D6 Orientation Flashcards
3 types of Environmental Features for Orientation
LANDMARKS: constant, primary difficult to miss (slope in path) / secondary could be missed (mailbox). Primary Information Point: not unique along a path and thus not considered landmarks, can be used in combination with other features to, provide information about ones location. Eg mail box near the metal grid on the footpath.
Intersections
Kerbs
Ground s
CLUES: not always there.
Sunshine
Air conditioner,
CUES: something to warn you of drop-off, kerb, stairs
Tactiles, hand-rails.
Veering
Route & Survey Map
Cognitive map – A mental representation of a specific layout which includes object to object relationship. Introducing a classroom, piece by piece, seating position, sinks, teacher desk etc.
Spatial updating - The ability to keep track of spatial relationship while moving, to know the location of objects in the environment and accurately monitor the changing relationship of the student to surrounding objects in the area. Questioning about location of items after movement, cross checking with position on tactile map.
Route level cognitive map - A route level map is a map that has a beginning, a middle, and an end. It could be a series of sensations- metal door frame, wooden cupboard plaster wall where the hooks arc and the actions needed to perceive these sensation or it could be an egocentric image. What have past, what is still come.
Survey level cognitive map - This map use an allocentric frame of reference which means she has an understanding of the locations of objects or places as related to one another. Using cardinal points, is x north of y. Which is further north?
Travel Patterns
Describe a route for each of the four travel patterns.
I route is just a straight line of travel with no turns.
L route is to go in one direction for so many blocks then make one turn either right or left and go for so many blocks .
U route is to go one direction for so many blocks then turn right or left and for so many blocks and then turn the same direction again and go the same number of blocks.
Z route is to straight for so many blocks and turn one direction either right or left then travel in that direction for the same number of blocks then turn in the opposite direction and go the same number of blocks .
Teaching Maps
Size / Scale Concepts - Location, Distances, Size. Scaled down (1 finger=1 step).
Perspective Concepts - Birds eye view.
Symbols - rep. things, highly distinct.
Orientation - direction, scanning, tracing,
Maps are like a “birds eye view”. Symbols represent real objects and space represents real world space shrunk down small so it fits in our lap. 1 to 1 correspondence (finger width on map = 1 step in real life)
Size and scale- size and position on map related to relative to actual size and position in real life.
Locations on the map correspond to direction in the mapped space
Directions on the map correspond to direction in the mapped space
Shapes of areas shown on a map show the shapes of areas or objects in the mapped space
Distances on the map correspond to distance in the mapped space.
Introduce:
Symbols a few, highly discriminated symbols. Students need to readily be able to identify each symbols used before they are given tasks requiring the combination of symbol identification with other information gathering techniques.
Scanning systematically- scanning I’m a systematic pattern to locate graphic symbols is essentially the application of organized search procedures to the map. In teaching scanning, maps with few and highly discriminate symbols should be used first then show the symbols in isolation then add to it to the map.
Tracing line symbols - this may be facilitated by keeping one index finger at a starting point, encourage students to hold maps squarely in front of their bodies and align with the environment.
Orientating map
Following line of directionality to real point.
Make maps with the student with landmarks, information points, clues and cues, proprioceptive info (slopes etc), Vestibular (sharp turns), smells (coffee shops), temperatures (heat coming from wall or hotel laundry), auditory sounds (traffic).
Compass to execute route will keep consistent and dependable information for orientation, reading maps, road and street signs and soliciting assistance from others when travelling routes. Polarcentric frame of reference – compasses are clear because they have constant reference point, remain the same, can be readily converted and used for multiple location. Provides traveler with reliable frame of reference. Teach with mnemonics, sun positioning, games.
Problem Solving
Identifying that a problem exists. .
Identifying options for solving.
Selecting a strategy from the available alternatives and implementing it.
Evaluating the effectiveness of the selected strategy.
Drop off
Establishing and maintaining orientation as one travels familiar routes involves a cycle of perception and action, with action guided by ones expectations regarding what perceptual information one should be encountering at a given point along a route. When perceptions do not match expectations, information gathering and strategic actions usually are necessary to reestablish orientation.
solicit information from others about their location, the direction they need to travel and landmarks they will encounter
explore systematically to locate a landmark with the cane or hand or may use distant sounds for orientation. evaluate the available information and form a hypothesis about where they are, where the path is, and which way they are facing
Self-familiarisation techniques - Perimeter- the traveller walks the outside border of a space and remembers various features along the border.
Gridline- traveller systematically crosses back and forth in the interior space in order to locate landmarks.
Reference point strategy- a traveller explores a place by walking from a known location to various landmarks.
Also when the student is familiar with the area of the drop-off and has landmarks and reference points that they will be able to use for orientation. It can be used as a last test of the students skills before being released from services. To build the students confidence with a successful drop-off. Students are dropped off in a familiar area but given no information about where they are in the area.
The students are given a destination at the beginning of the lesson, and they must use various strategies to establish orientation and travel successfully to the destination. They have learned the location of several landmarks and information points in the environment during previous lessons. Often they can travel efficiently once they have determined their initial location and their facing direction.
Under what conditions would an O&M specialist plan and implement a drop-off lesson?
When the instructor and student feel the learner has learned all the skills necessary to independently travel safely on a route.
Student at stage where can identify and solve other less demanding travel problems, such as maintain orientation while traveling to a destination in a familiar place from a known starting point.
