipt of assistive technology instruction were significantly related to task performance. Discussion: Findings demonstrate the strong relationship between real-life problem-solving, divergent thinking, and academic functioning in students with visual impairments. Further investigation is needed about the relationship between aspects of problem-solving instruction and student outcomes as they relate to divergent thinking. Implications for practitioners: Given the connection of divergent thinking to overall problem-solving ability, teachers should assess these skills in students. Using similar scenario-based real-life tasks, they can also incorporate practice opportunities for divergent thinking within ECC instruction.

Effective education for families of children with visual impairments and blindness in physical activity environments: A workshop model with a focus on Orientation and Mobility skills

2017 ◽  
Vol 35 (2) ◽  
pp. 165-177 ◽  
Author(s):  
Luis Columna ◽  
Maria Lepore-Stevens ◽  
Erin L.W.K.D. Kavanagh
Keyword(s):  
Physical Activity ◽  
Low Vision ◽  
Visual Impairments ◽  
Hands On ◽  
Workshop Model ◽  
Orientation And Mobility ◽  
Professional Field ◽  
Mobility Skills ◽  
Physical Activity Environments ◽  
Children With Visual Impairments

Children with visual impairments (VI) and their families experience multiple barriers when trying to access physical activity opportunities. These barriers reduce family participation in sports and physical activities and lessen access to the well-known benefits. Basic mobility skills and orientation skills can be a challenge with low vision or no vision, and the professional field of Orientation and Mobility (O&M) can be useful in addressing barriers to physical activity. The purpose of this article is to describe two O&M workshops that were provided within the context of a larger physical activity program for parents of children with VI delivered for participants’ practical ideas and direct experience. This article will discuss detailed program and workshop components, rationales, design, and effective modifications for developing a similar program for children with VI and their families. Previous studies have indicated parent need for this type of hands-on experience and comments from participating parents and their children identifies the effectiveness of this approach.

scholarly journals Débuts de l’institutionnalisation de la physiothérapie vaudoise: 1928–1945

Gesnerus ◽  
2013 ◽  
Vol 70 (1) ◽  
pp. 36-52
Author(s):  
Véronique Hasler
Keyword(s):  
Physical Therapy ◽  
Physical Therapists ◽  
Professional Association ◽  
Working Environment ◽  
Social Actors ◽  
The Social ◽  
Specialized School

The institutionalization of physical therapy in Switzerland took place in the inter-war period. This article aims to relate the initiation of this process in the Canton of Vaud, as a specific example that will nevertheless be compared with the Swiss and international contexts. This story occurs around three major events between 1928 and 1945: the massage becomes a regulated profession, followed by the emergence of a professional association and a specialized school. The intention is first to identify the social actors, then the interests, issues, and interactions that have contributed to model the modern physical therapy. Finally, the techniques used by the masseurs – the first professional physical therapists – and their working environment are evoked.

An Analysis of Parents' Reports on Educational Services for Their Children with Albinism

2018 ◽  
Vol 112 (6) ◽  
pp. 667-682
Author(s):  
Anne L. Corn ◽  
Kelly E. Lusk
Keyword(s):  
Core Curriculum ◽  
Low Vision ◽  
Visual Impairments ◽  
The United States ◽  
Educational Services ◽  
Online Questionnaire ◽  
Social And Emotional ◽  
Idea 2004 ◽  
Additional Information ◽  
Education Act

Introduction The purpose of this study was to gain information from parents in the United States about their children with albinism. The first article (in this issue) focused on the data from this study that addressed medical and low vision care. This article focuses on information and services related to the education of children with albinism. Methods An online questionnaire was used to collect data for this study from parents of children with albinism. Representing 223 children with albinism from 40 states in the U.S., 192 parents completed surveys and had opportunities to submit additional information. Results A snapshot of the data indicates that, as a whole, parents perceive their children to do well academically, but they experience social and emotional challenges; 98 children were receiving direct instruction from a teacher of students with visual impairments and 84 were receiving consultation services. Although parents were generally satisfied with their level of involvement in the development of their children's education plans, many could not provide key information about the assessments their children had received, their children's reading rates, or the services with which their children were being provided. Discussion These data illuminate the fact that, despite the premise of the Individuals with Disabilities Education Act (IDEA, 2004) that parents be equal partners in the education of their children with special needs, these parents of children with albinism were not as informed about the assessments and services that their children were receiving as might be expected. Findings also suggest the possibility that students with albinism may not be receiving appropriate educational services to address the limitations imposed by their low vision. In particular, it appears that these students, most of whom will be non-drivers, are not receiving orientation and mobility services. In addition, there was evidence that over half of these children may not be receiving instruction in the use of low vision devices. Implications for practitioners The data gathered in this study provide directions for educators who work with children who have albinism and their families, as well as for those who design and administer services for children with visual impairments. Based on these reports from parents, it appears that children with albinism are not being assessed in the areas key to understanding their functioning and, although as a group they are doing well academically, other needs related to the Expanded Core Curriculum (ECC) are not being addressed as frequently. Teachers of students with visual impairments may want to be more explicit when describing to parents the assessments on which their educational recommendations are being made. Further research is needed to determine if children with low vision are being provided with educational services based on educational assessments and needs or if other administrative factors are driving these services.

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