Preparation of Orientation and Mobility Specialist Students Who are Blind and Have Low Vision: Survey of Faculty Who Teach Blindfold and Simulation Cane Courses

Self Cite

Introduction: The purpose of the study was to survey orientation and mobility (O&M) instructors who are blind concerning the identification of accommodations, teaching techniques, and resources to teach students with visual impairments (i.e., blindness or low vision). Methods: The study utilized an online survey via Qualtrics (2019) with 27 closed- and open-ended items to identify accommodations, teaching techniques, and resources needed. The survey was e-mailed to membership and certification organizations requesting O&M instructors who are blind to participate for 12 weeks. The participants were 15 O&M specialists, mostly male and Caucasian. Survey data were then analyzed using descriptive statistics. Results: Forty percentage of the participants reported that there were minimal standards that they had to demonstrate prior to their admittance into an O&M program. About one-fourth of the participants mentioned their program was modified because of their visual impairment. Eleven participants (73%) reported that their nonvisual instructional strategies and techniques were predominantly gained through their university programs or other visually impaired instructors (27%, n = 4). Discussion: Aspects of this study that are similar to the current literature are smaller faculty-to-student ratios for blindfold or simulation cane courses, accommodations used by participants, and suggestions for monitoring the safety of students. The results revealed the participants’ strong belief in the importance of immersion training, the use of the Structured Discovery Cane Travel (SDCT), nonvisual skills during O&M instruction, sleep shades, and students’ problem-solving abilities. Implication for practitioners: Although the participants had received SDCT immersion training, most personnel preparation programs approved by the Association for the Education and Rehabilitation of Blind and Visually Impaired do not use this method. For this reason, it is important for faculty to identify best teaching practices from among all programs and to integrate these practices into their curricula. Sharing best practices could strengthen all programs. Moreover, students with visual impairments should be taught early about self-advocacy and the ability to have helpful knowledge about one’s skills at a university and in the workplace.

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methods Survey Developmentmentioning

confidence: 99%

Section: Initial Studymentioning

confidence: 99%

See 3 more Smart Citations

A Survey of Blind Orientation and Mobility Specialists about the Accommodations and Teaching Strategies They Use When Providing Orientation and Mobility Services

Griffin-Shirley

Bozeman

Othuon

et al. 2021

Self Cite

Effects of a Disability Simulation Activity on the Achievement, Efficacy, Attitudes, and Interests of Preservice Professionals

Hollo

Brigandi

Jelsema³

et al. 2021

Introduction: Disability simulation activities are commonly used for various purposes in higher education; however, instructors may be unaware of controversies regarding their use. The purpose of this research was to assess the effects of an activity using low vision goggles to simulate visual impairment in the context of an undergraduate course in special education. We highlight the need for instructors to consider the appropriateness of disability simulation activities given possible countertherapeutic effects. Methods: In this cluster-randomized trial, 11 classes (248 students) of preservice education and related services professionals were randomized to experimental (lecture + simulation) or control (lecture only) conditions. During a single class session, all students received basic information about visual impairment and watched a video on being a human guide. Students in the experimental group then practiced guiding and being guided while wearing low vision goggles. At the end of class, students completed three Likert-type surveys and later completed a quiz using publisher-developed materials. Results: Results showed individuals in the experimental group reported higher levels of interest and enjoyment than those in the control condition; however, there were no statistically significant differences in attitudes toward persons with visual impairments, confidence or self-efficacy for working with students with visual impairments, content knowledge, or perceptions of activity usefulness. Discussion: Findings of positive engagement in the absence of harmful effects indicate that disability simulation activities should be neither promoted nor denigrated wholesale; instead, instructors must weigh carefully potential benefits and drawbacks. Discussion includes considerations for professional education programs in using such simulations to promote skill acquisition via positive and respectful learning experiences. Implications for practitioners: Instructors who use disability simulation activities are encouraged to consider whether to discontinue this practice or incorporate principles recommended by the disability community and assess outcomes to ensure they are not perpetuating harmful stereotypes.

Teaching Strategies and Nonvisual Skills Used by Orientation and Mobility Specialists Who Are Visually Impaired

Griffin-Shirley

Bozeman

Okungu

et al. 2023

Self Cite

Introduction: To better serve students with visual impairments who are enrolled in personnel preparation programs training orientation and mobility (O&M) specialists, faculty should be aware of effective teaching strategies, tools, and resources to use. In this context, it is vital that instructors in personnel preparation programs for O&M specialists to understand how to best serve students with visual impairments. Two prior studies have addressed this need. This study sought to establish what techniques and teaching strategies O&M instructors who are visually impaired use when teaching students O&M skills to ensure their safety. Methods: This study used a qualitative research design using a case study approach to explore the teaching strategies, nonvisual skills, and accommodations that O&M instructors who are visually impaired use when teaching O&M lessons to their students. Eight participants with visual impairments who are O&M instructors were interviewed for this study. Results: The themes that emerged from the interviews included structured discovery learning and philosophy, monitoring and teaching strategies, equipment and materials, and accommodations. These findings played a vital role when instructors with visual impairments provided O&M lessons to students who are visually impaired. Discussion: This research confirms and adds to the previous research regarding instructional strategies, equipment and materials, and accommodations utilized by O&M instructors who are visually impaired. Additionally, further information was provided concerning instructional strategies (e.g., structured discovery learning and philosophy, monitoring). Implications for Practitioners: The results reported in this study can serve as guidelines for O&M personnel preparation program faculty who are teaching students with visual impairments in their blindfold or simulation cane courses. This study can also be used as a reference for students with visual impairments to advocate for accommodations with their university's office of students with disabilities to be successful in an O&M personnel preparation program.