Orientation and Mobility for Educators
Introduction to the theory and practice of orientation and mobility with particular emphasis on teaching the concepts and skills to students in educational settings. Examination of the foundations of learning and teaching orientation and mobility, with introduction to principles of concept development, spatial orientation and environmental analysis as these topics relate to the increased independence of vision impaired children and young adults.
- Semester 1 - 2015
1. Provide instruction in modes of orientation and mobility that promote student independence and safety
2. Teach the student to apply orientation concepts to curriculum design and curricular materials, including Braille and assistive technology devices
3. Impart methods of adapting regular instructional programs for students with vision impairments as well as instructional approaches unique to their educational needs.
4. Teach students to adapt teaching techniques to the very young, school aged and young adults.
5. Teach the student modifications of activities for daily living
6. Provide information on growth and development patterns, and the more common delays in the normal developmental skills mastery sequences.
- The functional aspects of common causes of vision impairment and their impact on mobility.
- Sensory motor functioning including the development, use, and assessment of sensory systems and motor skills for using indoor and outdoor O&M skills and techniques in a range of environments.
- Psycho-social aspects of blindness and vision impairment, including adjustment processes that might accompany vision impairment and concomitant disabilities.
- Concept development of children and adults who are vision impaired.
- Multiple disabilities of vision impaired children and adults and implications for orientation and mobility
- Systems of orientation and mobility including the pre-cane, long cane, mobility devices, and electronic travel aids as well as the use of ambulatory aids by children and adults who are vision impaired.
- Orientation and mobility skills and techniques including human guide; protective and orientation techniques; techniques for using canes and adaptive devices; use of landmarks, clues and cues, and search patterns; soliciting and declining assistance.
- Instructional methods, strategies and assessment of orientation and mobility.
- Philosophy of orientation and mobility.
- Professional information, including sources of current literature, research, resources and professional organizations, and environmental accessibility standards.
- Development, administration and supervision of O&M programs in conjunction with a qualified instructor.
The clinical O&M competencies address the skills that O&M teachers are required to demonstrate for the development of the O&M skills and techniques. Clinical competencies that are unique to the practice of O&M fall into the following categories:
- evaluate and maximise the use of functional vision in travel environments.
- evaluate and maximise the use of auditory, kinesthetic, tactual, and other sensory information.
- modify or adapt instruction in situations that affect O&M lessons such as adverse weather, noise, emotional upset, fatigue.
- teach and reinforce basic travel skills to provide safe, efficient mobility within such structured environments as school playgrounds and classrooms.
Written Assignment: Research Paper
Project: Projects/Mapping Project
Case Study / Problem Based Learning: Case Scenario/PBL Exercises/ Practical Skills Assessment
Face to Face On Campus 30 hour(s) per Term
Students are required to attend a 5-day campus conference at the RIDBC Renwick Centre, Sydney
Self-Directed 8 hour(s) per Week for 13 Weeks