Foundations of Orientation and Mobility

1
Foundations of Orientation and Mobility

• Third Edition
• Wiener, Blasch, Welsh Editors
• Over 50 Authors

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Third Edition

• Update from second edition
• Expansion into new areas
• The amount of information generated between
  editions has grown enormously
• more complex build environment
• quiet cars
• technology provides more information about the
  environment

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Organization

• Textbook organized as a two volume set
• First volume focusing on history and theory
• Second volume would focus on the application of
  these theories
• Many of the chapters in the first volume have
  accompanying chapters in volume two
• There is cross referencing between the two
  volumes

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Structural Elements

• Questions at the beginning of each chapter to
  promote inquiry based learning 
• Following each chapter, implications are provided
  as a review of important points
• Suggestions for independent learning activities
  are offered as an opportunity for readers to
  extend their understanding of the concepts
  presented

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Assessment Considerations

• Consideration was given to including a separate
  chapter on assessment
• Chose instead to embed information about
  assessment in several of the chapters
• individualized to the population being discussed
• type of service for which assessment is required
• Comprehensive treatment of assessment in chapters
  that relate to
• administration
• low vision
• school age children
• many other chapters

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Volume One
History, theory, and fundamentals of OM
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Chapters 1-6

• Section one on the basic elements of human
  sensory systems

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Volume 1 Chapter 1 PERCEIVING TO MOVE AND MOVING
TO PERCEIVE CONTROL OF LOCOMOTION BY STUDENTS
WITH VISION LOSS - Guth, Rieser, and Ashmead

• How perception and movement are intertwined
• theories and research findings on perceptual
  input
• walking and environmental flow
• perceptual and motor learning
• intersensory integration
• perceptual error
• perceiving with low vision
• perceiving without vision
• crossing streets without vision
• cognitive mapping
• path integration
• spatial orientation

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Chapter 1 Environmental Flow
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Volume 1 Chapter 2 ESTABLISHING AND MAINTAINING
ORIENTATION FOR OM - Long and Giudice

• Concepts of orientation such as
• updating
• frames of reference
• impact of information access
• cognitive mapping
• organizing space through recognition of critical
  features
• reestablishing orientation
• learning new places

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Chapter 2 Allocentric
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Volume 1 Chapter 3LOW VISION FOR OM - Geruschat
and Smith

• The history and theory of low vision
• research in low vision and mobility
• measurement of visual performance
• functional vision problems
• differences between reduced acuity and field
• implications of anatomy and physiological
  limitations
• optical and non optical devices
• the use of blindfolding

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Chapter 3 Low Vision Aids
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Volume 1 Chapter 4AUDITION FOR STUDENTS WITH
VISION LOSS Lawson and Wiener

• The theory of hearing and use of special
  functions for travel
• principles of sound and audition
• the anatomy of the hearing system
• how the hearing mechanism works and is evaluated
• theory of hearing aids
• special needs of travelers who are blind such as
  
• localization
• use of reflected sound
• detecting quiet cars
• use of traffic sound

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Chapter 4
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Volume 1 Chapter 5KINESIOLOGY AND SENSORIMOTOR
FUNCTIONING FOR STUDENTS WITH VISION LOSS - Rosen

• Provides basis for understanding how development
  effects movement
• various issues that affect posture and gate
• the impact of cognitive and visual impairment on
  sensory-motor development
• implications for mobility caused by impairment of
  sensory motor development
• exploratory movement
• sensory awareness and learning
• self stimulatory behaviors
• the role that muscle tone, stability,
  coordination, reflexes, posture, balance, and
  gait play in development of effective mobility

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Chapter 5
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Volume 1 Chapter 6PSYCHOSOCIAL DIMENSSIONS OF
OM - Welsh

• Examines the psychosocial factors that affect
  behavior as one learns how to travel
• theories of psychosocial functioning
• adjustment and vision loss
• the relationship between OM and adjustment
• cognitive theory and the self concept
• self efficacy and mobility
• theories of motivation
• contribution of fear and anxiety
• attitudes toward blindness
• family dynamics

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Chapters 7 -12

• Next set of chapters address a number of other
  issues that are important to learning to travel
  without vision

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Volume 1 Chapter 7LEARNING THEORIES AND TEACHING
METHODOLOGIES FOR OM - Jacobson and Bradley

• Identification of the various learning theories
  and how they can be applied in teaching
  orientation and mobility
• behavioral learning theory
• cognitive learning theory
• social cognitive theory
• memory and information processing
• guided learning
• discovery learning

