KUTZTOWN UNIVERSITY
Department of Special Education
SPU 202 Orientation and Mobility for Teachers of Students with Visual Impairments, including
Deafblindness
COURSE DESCRIPTION
This course covers exploration of space in the home and school environment and the wider
community according to individual needs of students with visual impairments, including students
who are deafblind. Practical experiences are provided in orientation and mobility training under
conditions of simulated blindness and deafblindness. Experiences are structured to sequentially
afford environmental situations of increasing complexity. Students will learn how to utilize
functioning sense modalities in conjunction with specially designed mobility techniques for the
purpose of teaching individuals how to move safely, efficiently, and independently in the
environment. 3 s.h. 3 c.h.
RATIONALE
This course is designed to prepare students to approach the concept of a visual disability and
individuals with a visual disability, including deafblindness in a systematic and reflective
manner. The course is intended to translate theory into practice and to provide applicable
information for dealing with exceptional learners in diverse and multicultural settings. SPU 202
is designed to inform the student about the body of research literature that is available on
orientation and mobility, including educational, ethical, and political issues.
A mastery of basic orientation and mobility skills is an integral part of the educational program
for a student with visual impairment, including students who are deafblind. Teachers must
possess a basic understanding of spatial awareness, body image, concept development, and
techniques of mobility to enable their students to travel safely, independently, and efficiently in
their environment.
OBJECTIVES
The term “visual impairment” includes students with and without additional disabilities. At the
completion of the course the teacher candidate will demonstrate:
1.
2.
Knowledge and teaching strategies of normal and atypical concept development
and motor development patterns in learners with and without visual impairments
and in learners who are deafblind.
Knowledge of services, networks, organizations and publications relevant to the
field of visual impairment; the development of skills to participate in the activites
of professional organizations in the field of visual impairment (including
consumer groups of and for persons with visual impairment.)
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3.
Knowledge and teaching strategies for structured precane orientation and mobility
skills and knowledge of developmental patterns, including body image, spatial
awareness, environmental awareness, and independent living skills.
4.
Knowledge of formal and informal assessment instruments available for learners
with visual impairments, including students who are deafblind (i.e. - functional
vision, concept development, cognitive development, body image, motor
development, and independent living…).
5.
Knowledge and strategies for the correct use of precane orientation and mobility
screening as part of a functional vision assessment.
6.
Knowledge of and the need for additional assessments by related personnel (i.e.
physical and occupational therapist, O&M instructor).
7.
Knowledge of modifications and adaptations for students with multiple
disabilities and visual impairments, including deafblindness.
8.
Knowledge of various mobility tools including the long cane, precane devices,
dog guides, electronic travel aids, and sighted guide.
9.
Knowledge and strategies for use of media (i.e. computer and tactual graphic kits)
for production of tactual maps and orientation aids.
10.
Knowledge and strategies for teaching tactual perceptual skills to students with
visual impairment, including deafblindness.
11.
The ability to construct a tactual, auditory or olfactory project for use in teaching
concepts or orientation and mobility skills.
12.
Knowledge of skills and strategies for teaching the proper sequence for use of low
vision devices for mobility.
13.
Knowledge and strategies for teaching human sexuality, independent living skills
(daily living skills), social skills, and functional life skills to students with visual
impairment, including deafblindness.
14.
Knowledge of and skills in creating environments that teach and encourage
students with visual impairments to use self advocacy skills, to use thinking,
problem-solving, and other cognitived strategies for the development of
independence and the use of these skills to be independent.
15.
Knowledge of precane orientation and mobility skills while under blindfold or
low vision simulators.
16.
Knowledge and strategies for teaching (including proper positioning of the
instructor) precane orientation and mobility skills, including maps, body image,
spatial awareness, and independent living skills.
17.
Skills in prepaing students with visual impairments to respond to societal attitudes
and actions.
18.
The ability to teach students of varying cultural backgrounds to utilize the
remaining senses.
19.
The ability to teach students of varying cultural backgrounds to utilize basic
orientation and mobility skills.
20.
Awareness of the stress involved in mobility for persons with visual impairments
including students who are deafblind, the need to modify lessons, and possibly
access counseling for dealing with this stress.
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21.
Knowledge of resources for provision of O&M services and the historical
development of such services.
22.
The ability to critically evaluate research on O&M through the evaluation of
current literature.
23.
Knowledge of and strategies for teaching adapted physical education, recreational
skills, and lifelong activities to students with visual impairment.
24.
An awareness of their role in the team effort to provide O&M services to students
with visual impairments, including students who are deafblind.
25.
