What’s in a Definition? Reflections on the Scope of Orientation and Mobility

British Journal of Visual Impairment

et al. 2022

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.

Section: Discussionmentioning

confidence: 99%

Orientation and mobility remote instruction during COVID-19: Best practices, liability, and ethics

Welch-Grenier¹,

Fast

British Journal of Visual Impairment

et al. 2022

“…I worry that students will have difficulty retaining what skills they had due to an inability to practice mobility skills while supervised by a COMS. (A&E Survey Participant) Due to the low incidence nature of students with visual impairments and an overall lack of awareness of O&M outside of the fields of blind rehabilitation and habilitation (Hayton & Dimitriou, 2019), challenges surrounding services for students with vision loss have been an issue in our field (Kaiser et al, 2018). This statement was apparent in data analysis addressing best practices during the initial response to COVID-19, as several respondents noted that there was a lack of understanding about the field that lead to a discontinuation of services during this time.…”

Section: Prioritization Of Oandm Servicesmentioning

confidence: 99%

“…The fact that students with visual impairments learn best through hands-on experiences has been well documented in the field of visual impairments (Fast & Wild, 2018; Kahn et al, 2014; Wagner et al, 2013; Wild et al, 2013). Provision of hands-on learning opportunities for students with visual impairments, including a need for O&M specialists to take students off-campus for exposure to complex environments has been best practice within the discipline of O&M (Kaiser et al, 2018). Advocacy for O&M training in “natural environments” has been considered essential because artificial or controlled settings are insufficient for skill acquisition and mastery (Kaiser et al, 2019).…”

Section: Orientation Mobility and Rationale For Traditional Hands-on ...mentioning

confidence: 99%

“…Provision of hands-on learning opportunities for students with visual impairments, including a need for O&M specialists to take students off-campus for exposure to complex environments has been best practice within the discipline of O&M (Kaiser et al, 2018). Advocacy for O&M training in “natural environments” has been considered essential because artificial or controlled settings are insufficient for skill acquisition and mastery (Kaiser et al, 2019). Noting that the discipline of O&M has been one where hands-on experiences are essential to learning, prior to COVID-19, typical O&M services consisted of experiential learning in face-to-face, real-life settings.…”

Section: Orientation Mobility and Rationale For Traditional Hands-on ...mentioning

confidence: 99%

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Orientation and mobility for children with visual impairments during COVID-19: Responses from O&M professionals to a disruption of traditional services

Fast

British Journal of Visual Impairment

2022

After lockdowns and school closings associated with COVID-19 began throughout the United States and Canada in March 2020, this research was completed to explore how the pandemic affected access to orientation and mobility (O&M) services. Using qualititave responses from a mixed methodology study, this article reports the findings from 318 individuals, including both O&M specialists and dually certified teachers of students with visual impairments (TVIs) and O&M specialists. Four major themes emerged through data analysis, including (1) prioritization of O&M goals for students with visual impairments, (2) personal factors affecting access to O&M training, (3) access to O&M services through virtual learning, and (4) creative approaches to O&M instruction during the pandemic. Within these themes, professionals, students, and families alike were asked to assume roles that went beyond traditional expectations. Questions and concerns that professionals in the field need to consider when looking at the future of O&M services were raised as part of this research, including a number of ideas for future studies.

“…O&M assessments are conducted by professionals to determine eligibility, instructional goals, and appropriate accommodations for students with visual impairments. The content of these comprehensive assessments may include functional low vision and environmental assessment data (Kaiser et al, 2018). The reason for the assessment will guide the timeline and how the assessment is completed (Bina et al, 2010).…”

mentioning

confidence: 99%

Orientation and Mobility Assessments for Children and Youths With Visual Impairments: How, Why, When, and Where?

Journal of Visual Impairment & Blindness

Herzberg

2022

Self Cite

Introduction: This study analyzed survey responses from 114 orientation and mobility (O&M) specialists regarding the content and procedures they used in completing O&M assessments. Methods: O&M specialists completed an online survey in 2020 on their assessment practices for children and youths who are visually impaired. Results: Over 85% of participants identified that they interview the student, parent, classroom teacher, and teacher of students with visual impairments as part of the assessment. The only visual skills addressed by at least 80% of participants were depth perception, distance acuity, scanning, and peripheral visual fields. Students without additional disabilities in kindergarten through 12th grade were more likely to be taught the two-point touch cane technique when compared to students with additional disabilities, who were more likely to be taught constant contact. Discussion: Participants identified that O&M assessments for students in 9th–12th grade were more likely to focus on skills that would be needed for employment or post-secondary education or both, such as the use of public transportation. For students with additional disabilities or children under the age of five years, participants were more likely to conduct assessments focused on safety and immediate needs and environments. Implications for Practitioners: Appropriate O&M assessments need to be conducted in natural environments that provide equal challenges to the environments where students need to travel. O&M specialists must adapt the assessment content and procedures to address the current and future travel needs of all students with visual impairments.