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Chapter 7
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Volume 1 Chapter 8ADAPTIVE TECHOLOGY FOR OM -
Smith and Penrod

• Description of the various types of adaptive
  technology
• canes
• adaptive mobility devices
• historical electronic travel aids
• current primary and secondary electronic travel
  aids
• electronic orientation aids

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Chapter 8
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Volume 1 Chapter 9DOG GUIDES FOR OM - Franck,
Haneline, Brooks, and Whitstock

• The history and use of dog guides
• the development of dog guides
• the functioning of dog guides
• the handlers responsibilities
• dog guide schools and organizations
• the use of service dogs

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Chapter 8
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Volume 1 Chapter 10ORIENTATION AIDS FOR STUDENTS
WITH VISION LOSS - Bentzen and Marston

• The basis for orientation aids
• spatial and cognitive mapping
• categories of orientation aids and examples of
  their usage
• digital maps and their use with global
  positioning satellite systems

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Chapter 10
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Volume 1 Chapter 11 ENVIRONMENTAL ACCESSIBILITY
FOR STUDENTS WITH VISION LOSS - Barlow, Bentzen,
and Franck

• Environmental access issues
• universal design
• accessibility standards and guidelines
• accessibility of buildings
• signage
• sidewalks and street crossings
• ramps
• detectable warnings
• types and features of accessible pedestrian
  signals
• intersection configuration
• determining when to cross different types of
  intersections
• accessibility of transit systems
• the responsibility of the OM specialist in
  working towards accessibility

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Chapter 11
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Volume 1 Chapter 12ADMINISTRATION, ASSESSMENT,
AND PROGRAM PLANNING OF OM SERVICES - Bina,
Naimy, Fazzi, and Crouse

• Understanding and constructing quality programs
• administration, assessment, and program planning
  
• Laws and policies
• eligibility for services
• services delivery options
• administrative planning
• selecting training environments
• third party reimbursement
• trends in service
• standards of high quality programs
• safety and risk management
• provides a framework for evaluating students that
  leads to individual program planning

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Chapter 12
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Chapters 13-16

• The next group of chapters highlight the
  development and growth of OM

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Volume 1 Chapter 13THE HISTORY AND PROGRESSION
OF THE PROFESSION OF OM - Wiener and Siffermann

• History of the profession and updates on current
  issues
• distance education
• non-visual programs
• current certification
• alternative certification
• university program review
• visual occlusion training
• instruction through group lessons
• Dept. of Education study comparing certifications
  

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Volume 1 Chapter 14THE ORIGINATORS OF OM
TRAINING - Bledsoe

• Origin of orientation and mobility and the people
  responsible for it as it developed
• Summary of an interview by Welsh with Russell
  Williams that sheds new light on his role as a
  blind man in the early development of techniques

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Chapter 14
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Volume 1 Chapter 15DEVELOPMENT OF THE PROFESSION
OF OM AROUND THE WORLD - Noy and LaGrow

• Overview of the growth of orientation and
  mobility around the world.
• the United Kingdom and Northern and Western
  Europe
• Eastern Europe and the former Soviet Union
• the South Pacific and Asia
• India
• Bangladesh
• Tajikistan
• Pakistan
• Sri Lanka
• the Middle East and Africa
• Canada
• Latin and South America

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Chapter 15
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Volume 1 Chapter 16RESEARCH AND THE OM
SPECIALIST - Wall-Emerson and De lAune

• Fundamentals of research in the profession
• Various research approaches and designs such as
• descriptive
• experimental
• single subject
• small sample
• surveys
• data analysis using those designs
• Examples of OM research using different designs
  and highlights a pragmatic approach to research
  design
• Demographics used as the basis for population
  figures in other chapters in the book.

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Volume Two
Complements the first volume by providing more of
a focus on the application of many of the
principles that were identified in Volume One
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Innovations

• Some of the chapters in Volume Two address issues
  that have not previously been included in a text
  on orientation and mobility.
• Analysis of techniques that provide substitute
  information
• cortical visual impairment
• travel in adverse weather
• use of transportation systems
• travel at complex intersections

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Chapters 1-6

• Initial chapters in Volume Two and focus on the
  improvement of the basic sensory systems
• Often the chapters in this volume begin with the
  terms improving or teaching

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Volume 2 Chapter 1 IMPROVING PERCEPTION FOR OM
- LaGrow

