Domain 4 Module: O&M Instruction Program (12 test questions) Flashcards
Describe the itinerant service delivery model and what are the advantages and disadvantages of this model.
The itinerant based service model is where the COMS goes to the individual’s home or place or work, and train individuals in their home, everyday environments and neighborhoods. Careful planning and scheduling is required
Advantages: real world application, reduced need for transfer of learning, lessons can be designed specifically for destinations, and routes that a person will travel daily will be taught
Disadvantages: driving long distances between clients, inclement weather, gas prices, vehicle breakdowns, carrying all teaching supplies and paperwork, students can experience challenges later when generalizing skills to new and unfamiliar environments, planning different lessons for different settings/students, size of caseload and area to be covered
Describe the center-based service delivery model and what are the advantages and disadvantages of this model.
Provided in center-based adult rehabilitation programs and specialized schools for blind children.
Advantages: students in one location, providing ready access, more instructional time, driving time alleviated, enhancing learning by seeing students more often, group lessons, peer support of clients, no need for extra transportation, support, guidance, and encouragement from colleagues
Disadvantages: limited training in home communities
Describe the residential service delivery model and what are the advantages and disadvantages of this model.
Provided in specialized schools for blind children.
Advantages: provide regular school curricula, blindness specific instruction, comprehensive assessment and technology training, professional development activities
Disadvantages: increased number in multiple disabilities that leads to program planning changes to fit those need, COMS may have not had training or experience with students who have multiple disabilities
o based on medical model
o instruction/evaluation provided by a variety of specialists at different times
o separate written reports
o Results in a fragmented program
Multi-disciplinary
o collaborative
o instruction/therapy incorporated throughout the day
o team composition depends on needs of the child
o collaborative approach to assessment
o “role release” is central with direct care provided by designated professional
o requires staff development, participation by professionals
trans-disciplinary
o specialists function as a “team” or “group”
o assessment occurs in isolation
o attention of student functioning with shared assessment data
o instructional objectives developed together
o reduced program fragmentation, can exclude teachers/parents
inter-disciplinary
MOBILITY SKILLS
Basic skills
- human guide
- demonstrates protective techniques
- demonstrates trailing techniques
- align and square off in indoor environments
Long Cane
- demonstrates diagonal cane technique
- demonstrates constant contact and two-point touch
- demonstrates touch and drag
- uses cane to negotiate doors and stairs
- identify cane parts, fold, unfold, and store
Street Crossings
- cross street with guide
- identify timing of crossing streets (residential)
- identify basic residential intersection shapes and traffic controls
- cross residential streets with supervision
Mall, stores, etc.
- use human guide travel in markets and local stores
Use of transportation
- use seatbelt independently
ORIENTATION SKILLS
Landmarking
- describe characteristics of landmarks, cues, and clues
- ID appropriate home, school, and residential landmarks
Route travel
- Maintain orientation for simple route shapes (I, L) in home and school
- Follow and give simple route directions (left/right)
- Maintain orientation for simple route reversals
Orientation strategies
- Use sun to aid direction of travel
- Describe spatial layout (assessing cognitive mapping skills) of familiar environments
- Use problem solving strategies when disoriented in familiar environments
Orientation aids
- Use and construct simple tactile, auditory, visual maps
CONCEPTS Environmental - Identify/describe common textures/terrain features - Identify basic indoor features - Identify basic outdoor features - Identify basic residential block concepts Spatial - Identify self-object relationships - Identify left/right – self/others, objects, and turns - Identify basic positional concepts - Identify clock face points - Identify object-object relationships - Identify basic compass points Numbering systems - Count to 100 and above - Identify odd and even numbers - Determine greater than and less than 100 Traffic concepts - Describe basic pedestrian safety rules - Identify basic traffic controls - Identify intersection shapes - Identify parts/functions of cars, busses, other vehicles
SENSORY SKILLS Visual - Process/analyze sensory information - Trace a stationary line - Use appropriate scanning patterns to locate people/objects while stationary - View objects eccentrically Auditory - Localize sound source - Identify/discriminate sound source - Use basic reflected sounds for travel - Create sound source for echolocation Optical/nonoptical - Use low power optical devices in familiar areas - Wear protective eyewear - Label parts of monocular or other device Understanding pathology - Offer simple explanation of how eyes do/don’t work - Identify eye pathology
Age-appropriate O&M goals for kindergarten - 3rd grade.
MOBILITY SKILLS
Basic skills
- correct improper human guide techniques
- anticipate need for protective techniques and trailing in familiar environments
- demonstrate alignment and squaring off in residential outdoor environments
Long Cane
- demonstrate three-point touch technique
- use various cane techniques in indoor and outdoor environments
- bring cane to and from school
- demonstrate cane skills to negotiate escalators and elevators
Street Crossings
- complete semi-independent residential street crossings
- demonstrate basic elements of intersection analysis
Mall, stores, etc.
