This research explored the instructional practices and strategies used by orientation and mobility (O&M) specialists in March and April 2020 during the COVID-19 pandemic. The Access and Engagement survey from the American Foundation for the Blind included open-ended responses from 318 O&M specialists. The authors used thematic analysis to examine the main themes regarding instructional practices consistent throughout the responses. This article focused on the themes of collaboration between families and professionals and the creative instructional strategies used for adaptive O&M lessons. Parents took on a more active role and professionals found creative ways to make instruction useful in most cases. There were fundamental changes to the content and structure of O&M lessons when they were moved from in-person to online instruction. Creative and collaborative practices were used to adapt for the absence of the travel environment. Virtual instruction in O&M will continue to be used in certain circumstances when in-person services are not possible, but we need to better explore how to ensure it is safe and effective.

This research evaluated the impact of COVID-19 on orientation and mobility (O&M) services for school-aged students, families, and service providers. The survey asked O&M specialists about their instructional practices and decision-making processes regarding remote instruction service provisions, allowances, and district guidelines. The online survey collected data from October to November 2020, with open-ended responses from 166 O&M specialists. A thematic analysis was used to examine and code qualitative responses. Respondents were found to divide remote instruction into two categories, foundational skills and high-level travel skills. A preference for teaching foundational skills during remote instruction was also identified, with concerns for student safety and practitioner liability reported as the deciding factors. Field-specific guidelines and potential legal vulnerabilities regarding remote instruction are considered, with an analysis of negligence and professional liability. Practices used during COVID are also examined according to the COMS Code of Ethics and Scope of Practice. The findings demonstrate the need for field-specific guidance and research-based instructional methods regarding remote instruction. O&M specialists should continue to conduct a thorough risk assessment before utilizing new and unresearched remote instructional methods as a means of acting in the best interest of the student.

Introduction: This research explored the psychosocial effects observed during the COVID-19 pandemic as it relates to orientation and mobility (O&M) services for children with visual impairments. The survey asked professionals to identify what were their experiences in providing O&M instruction in-person and online and to describe their interactions with students and families during the fall of 2020. Methods: The online survey results included open-ended responses from 166 O&M specialists. The authors used thematic analysis to examine and code participants’ qualitative responses. Results: Psychological and social effects were identified as a major theme across the participants for how they affected an individual's health, well-being, and ability to complete aspects of O&M lessons. Professionals were challenged with providing appropriate instruction given the risks associated with COVID. Additionally, children with visual impairments became more isolated and less physically active over time. Discussion: Professionals, students, and parents often placed their concerns aside with the idea that changes to O&M services were a temporary measure with the student's best interest in mind. As the pandemic became prolonged, the effects on individuals became more pronounced. Implications for Practitioners: These circumstances raise many questions about the effectiveness of virtual instruction in O&M and its effect on professionals, students, and families. The importance of O&M becomes much more evident when considering the isolation many students experienced as a result of quarantine events.