• How the theories and principles of perception are
  applied in the fundamental techniques that have
  been the foundation of the profession
• Explains how techniques are designed to use
  alternative forms of perception to substitute
  for vision
• basic components of the human guide and long cane
  techniques that are taught indoors and outdoors
  are designed to enhance the perception of the
  environment

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Volume 2 Chapter 2 IMPROVING ORIENTATION FOR
STUDENTS WITH VISION LOSS - Bozeman and McCulley

• Information on how we teach children and adults
  to establish and maintain their orientation in
  the environment
• strategies to assist with organization of spatial
  information
• body awareness
• spatial relationships
• spatial updating
• concept formation
• exploration
• reorientation
• integrating sensory and perceptual skills
• teaching learner-based strategies for children
  and adults

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Chapter 2
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Volume 2 Chapter 3 IMPROVING THE USE OF LOW
VISION FOR OM - Geruschat and Smith

• How the professional provides instruction to
  individuals with low vision
• clinical low vision assessment
• functional assessment
• training in visual motor skills
• use of mobility techniques with low vision
• use of optical devices

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Chapter 3
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Volume 2 Chapter 4 IMPROVING THE USE OF HEARING
FOR OM - Lawson and Wiener

• Instruction on how to develop better orientation
  through the use of hearing
• Functional hearing assessment
• auditory training for OM in natural settings and
  with recordings
• hearing aid usage
• assistive listening devices and implants
• the role of the OM specialist

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Chapter 4
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Volume 2 Chapter 5 IMPROVING SENSORIMOTOR
FUNCTIONING FOR OM - Rosen

• How to facilitate sensorimotor development and
  functioning in children and adults
• assessment of sensory functioning muscle tone,
  and integration of neurological reflexes and
  reactions
• methods of assisting children to develop the
  necessary building blocks while providing adults
  with remediation where possible

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Chapter 5
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Volume 2 Chapter 6 IMPROVING PSYCHOSOCIAL
FUNCTIONING FOR OM - Welsh

• How OM teaching strategies are used to overcome
  psychosocial barriers to mobility
• relationship between the student and the
  instructor
• assessment of psychosocial functioning
• planning
• lesson sequencing
• involving families
• interacting with the public

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Chapters 7-10

• The second group of chapters focuses on the
  special needs of general groups of students

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Volume 2 Chapter 7 TEACHING OM FOR THE EARLY
CHILDHOOD YEARS - Skellenger and Sapp

• Activities for effective teaching of children in
  early childhood
• legislative support
• early intervention
• developmental stages
• integration of sensory experiences
• working with families
• working with teams
• assessment activities
• lesson planning
• curriculum content
• use of motivating materials
• concept development
• ambulatory and non-ambulatory children
• children with multiple impairments

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Chapter 7
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Volume 2 Chapter 8 TEACHING OM TO SCHOOL AGE
CHILDREN - Fazzi and Naimy

• Activities for teaching children of school age
• planning for programs of excellence
• age appropriate curricular guidelines
• individualized assessment and planning
• teaching approaches and tools
• organizing for delivery of services
• establishing school and family partnerships

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Chapter 8
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Volume 2 Chapter 9 TEACHING OM TO ADULTS - Welsh

• Information on providing instruction to adults
• characteristics of adults with visual impairment
• adjustment to visual loss
• approaches to adult learning
• assessment and program planning
• implementing a training program
• vocational rehabilitation
• service delivery options for adults

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Volume 2 Chapter 10 TEACHING OM TO OLDER ADULTS
- Griffin-Shirley and Welsh

• Practical information on working with older
  adults
• general conditions related to aging
• general health status
• demographics of aging
• strategies for teaching older persons
• andragogy
• scheduling issues
• use of memory tools
• environmental modifications
• avoiding falls
• resolving disorientation
• OM outcomes
• programming structures
• interacting with the aging system

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Chapters 11-16

• The next group of chapters focus on the use of
  specialized tools and environmental elements that
  are of use in the teaching of OM

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Volume 2 Chapter 11 TEACHING THE USE OF
ORIENTATION AIDS FOR OM - Bentzen and Marston

• Focuses on teaching the use of orientation aids
• designing maps
• selecting materials for producing maps
• teaching map reading concepts and skills and
  exploration
• route planning and travel using GIS and GIS/GPS
  devices

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Chapter 11
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Volume 2 Chapter 12 TEACHING TRAVEL AT COMPLEX
INTERSECTIONS - Barlow, Bentzen, Franck, and
Sauerburger

