Discusses a survey of 41 states that investigated employment qualifications for orientation and mobility specialists working in public school systems. Results found that at least 17 states currently require that specialists meet specific qualifications for employment. A chart identifies the employment qualifications of individual states. (CR)

This article discusses the psychological processes that may underpin successful travel and adjustment of newly visually impaired young adults. A survey of 71 subjects identified the following 5 clusters of feelings: self-efficacy, vigilance, role acceptance, disorientation, and cognitive effort. (Author/DB)

Designed for parents and friends of the mentally handicapped, the text deals with the periods of youth, adolescence, and adulthood. Areas discussed are attitudes toward handicapped children, incidence, growth, puberty, sex education, marriage, travel training, emotional maturity, and the role of the institution. Also of concern are the problems of…

Intended for parents of blind preschool children, the booklet lists games and activities to develop independence by means of tactual, aural, physical, self care, social visual, and mobility training. Activities are listed for the 3-year-old, the 4-year-old, and the 5-year-old under the specific skill developed. Instructions for particular games…

This book is a guide to teaching orientation and mobility (O&M) skills to students with visual impairments in the public schools. The first chapter offers an overview of the nature and responsibilities of the orientation and mobility specialist and explains the fields legal underpinnings. Next comes a look at O&M in relation to the school year…

Children learn about their environment as they move through it--about people and objects, sizes, shapes, and distances. For typically developing children the senses of sight and hearing provide the greatest motivation for exploration. These children will use their vision and hearing to gather information about their surroundings while growing in…

The article reviews research on training mentally retarded adults in the following community survival skills: travel training, money management, meal preparation, clothing and personal care, telephone skill, housekeeping, self-medication, leisure skills, social skills, and conversation. Results are said to indicate the value of behavioral…

This article reviews the development of measures that assess mobility and discusses the use of such measures in the study of factors influencing travel in natural travel environments. It traces the development of measures related to spatial orientation, provides a review of orientation research, and suggests areas for future research. (SM)

A program for teaching orientation and mobility to New York City public school students with severe sensory and cognitive impairments incorporates tactile and tangible communication systems and embeds mobility education in students' daily school and home activities. This paper examines necessary prerequisite concepts and offers planning and…

Research has shown, and educators in the field have acknowledged, that students with visual impairments (those who are blind or have low vision) who are in general education, as well as in special education, settings, can lack social competence (Bauman, 1973; Davidow, 1974; Doll, 1953; Hatlen, 2000, 2003; Huebner, 1986; Sacks, Kekelis, &…

This paper offers principles of mobility education for students with visual impairments, stressing that mobility training is a shared responsibility among teachers, parents, and the mobility specialist. It notes that the basis for mobility education is independent travel as a reachable goal, that the purposes include providing the child with a…

Functional rehabilitation and recreational rehabilitation for blind and visually impaired persons are typically undertaken in separate programs. Described is a model program conducted at a West German hotel which emphasizes both equally and conveys instruction in orientation and mobility, daily living skills, communication skills, and the use of…

A 13-year-old deaf-blind boy who exhibited disruptive problem behaviors during mobility training sessions was successfully treated in a program that incorporated contingent reinforcement for reduced rates of responding. A 1-year follow-up assessment revealed continued behavioral improvement. (Author/JDD)

An orientation and mobility (O&M) instructor presents a case study of a blind 14 year old with mild cognitive deficits and emotional and behavioral problems. The case study demonstrates the importance of individualizing the O&M curriculum, including changing the usual sequence of instruction. (DB)

This article shows that unexpected gains can happen when teachers develop aggressive, innovative, and adaptive orientation and mobility (O&M) programming for children who are low-functioning. A case study illustrates strategies for using an adaptive mobility device, squaring-up, stepping out, and charting progress. Challenges to a successful O&M…