Itinerant Orientation and Mobility in Public Schools

1989 ◽  
Vol 83 (9) ◽  
pp. 473-475
Author(s):  
W.H. Bryan
Keyword(s):  
Public Schools ◽  
Visually Impaired ◽  
High Quality ◽  
Quality Instruction ◽  
Orientation And Mobility ◽  
Impaired Children ◽  
Visually Impaired Children

Most visually impaired children receive their orientation and mobility instruction on an itinerant basis. Because of the distances their instructor must travel, many of these children receive instruction only once or twice a week and are cheated out of the consistent instruction they require. This article explores alternative ways of scheduling these students so they can receive the amount of consistent and high-quality instruction they need to become safe independent travelers.

scholarly journals ORIENTATION AND MOBILITY OF VISUALLY IMPAIRED CHILDREN IN RELATION TO CHRONOLOGICAL AGE AND GENDER

2021 ◽  
Vol 11 (2) ◽  
pp. 69-72
Author(s):  
Dzenana Radzo Alibegovic ◽  
◽  
Sevala Tulumovic ◽  
Keyword(s):  
Visual Impairment ◽  
Visually Impaired ◽  
Chronological Age ◽  
Age And Gender ◽  
Blind And Visually Impaired ◽  
Orientation And Mobility ◽  
Visually Impaired Students ◽  
And Gender ◽  
Impaired Children ◽  
Visually Impaired Children

The aim of this study was to examine the orientation and mobility in children with visual impairment in relation to gender and chronological age. The study included a sample of 35 respondents with visual impairment, aged between 7 and 15. The research was conducted in Sarajevo at the “Centre for Blind and Visually Impaired Children and Youth - Nedžarići” (Bosnian: Centar za slijepu i slabovidnu djecu i omladinu Nedžarići). The results of the research showed that there were statistically significant differences in relation to chronological age obtained on the variables “orientation indoors and in buildings” and “orientation in the yard”, and that there is a relation between orientation and mobility and chronological age on the variables “orientation indoors and in buildings” and “orientation in the yard”. Gender has no significant effect on the orientation and mobility abilities of visually impaired students.

The Integrated Resource Room for Visually Impaired Children

1973 ◽  
Vol 67 (8) ◽  
pp. 363-368
Author(s):  
Rosemary O'brien
Keyword(s):  
Public Schools ◽  
Study Skills ◽  
Visually Impaired ◽  
Low Vision ◽  
Montgomery County ◽  
Resource Room ◽  
Positive Effects ◽  
Individual Instruction ◽  
Impaired Children ◽  
Visually Impaired Children

The resource room program conducted by the Montgomery County (Maryland) Public Schools is designed to provide visually impaired children enrolled in regular classrooms with individual instruction in the special skills they require, including listening and study skills, special apparatus and braille codes, typing, orientation and mobility, low vision aids, and counseling and tutoring. The author, who is coordinator of the program, discusses the process of selecting the school within the system where the program is to be located, the criteria for admitting children to the program, and the use of staff—the resource room teacher, educational aide, and others. The positive effects of the program on the children are also presented.

Factors Influencing the Integration of Visually Impaired Children

1979 ◽  
Vol 73 (9) ◽  
pp. 359-363
Author(s):  
John E. Thomas
Keyword(s):  
Public Schools ◽  
Visually Impaired ◽  
Chronological Age ◽  
Primary Concern ◽  
Public School District ◽  
Detroit Public Schools ◽  
Factors Influencing ◽  
Grade Placement ◽  
Impaired Children ◽  
Visually Impaired Children

Attributes of visually impaired children such as chronological age, grade placement, visual acuity, sex, arithmetic, and reading achievement are of primary concern in this investigation. These attributes or variables are studied in relation to their association with or influence upon the integration of visually impaired children into classes and activities with normally seeing children in the Detroit Public Schools. Findings are believed to be generalizable in view of the diverse abilities, experiences, and ethnic background of the general and special student population in the large public school district studied, and given the flexibility necessarily deployed in programming to provide meaningful learning experiences for all students enrolled.

scholarly journals A CAI System for Visually Impaired Children to Improve Abilities of Orientation and Mobility

2005 ◽  
Vol 125 (10) ◽  
pp. 1621-1628
Author(s):  
Takahiro Yoneda ◽  
Hiroaki Kudo ◽  
Hiroki Minagawa ◽  
Noboru Ohnishi ◽  
Shizuya Matsubara
Keyword(s):  
Visually Impaired ◽  
Orientation And Mobility ◽  
Impaired Children ◽  
Visually Impaired Children

Inservice Workshops

1978 ◽  
Vol 72 (6) ◽  
pp. 240-241
Author(s):  
Peter Rossi
Keyword(s):  
Physical Education ◽  
Activities Of Daily Living ◽  
Daily Living ◽  
Visually Impaired ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Orientation And Mobility ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Regular Classroom Teachers

Describes day-long inservice workshops for regular classroom teachers who teach mainstreamed visually impaired children. Specialists discuss the following topics with the teachers: activities of daily living, physical education, orientation and mobility, and textbooks and materials.

Early Childhood Services for Visually Impaired Children: A Model Program

1975 ◽  
Vol 69 (5) ◽  
pp. 201-206
Author(s):  
Rosemary O'Brien
Keyword(s):  
Public Schools ◽  
Social Services ◽  
Visually Impaired ◽  
The United States ◽  
Montgomery County ◽  
Full Spectrum ◽  
Elementary And Secondary Education ◽  
Education Act ◽  
Impaired Children ◽  
Visually Impaired Children

A program of services for young visually impaired children and their parents, including diagnosis and intervention strategies, was established with a three-year grant under Title III of the Elementary and Secondary Education Act in the Montgomery County (Maryland) Public Schools. The program includes a full spectrum of educational services for the children and counseling and training for the parents. Based upon independent validation by the U.S. Office of Education, the project is now a fully-funded part of the vision services provided by the school system and serves as a national demonstration site. Project materials, including assessment booklets, intervention manuals, and a social services document, are currently being field tested in various parts of the United States.

Preschool Orientation and Mobility: A Review of the Literature

1996 ◽  
Vol 90 (2) ◽  
pp. 145-153 ◽  
Author(s):  
S. Leong
Keyword(s):  
Visually Impaired ◽  
Review Of The Literature ◽  
The Past ◽  
Body Of Knowledge ◽  
Orientation And Mobility ◽  
Impaired Children ◽  
Visually Impaired Children

The past decade has witnessed the extension of orientation and mobility services to visually impaired children, aged birth to 6 years. These services have expanded rapidly despite the lack of a well-documented and thorough research base. This article presents a review of the literature on this topic, including its history and body of knowledge and research and suggests avenues for further research.

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