D10 Human Development & Diversity

Question 1

Common O&M Sequence

Answer 1

Indoor
Outdoor
Small and medium business district
Large business/ downtown districts
Public transportation
Rural Travel

1. Indoor
   Human Guide
   Self-protective techniques
   Search patterns
   Sound localisation/ discrimination
   Hand trailing and direction taking
   Room familiarisation

Long cane techniques
Human guide , diagonal cane , basic two point touch, constant contact, diagonal cane trailing, touch and drag, route shapes, route reversals , stairs , floor and building familarisation , solo and drop off lesson
2. Outdoor
- Side walks
-Shore lining
-corner familiarisation
-sidewalk recovery
-beginning street crossing (perpendicular vs / parallel)
-veer recovery
-All quite/ all clear
-auditory traffic alignment
-crossing complex street configurations and signalisations
-Three point touch
- Neighbourhood familiarisation
-solo and drop off sessions

3. Small and Medium business district
   -seeking public assistance
   Special considerations:
   -alleys
   -parking lots
   -gas stations
   -strip malls
4. Large business/downtown districts
   -accessible pedestrians signals
   -construction sites

Special considerations: escalators, elevators, revolving doors, roundabout, traffic circles , traffic islands , solo and drop off sessions

5. Public transportation
   -paratransit
   -taxis
   -buses
   -subways
   -light rail systems
   - Indoor and outdoor shopping malls

Rural Travel
Walking in the streets without sidewalks
- crossing streets without sidewalks
- railroad crossings

Question 2

Family

Answer 2

Parent Educator, joint routines based strategies … IEP, IFSP, (discuss with client),

Significant family involvement
Establish consistent communication patterns (?)
Preplan goals with parents during IFSP or IEP process
Be a parent educator
Help parents identify self-stimming behaviour (stimulatory behaviour)
Encourage parents to interact and encourage growth and independence for their child
Use family routines when working on goals /objectives

Since we as professionals cannot be with children for all the teachable moments that arise, we must collaborate with families to ensure that children have the opportunity to meaningfully practice skills that develop concepts throughout their day. Many advantages exist when parents act s teachers including:
-direct and constant access to behaviour as it occurs naturally
-An increase in the likelihood that behaviours will generalise and be maintained
-parents can act as natural reinforces for the child
-intervention can be most effectively individualised for their child’s needs
-all family members can assist with the learning, thereby increasing the amount of intervention that can be provided

Question 3

Elderly

Answer 3

ISSUES - memory, communication difficulties, attention, medication side effects, mobility, frailty, endurance, hearing.

STRATEGIES – functional assessment, short session, appropriate goals, exertion / challenges, location/weather (heat, cold), task analysis and chunking, review/repetition, risk assessment and response, key words, learning cues and predictable structure, meaningful reinforcements, trusted support person, signs/triggers strategies.

Learner centred approach – identify what the client wants to learn and recommended to learn based on safety for level of independence client wants.

Provide Initial objectives that are meaningful, readily attainable and lead ro successful experiences

Teach to the level of independence the client chooses. I.e. could be a simple route from house to mailbox
***decipher this and add to: ** of blindness and deny the situation occurring

Demonstrating that adults and elderly persons with low vison can perform activities and tasks with moderate adaptations;
Encouraging participation in family activities;
Meeting adults or elderly individuals with LV
Participating in a discussion group about dealing with low vision.

Question 4

Cultural Considerations

Answer 4

Attitudes - women/male roles, disabled hidden or cared for only, asking for help = weakness.
Behaviours - male/female instruction, making contact,

Awareness of the impact of various ethnic perspectives on their attitudes, behaviours and communication styles of students from cultural backgrounds is different.
Some cultures have the view that disabled should be cared for versus being independent.
Some ethnic groups may react differently about disabilities and make it hard for acceptance of O&M.
Be aware of communication differences between different cultures.
Be aware of sex roles and how that impacts O&M instruction
Some cultural beliefs feel that a disabled person is worthless so they do not want any help
Some believe that asking for help is a sign of weakness.

Question 5

7 Stages of Adjustment

Answer 5

1. Trauma - diagnosis
2. Shock and denial.
3. Mourning and Withdrawal.
4. Succumbing and Depression - thinking about implications.
5. Reassessment / Reaffirmation
6. Coping and Mobilisation
7. Self-acceptance / Self-esteem

Seven stages of adjustment to vision loss:
Trauma (physical or social ) 0- actual diagnosis of eye condition or sudden onset of blindness
Shock and initial denial – experience shock after onset of blindness and deny the situation occurring or refuse to deal with it
Mourning and withdrawal. Engage in self-pity, grieve loss of vision and their way of life prior to trauma
Succumbing and depression – thinking about the repercussions about being blind. May become depressed, negative, lethargic, withdrawn, isolated , angry and frustrated .
Reassessment and reaffirmation – reassess meaning of their life while possibly participating in rehab programs
Coping and mobilisation –lean new skills and apply them to accomplish talks of everyday living
Self-acceptance and self-esteem – person accepts blindness as part of their being

Consider general health status
People age 65 over are commonly diagnosed with additional health conditions
Hypertension 52%
Arthritis 49%
Cancer 20%
Diabetes 17%
Stroke 9%
Asthma 8%
Emphysema 5%
All people aged over 65 – 15% have been diagnosed with some kind of depression
Falls are the most reported and frequent in older adults

Age affected memory loss:
Working memory : reduced processing and speed of storage and processing information memory : problems with
Episodic memory problems with temporary retrieval of information and are susceptible to false memories
Explicit memory- clear precise details decline
Prospective memory. remembering things in future may be compromised

With the student’s permission, involve the student’s family members:

Discuss O&M goals with the student and her family members together and discuss their feelings about the student’s independent travel and how it fits into their lifestyles.

Ask family members what their hopes and expectations are for the student. Do they have fears and concerns about the student travelling independently? Their fears could be unfounded or based on their lack of experience with vision loss and insufficient knowledge about the positive outcomes of O&M training.

Empower the student to tell family and friends what she expects from them when they are travelling together, whether the student is using human guide or a long cane… Discussing possible family reactions and possible responses to each reaction can empower the student to be assertive.

When appropriate, include caregivers in your lessons, teaching them ways to support the student’s independence and safety. For some students who require personal assistance due to physical or mental health problems or mental health problems or a combination or problems, it may be necessary to teach the human guide technique to family members, hospice workers, or personal care attendants.