The article describes a curriculum for the visually handicapped which provides instruction in the four basic facets of landmark travel. The concepts included in the curriculum are: (1) learning the concept of landmarks, (2) remaining oriented to landmarks, (3) following direction based on landmarks, and (4) giving verbal directions based on them.…

This study evaluated the ability of 40 blind adults to spatially organize large outdoor places using a verbal response survey and a near space lapboard task. The study found a high correlation between performances on the large outdoor environment with and without sighted guide tasks. The lapboard task also predicted performance in the outdoor…

These articles present different perspectives on the eligibility of persons with visual or other disabilities to teach orientation and mobility skills to individuals with visual impairments. Arguments in favor note that they understand their clients' perspective in the learning process; commentators opposed argue that their safety has not been…

This article proposes an approach to teaching street crossing to students who are visually impaired that considers the risks, ambiguity, and complexity of today's intersections. Thirty or 40 years ago, street crossing was a straightforward task for travelers with visual impairments (that is, those who are blind or have low vision). The…

Some aspects of assistive technology can be enhanced by the application of virtual reality. Although virtual simulation offers a range of new possibilities, learning to navigate in a virtual environment is not equivalent to learning to navigate in the real world. Therefore, virtual reality simulation is advocated as a useful preparation for…

Measurements of height of cane hand, cane length, step size, and forearm length of 17 cane using blind (14-21 years old) Ss were taken for the purpose of testing the hypothesis that the touch technique does not provide 100 percent path coverage. (Author)

A travel training program in which college volunteers teach handicapped pupils to use public transportation decreases transportation costs and increases the students' independence. (CL)

The article describes adaptive techniques used to evaluate and teach mobility to the physically handicapped blind individual, with emphasis on users of wheelchairs and walkers. The use of electronic travel aids is discussed, and a system is designed by the authors to mount the Mowat Sensor to a walker is described. (Author/CL)

The services and concessions available to visually handicapped owners of guide dogs in the United Kingdom are described in relation to veterinary, transportation, commercial, and state sectors; facilities and allowances provided by the Guide Dogs for the Blind Association and financial implications. (Author/MC)

The sequential orientation and mobility curriculum of the Iowa Braille and Sightsaving School offers visually handicapped students 127 lessons in five flexibly structured units comprising indoor, campus, residential, basic business, and advanced travel units. (MC)

The first part of the article appeared in the March issue of New Outlook for the Blind. (JM)