A 13-year-old deaf-blind boy who exhibited disruptive problem behaviors during mobility training sessions was successfully treated in a program that incorporated contingent reinforcement for reduced rates of responding. A 1-year follow-up assessment revealed continued behavioral improvement. (Author/JDD)

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)

This article shows that unexpected gains can happen when teachers develop aggressive, innovative, and adaptive orientation and mobility (O&M) programming for children who are low-functioning. A case study illustrates strategies for using an adaptive mobility device, squaring-up, stepping out, and charting progress. Challenges to a successful O&M…

A survey of orientation and mobility specialists (N=26) was conducted to determine the mobility devices currently being used with visually impaired and elderly clients. These results were then used to design and develop an effective, commercially manufacturable adaptive-mobility device prototype which was tested with elderly individuals, multiply…

Provided is a practicum report on a travel training program initiated at the Ray Graham Training Center (Chicago, Illinois) for 40 trainable mentally handicapped young adults. The center is described in terms of the geographic area and clients served, staff roles, parent role, and curriculum. It is noted that a prime impetus for the development of…

This article describes orientation and mobility skills and strategies used by a woman with deaf-blindness, especially methods for crossing the street safely, using the following main strategies: locating key travel areas; developing communication strategies and systems; and identifying community resources for assistance. (CR)

A study was done to identify the level of independent travel considered ideal by three older adults with visual impairments. Results found that the ideal level of functioning is different from that implicitly used in traditional orientation and mobility programs. (CR)

This handbook is designed to assist teachers in obtaining a degree of awareness and sensitivity to another culture. It was specifically developed for the teacher traveling in a foreign country. The introduction examines the role of the teacher in traveling, identifies some of the reasons for teacher travel abroad, and looks at the impact of the…

The purpose of Project COMPETE is to use previous research and exemplary practices to develop and validate a model and training sequence to assist retarded youth to make the transition from school to employment in the most competitive environment possible. The taxonomy described in this project working paper focuses on instructional objectives in…

This curriculum presents lessons on the use of public transportation and is intended to encourage special education teachers and paraprofessionals to incorporate the skills and concepts of public transit usage into the educational program of elementary school children with disabilities. Six sequential lessons culminate with a trip using public…

Owners of laser canes and Sonicguides were surveyed to determine whether these devices were used in employment settings. Of the 94 respondents, 74 were still using their electronic travel aids: 36 percent used the devices to travel to and from work, and 49 percent used them on the job. (SEW)

This study gathered data on orientation and mobility services from questionnaires of 15 Iowa teachers serving visually impaired students and 11 supervisors of vision programs. Results indicated a lack of knowledge on the subject, a recognized shortage of qualified staff and services, and a need for students' skills evaluation. (PB)

Analysis of 41 questionnaires completed by graduates of either undergraduate or masters degree programs in orientation and mobility training of people with visual impairments found that most respondents were still active as mobility instructors, most were in school programs, and most expressed a need for more knowledge of training students with…

The Georgia Academy for the Blind curriculum guide covers orientation, cane skills, and travel skills. Chapter two, on low vision utilization, includes indoor, outdoor, and night low vision lessons checklists. Chapter three covers postural development and motor coordination. Chapter four, on concept development, covers body image, spatial…