• cover the essential topics of how to travel at
  complex intersections
• street crossing tasks
• problem issues
• alignment techniques
• medians
• channelized turn lanes
• roundabouts
• ramp and corner configurations
• vehicle signalization and phasing plans
• risk assessment
• judging traffic gaps
• detecting curb ramps
• understanding intersection geometry
• using techniques for street detection
• crossing at different types of unsignalized and
  signalized intersections

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Chapter 12
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Volume 2 Chapter 13 TEACHING THE USE OF
TRANSPORTATION SYSTEMS FOR OM - Dodson-Burk,
Myers, and Park-Leach

• Practical information for cane and dog guide
  users regarding modes of transportation
• components of transit trips
• system accessibility
• urban bus travel
• training of transit personnel
• rail travel
• paratransit systems
• taxi service
• air travel
• over- the-road bus service

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Chapter 13
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Volume 2 Chapter 14 TEACHING THE USE OF
ELECTRONIC TRAVEL AND ELECTRONIC ORIENTATION
AIDS - Penrod, Haneline, Corbett, and Smith

• Provides lesson plans for use of generic
  electronic travel aids and GPS orientation aids
• instruction on selecting environments
• preparation for training
• teaching the use of the devices

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Chapter 14
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Volume 2 Chapter 15 TEACHING OM FOR ADVERSE
WEATHER CONDITIONS - Couturier and Ratelle

• Guidance for travel in adverse weather conditions
  
• traveling in winter conditions
• selecting clothing, footwear and equipment
• scheduling lessons
• avoiding slips and falls
• selecting canes
• traveling in rain, strong winds, and fog
• traveling in extreme heat and hot weather

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Chapter 15
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Volume 2 Chapter 16 DOG GUIDES AND THE OM
SPECIALIST - Franck, Haneline, and Brooks

• Information on how to select and prepare an
  individual for dog guide training and how to
  solve basic problems
• information on acceptance standards
• assessing user potential
• preparing the student
• the role of the OM specialist in trouble
  shooting
• providing orientation assistance

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Chapter 16
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Chapters 17-21

• The final group of chapters in Volume Two
  examines the methods and special requirements for
  teaching students with additional disabilities

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Volume 2 Chapter 17 TEACHING OM TO STUDENTS
WITH VISION AND HEARING LOSS - Lolli,
Sauerburger, and Bourquin

• Application of orientation and mobility to
  working with individuals with vision and hearing
  loss
• the deaf-blind population
• cultural issues
• communication methods
• use of interpreting services
• modification of the OM curriculum
• street crossings
• use of public transportation
• use of APS
• use of dog guides are addressed

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Chapter 17
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Volume 2 Chapter 18 TEACHING OM TO STUDENTS
WITH VISUAL, PHYSICAL, AND HEALTH IMPAIRMENTS
Rosen and Crawford

• How to teach learners with physical and health
  impairments.
• Overview of common physical and health
  impairments
• Use of ambulatory aids and modifications of
  mobility techniques
• wheelchairs
• Scooters
• Canes
• Crutches
• walkers

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Chapter 18
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Volume 2 Chapter 19 TEACHING OM TO STUDENTS
WITH COGNITIVE IMPAIRMENTS AND VISION LOSS -
Rosen and Crawford

• Information on how to teach students with
  cognitive impairments
• Six classifications of impairment
• Strategies for addressing ten skill areas
• attention
• sensory integration
• behavior
• memory
• concept development
• generalization
• problem solving
• social skills
• orientation strategies
• mobility techniques.
• Charts that provide examples of levels of goals
  for the skill areas

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Chapter 19
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Volume 2 Chapter 20 TEACHING OM TO STUDENTS
WITH CORTICAL VISUAL IMPAIRMENT - Roman-Lantzy

• information on teaching students with cortical
  visual impairment (CVI)
• visual and behavioral characteristics of students
  with CVI
• assessment and program planning
• instruction strategies based upon cortical visual
  impairment ranges

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Chapter 20
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Volume 2 Chapter 21 TRAVEL INSTRUCTION FOR
STUDENTS WITH NONVISUAL DISABILITIES - Blasch,
Wiener, Voorhees, Minick, and Furlong

• Future of travel instruction for persons with
  disabilities other than blindness
• services that have been provided through schools
  and agencies and preparation of instructors
  through university programs
• similarities and differences between orientation
  and mobility for students with visual impairment
  and travel instruction for people with other
  disabilities.
• interventions and provides a model for provision
  of service

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Book Availability

• Summer of 2010
• Purchase as set or single volume
• Purchase of electronic chapters