Blindfolded sighted subjects were asked to find four target objects located in the open space of a room. With no experience in the layout, they applied patterns that promoted knowledge of the layout, but once they were familiar with the layout, they used a pattern that used directional and angular information to locate the objects. The subjects did better on relative-distance estimation without experience with the spatial layout, but did better on relocation with experience. Thus, different kinds of experience may result in different kinds of knowledge that are optimal for different spatial judgment tasks.

In this study, a system was designed for monitoring learning progression and observing how an instructor directs a student's attention toward goals, such as landmarks and shorelines, on mobility routes. The aim was to determine the activities, or skills, that correspond to major steps in mobility route learning.

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This study examined the mental effort required to monitor landmarks and the effect of the type of route on mobility-route training. The results revealed that the features of landmarks and competence in travel were significantly related, indicating that some environmental factors related to height and width are more easily learned when people can travel independently. A similar result was found when types of travel were compared.

A B S T R AC T The article describes assessment, planning and training for people with multiple disabilities and visual impairment (MDVI). The ImPAct MDVI project, an EU Comenius programme, addressed concerns expressed by teachers of children and young people with MDVI as to how they are expected to integrate the diverse curriculum elements and particular skills they have been taught into a meaningful educational process. The aim of the project was to develop a holistic teaching approach, based on activities, participation and involvement in real life situations, aiming at involving people with MDVI in their social and physical context. This was achieved by applying a 5-step working model (Tellevik and Elmerskog, 2001), which sought to support the development of assessment and planning intervention strategies. K E Y WO R D S activity assessment, implementation and training, MDVI