Students are familiar with the location of several landmarks and information points in the environment during previous travel.
Students can travel efficiently one they have determined their initial location and facing direction.
Why is a drop off lesson a productive instructional strategy?
Useful in teaching students to gather information and test hypothesis about where they are and how to get to a destination efficiently.
When designed properly, drop-off lessons can be great confidence builders for students developing tear orientation strategies.
Work on problem solving skills and process
It gives the learner confidence in their abilities and problem solving skills.
Helps students gather information and test hypotheses about where they are and how to get to destination efficiently.
Promotes independence.
Frames of Reference
Topocentric - Topocentric expressed in a frame whose East and North axis form a local tangent plane to the Earth’s ellipsoidal surface fixed to a specific location
Polarcentric . the use of compass directions that are based on the location of the north pole. Eg. The store is on the NE corner of the block.
Cartographic - basically maps. a systematic spatial arrangement of places in an environment in a recognisable pattern resembling geometric figures, such as a street grid pattern with rectangular blocks. Eg. The grocery store is located at 124 East Street
Egocentric self-to-object – spatial associations between learner and objects. Eg. The grocery store is on my right side
Allocentric object-to-object – spatial associations between objects or places as related to one another. Independent of individuals location. the fire hydrant is 10 feet from the stop sign.
Familiarisation Techniques (Indoors / Outdoors)
Indoor Environment.
Perimeter walk using door as home base or reference point and uses compass directions to explore door wall and name it, then continue around the perimeter in the same manner always returning to the reference door; grid pattern in which the student squares off on the door wall and crosses to the opposite wall, then moving right/left a few steps and returning, exploring landmarks for reference from original door (used to explore centre of room).
Outdoor Environment.
Structured solicitation – traveler finds one or two objects as needed and then expands upon that, building on own needs.
Solicitation of information – asks specific questions about destination or route from someone who works at destination,
What is the building number..
What side of street/block is building on.
How many doors is the destination from the nearest intersection.
What is name of nearest intersection.
Prior solicitation – about landmarks information from others before traveling in new places and thus may have some knowledge of landmarks prior to walking. Once acquired landmarks and information points can aid an individual to travel efficiently on subsequent walks and they may become features of the travelers cognitive map.
Use of tactile maps can be used for egocentric and allocentric spatial relations of unfamiliar places independently by using touch to read and/or identify landmarks.
GPS based apps, compass tools.
Tour using outdoor boundaries noting environmental clues and landmarks, sun, traffic sounds,
Technology Supports:
Beacon positioning systems in building.
Positioning apps (Google, Apple, Soundscape)
Trekker Breeze/VRT.
Compass on phone
Maintaining Line of Travel
Shorelining… vertical, horizontal, and continuing line
Squaring off…
Sound localisation… echolocation, vehicle surge
Proprioception … camber on the road
Touch / Tactile… sun.
Perpendicular Line of Travel
the traveller to align his frontal plane with a surface plane perpendicular (90 degree angle) to the line of intended travel. With perpendicular alignment, the student is taught first to get the back and shoulders flush with the surface, then to bring the head, hips, and feet in line with the trunk. This action relies on proprioceptive awareness and as such takes practice and feedback to be done accurately and skillfully. Once alignment is gained, the student is introduced to mentally project a line from his frontal plane into space and imagine it culminating at the opposite side.
Parallel Line of Travel.
Listen to the traffic noise and align your shoulders to the noise and put your feet parallel to the noise. Sound localisation & echolocation, trailing (hand or cane). Position alongside a feature or sound in environment facing intended direction of travel.
Confidence and skill will build with successful practice.
Finding path.
Stop when aware disorientated. Check ground on both sides of body with full length of cane and listen for passing cars on parallel street to confirm distance from the street and that he’s not actually on the street. If you don’t locate a footpath with cane, determine location of parallel street through available clues and turns and walk directly toward parallel st. If locates desired footpath before reaching street he stops and turns in intended line of travel, remembering which shoulder parallel traffic should be on. If don’t locate desired footpath before reaching street , make a 180 degree turn and walk back away from street following edge of driveway if possible, on the side closer to original travel direction, looking for footpath until located.
Guide Dog Orientation (OCS)
Orientation: Sighted guide, dog at heel, explain layout, praising dog at specific points.
Coaching: O&M just behind right shoulder, narrating route, time-distance ratios as unit works.
Solo: O&M out of dog view
O.C.S. Process when orienting a dog guide traveller. Orientation Coaching and Solo instructions with a dog guide traveller includes the process orientating the handler as a sighted guide without the dog, indicating memorable points. Coaching involves the handler’s right shoulder and previewing landmark points with distance/time; dog may skip intermediate landmark to achieve visual goal (as approved by handler). Solo concludes when the team has navigated the route successfully, observation of performance without dog noticing.
orientation and mobility specialist uses sighted guide, dog at heel, explain layout and any problems that be anticipated, handler praises dog at key points on route to help them learn those locations. Forward or back chain depending, normally back chain to reinforce the destination. Discuss the what ifs or alternatives for options and problem solving.
Coaching – orientation and mobility specialist stays just behind dog and on right shoulder of traveller. Let traveler know they’re approaching key points. Review and narrate route as you go and point out time-distance ratios that become apparent as unit works.
Solo with O&M out of dogs view.
