Introduction: A national validation study on the "Orientation and Mobility Visual Impairment Scale of Service Intensity of Texas (O&M VISSIT)" was conducted. Methods: Fifty-two of the original 115 interested participants completed the study that used a mixed-methods research design. After finishing the "O&M VISSIT" for…

Introduction: The roles and responsibilities outlined in a white paper by Mazel et al., outline a scope of practice for vision professionals when learners are diagnosed with cerebral visual impairment (CVI). The goal of the current study was to identify teachers' knowledge and skills to apply these roles and responsibilities in practice. Methods:…

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…

Introduction: Few academic discussions are more contentious in the field of orientation and mobility than the notion of whether or not O&M specialists need to know braille. To help answer this question, we developed a survey. Methods: An online survey instrument was distributed through O&M electronic discussion groups. The survey included…

Introduction: This aim of this online study was to determine what teachers of students with visual impairments (TVIs) and orientation and mobility (O&M) specialists learned and experienced in their professional preparation programs regarding physical education, physical activity, and sport for students with visual impairments. Methods: In…

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…

Introduction: The purpose of this study was to survey the faculty of personnel preparation programs that train orientation and mobility (O&M) specialists in the identification of accommodations, teaching techniques, and resources needed to teach students who are visually impaired (i.e., those who are blind or have low vision) and who are…

Introduction: Performance standards drive current instructional practice. Disability-specific curricula is a critical component in preparing children for postsecondary transition. Currently, no standards govern instruction in orientation and mobility (O&M) skills for children with visual impairments. Standards for O&M would provide…

Introduction: Anthony cautions that the training of teachers of students with visual impairments (i.e., blindness and low vision) and orientation and mobility (O&M) specialists covers a broad age range, which may result in limited curricular content essential for those who will work with very young children with visual impairments. The current…

This article describes and evaluates a technological approach to support a preservice teacher of visually impaired students with extremely low vision to conduct essential assessments for a learner with multiple disabilities and visual impairment with limited distraction to the child and classroom. The selected technology discussed here was…

Introduction: This study explored the role of the cultural liaison on educational teams that support families from culturally and linguistically diverse (hereafter, diverse) backgrounds who have a child with visual impairment. Methods: Focus groups were conducted with teachers of students with visual impairments, cultural liaisons, and classroom…

Introduction: The unique challenges to learning and participation in education associated with visual impairment are well documented in the literature, as is the importance of addressing these challenges through ensuring practitioners who support them are equipped with appropriate knowledge, understanding, and skills. We use a bioecological…

This article explores transdisciplinary collaboration and role-release strategies that would allow physical therapists and orientation and mobility (O&M) specialists to more effectively support students with visual impairments (that is, those who are blind or have low vision) and additional disabilities with their expanded core curriculum…

This survey examined the experiences of parents of individuals with visual impairments who acquired professional credentials in the field of visual impairment. The participants reported on such topics as the advantages and disadvantages of being a parent-professional, the types of support they seek, and advice to others who are balancing both…

A panel of 20 experts in orientation and mobility (O&M) reached consensus on concepts and skills that O&M specialists should teach to students who are blind or have low vision. Panelists also agreed on visual, environmental, and behavioral conditions that would require a formal O&M assessment.