An awareness of the role of others in the development of an O&M program,
including the role of parents.
26.
Knowledge of effective O&M programs and their inclusion in the school, home
setting, and community settings.
27.
The knowledge and utilization of effective communicate skills, with sensitivity of
student needs, among parents, peers, and other members of a team.
28.
Knowledge of environmental adaptations and ADA requirements for new
construction as applicable to the classroom.
29.
The ability to critically discuss issues and trends in special education and the field
of visual impairment related to orientation and mobility and the unique characteristics of students with visual impairments, including students with multiple
disabilities or deafblindness, from diverse multicultural settings and the
influence of the characteristics and experiences on educational assessment,
diagnosis, placement, instructional planning, and management.
ASSESSMENT
Assessment of each student’s level of accomplishment with reference to course objectives will be
based upon a subset of the following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Physically demonstrate orientation and mobility skills and knowledge and
recreation skills while under blindfold and as a teacher working with a student
under blindfold.
Successfully complete a travel skills screening as part of a comprehensive vision
assessment.
Role play instructional setting with students, parents, teachers, para-educators,
administrators.
Successfully complete in-class examinations on normal and atypical concept
and motor development.
Complete case studies on real students related to course content.
Successfully complete research abstracts on course topics, including
deafblindness.
Successfully complete reading and writing assignments with specific questions.
Maintain a journal throughout the course.
Successfully complete case studies incorporating effective educational
interventions for students, including diverse cultural background, psychosocial
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implications, and varying additional disabilities in the implementation of
orientation and mobility services.
COURSE OUTLINE
I.
History of Orientation and Mobility
A.
The history and growth of mobility training for children and adults
B.
The development of O&M as a profession
II.
Concept Development
A.
Typical and atypical concept development
B.
Importance of mobility in concept development
C.
Importance of concept development in mobility
D.
Assessment and instruction of basic concept development for mobility
III.
Motor Development
A.
The development and sequence of motor skills
B.
Positioning for students with multiple disabilities
C.
Positioning for students who are deafblind
D.
Assessment and instruction of basic motor development for mobility
IV.
Spatial Awareness Development
A.
Development of body image
B.
Relationship of self to space and the environment
C.
Assessment and instruction of basic spatial development for mobility
V.
Environmental Awareness
A.
Development of environment awareness
B.
Relationship of self to the environment
C.
Assessment and instruction of basic environmental awareness for mobility
VI.
Mobility Techniques
A.
Development of basic travel skills
B.
Assessment and instruction of basic travel skills
1.
Sighted guide
2.
Seating
3.
Reversing directions
4.
Transferring sides
5.
Narrow passages
6.
Stairways
7.
Doorways
8.
Accepting and refusing aid
9.
Protective technique
10.
Trailing
11.
Search patterns
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12.
New room orientation
VII.
Discussion of Mobility Tools
A.
Sighted guide
B.
Cane
C.
Dog guide
D.
Electronic devices
VIII.
Adaptations for Persons with Low Vision
A.
Types of low vision devices
B.
Assessment and training with low vision devices
C.
Assessment and modification of the environment
IX.
Adaptations for Persons with Multiple Disabilities, including deafblindness
A.
Use of precane devices
B.
Adaptive devices
C.
Use of route training
D.
Modification of the environment
X.
Assessment
A.
Formal assessment by an O&M specialist
B.
Informal assessment for functional vision assessment
C.
Assessments by the physical and occupational therapist
XI.
Programming for O&M Instruction
A.
Disability specific instruction
B.
Placement and programming options
C.
Community Based Instruction
XII.
Use and Construction of Tactual and Auditory Maps and Models
A.
Tactual graphic kits
B.
Computer graphic systems
C.
Nomad graphic system for IBM
D.
Teacher made maps and models
E.
American Printing House maps and models
XIII.
Independent Living Skills and Personal Management Skills
A.
Identification of coins and paper money
B.
Shopping
C.
Use and identification of household items
D.
Use of public telephones and vending machines
E.
Writing a signature
F.
Controlling stress
G.
Cooking and cleaning
H.
Eating skills
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I.
Use of independent living curriculum
XIV. Collaborative Teaching
A.
The role of the classroom teacher, vision teacher, parents, O&M instructor,
physical therapist, occupational therapist, speech clinician, and administrator
XV.
Legal Issues in O&M Instruction
XVI. The Americans with Disabilities Act
XVII. Cultural Influences
A.
Programming
B.
Development of skills
C.
Working with parents
XVIII. Trends, Issues, and Related Research
A.
Advanced training in O&M
B.
Current research
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