INDOORS

Human guide techniques

Self-protection Techniques

Search patterns, sound localization/discrimination

Hand-trailing and direction-taking

room familiarization

Long cane techniques: human guide, diagonal cane

Basic two-point-touch technique, stairs

floor and building familiarization

solo and drop-off lessons

OUTDOORS

Sidewalks

shorelining

corner familiarizations

beginning street crossings [perpendicular versus parallel crossings]

Crossing complex street configurations and signalizations,

auditory traffic alignment

Neighborhood familiarization

solo, and drop-off lessons

Small and medium business districts

Seeking public assistance

Special considerations: alleys, parking lots, gas stations, strip malls

Public transportation: taxis, buses, subways and light rail systems

Large Business/Downtown Districts:

Accessible pedestrian signalizations

Construction sites

Public transportation: taxis, buses, subways, light rail systems, trains

Special configurations: escalators, elevators, revolving doors, round-abouts and traffic circles, traffic islands, solo and drop-off lessons

Indoor and outdoor shopping malls

solo and drop-off lessons

Rural Travel:

Walking in the street,

crossing streets without sidewalks

Railroad crossings

The five-point travel system indicates knowledge of route shapes, compass directions, landmarks, the designated names of hallways or streets, and the route reversal.

Significant family involvement.  

Establish consistent communication patterns.

 Preplan goals with parents during IEP process.  

Be a parent educator.

Help parents identify early blind manneristic behaviors.   

Parents need to interact and encourage growth in child.

learner-centered approach

Provide initial objectives that are meaningful, readily attainable, and lead to successful experiences.

Teach to the level of independence the student chooses. The O&M specialist must respect the student’s choices and be ready to offer more instruction at a later time. 

Share evaluation reports and encourage self evaluation   Schedule time and duration of lessons that reflect any limitations in the student’s abilities

 if students are distraught for the majority of the lesson time, a referral to the rehabilitation agency’s social worker or rehabilitation counselor may be indicated. It is important to inform the student of your concern and to request permission to make the referral in order to maintain an open and trusting relationship.

Due to the number of problems some older adults with vision loss may have, a team approach may be needed. consult with a physical therapist in the evaluation of a support cane and scooter 

 review their homes and workplaces to see what modifications can be made to improve accessibility and safety and to reduce the possibility of falls. Lighting, color contrast, rearranging furniture, changing architectural features, and constructing landmarks to easily distinguish the student’s residence from others on the street are some of the modifications to investigate. Use memory techniques and devices if a student has memory problems. The areas of mental functioning that typically decline with age relate to secondary memory that stores information such as abstract symbols and the relations between them, execution of tasks that are fast paced, tasks that require constant switching of attention between them, and tasks requiring free recall.

older adults with vision loss usually are able to learn O&M skills unless certain types of brain deterioration are present.

memory strategies that may be helpful are: rehearsal, association, categorizing, mnemonics, and visualization. Teach safety and self-defense techniques.