This case study discusses how a teacher of three elementary students with congenital blindness motivated her students to increase their mobility. The children were asked to pull a child-sized suitcase with wheels behind them in the hand that was not holding a cane. The successes of the strategy are described. (Contains two references.) (CR)

Offers guidelines for systematically planning and teaching visual efficiency to students with low vision, then outlines specific skills that are needed for orientation and mobility, and suggests games and activities that will promote visual efficiency. (DB)

Discussion of ways to encourage walking by young children with visual impairments first notes factors that constrain motor development. Suggestions include providing incentives for movement, building trust, fostering postural readiness, encouraging cruising, utilizing familiar spaces and short distances, and using protective and support devices…

Teachers of children with visual impairments are encouraged to create their own useful and age-appropriate songs to help teach orientation and mobility skills to children in preschool to grade three. The songs can be created by writing new lyrics to well-known tunes or by writing new lyrics and melodies. (DB)

Relevant orientation and mobility (OM) skills for visually impaired infants foster sensory, motor, and conceptual development. OM personnel need to consider alternative teaching models, personnel preparation needs, sensory aids issues, and research issues. (DB)

This article discusses the metacognitive approach of mediated learning theory and its application to orientation and mobility (O&M) instruction for individuals with visual impairments. The theory is explained, and the structure of a typical O&M lesson is outlined, followed by an example of using the approach in a trip to the drug store. (DB)

Four brief notes offer practical suggestions for persons working with the visually impaired, including teaching handwriting skills to blinded adults; improving reading comprehension skills; facilitating independent mobility with an electrically powered wheelchair; and utilizing telecommunications. (DB)

An orientation and mobility (O&M) instructor presents a case study of a blind 14 year old with mild cognitive deficits and emotional and behavioral problems. The case study demonstrates the importance of individualizing the O&M curriculum, including changing the usual sequence of instruction. (DB)