- travel with supervision in markets and local stores
- make simple purchases
Use of transportation
- locate bus stop
- ride bus with others
ORIENTATION SKILLS
Landmarking
- ID residential landmarks in residential blocks and routes
- Anticipate sequential landmarks during route travel in familiar areas
Route travel
- Use street names, directions route shape, and landmarks to maintain orientation
- Maintain orientation during complex routes (U, Z) in home, school and residential blocks
- Maintain orientation for more complex route reversals
- Plan routes and route alternatives for destinations in familiar environments
Orientation strategies
- Use sun ad time of day to ID cardinal directions
- Use self-orientation for room orientation
- Use spatial updating and time-distance estimation during route travel in familiar areas
- Employ effective recovery strategies after veering
- Problem solve using task analysis and hypothesis testing
Orientation aids
- Use compass to establish directions
- use and construct detailed tactile, visual, or auditory maps to assist orientation in semifamiliar areas
CONCEPTS
Environmental
- identify/describe advanced and atypical residential block/grid features (hedges, storm drains, etc.)
- identify and describe complex indoor features (elevators)
Spatial
- reverse right/left on return routes
- parallel and perpendicular
- apply compass points in route travel
- 90, 180, 360 degree turns
- identify clockwise and counterclockwise directions
Numbering systems
- identify characteristics of indoor numbering systems
- identify characteristics or outdoor numbering systems
- use indoor numbering system to determine side of hallway of a destination
- use outdoor numbering systems to determine proximity of a destination
Traffic concepts
- describe relevant road markings and elements
- identify parallel and perpendicular traffic flows
- identify near/far lanes of traffic
- describe basic traffic patterns
- describe pedestrian/traffic timing at basic traffic light controls
- describe basic driver rules, estimate volume, speed, acceleration of traffic
SENSORY SKILLS
Visual
- systematically scan the environment while moving
- track familiar moving objects
Auditory
- align/square off to sound sources
- use reflected sound to identify interior/exterior corners and recesses
- track a moving sound source
Optical/nonoptical
- use optical devices independently for O&M activities
Understanding pathology
- identify/describe eye pathology in simple terms
- identify/describe visual functioning
Age-appropriate O&M goals for 4th-6th grade
MOBILITY SKILLS
Basic skills
- teach human guide to others
- anticipate need to use protective techniques and trailing in unfamiliar environments
- demonstrate alignment and squaring off in light business environments
Long Cane
- anticipate need for various cane techniques in unfamiliar indoor and outdoor environments
Street Crossings
- complete independent residential street crossings
- complete supervised light business crossings
- analyze residential and simple light business intersections
- complete crossing at railroad crossing
Mall, stores, etc.
- travel with supervision in malls and department stores
- travel independently in small stores
- make complex purchases
Use of transportation
- use public bus with supervision
- obtain public transportation schedule from a variety of sources
ORIENTATION SKILLS
Landmarking
- use effective questioning strategies to elicit landmark or destination information from others
Route travel
- plan alternative routes/detours within familiar light business environments
Orientation strategies
- apply use of sun, compass, and landmarks to orient self when dropped off in familiar residential area
- use effective questioning to elicit route ad destination information from others
- locate destinations using indoor numbering and outdoor address systems
Orientation aids
- use detailed tactile, visual, or audio to orient self to shopping malls and outdoor areas
- use available/accessible business directories
- use commercially available or internet map tools
CONCEPTS
Environmental
- identify/describe light business features
- identify features of grocery stores and convenient store
- identify features of rural environments and other areas without sidewalks
Spatial
- identify midcompass points
- apply midcompass points in identifying corners for intersection analysis
Numbering systems
- determine relative location of destination based on numbering system and street name
- determine direction of travel based on numbering system
Traffic concepts
- describe complex road elements
- describe complex traffic controls/phasing
- compare timed versus actuated control traffic patterns
- describe traffic flow at one way and atypical intersections
SENSORY SKILLS
Visual
- interpret visual cues to anticipate mobility challenges
- track unfamiliar moving objects
Auditory
- use reflected sounds to describe characteristics of objects
- explain the Doppler Effect
Optical/nonoptical
- use optical devices in daily routines
Understanding pathology
- describe eye pathology and visual functioning in detail
- use model of the eye to describe anatomy and physiology
Age-appropriate O&M goals for 7th-9th grade
MOBILITY SKILLS
Basic skills
- create pamphlet to describe the “do’s and Don’ts of human guide technique”
Long Cane
- order appropriate cane
- demonstrate awareness of use of various electronic travel devices
Street Crossings
- complete independent light business crossings
- analyze complex intersections
- complete supervised crossings at complex intersections
- complete crossings in metro/urban area
Mall, stores, etc.
- travel independently in markets malls and stores
Use of transportation
- research independent transportation options (ride share, driver, taxi)
- apply for paratransit
- complete transit transfers independently
ORIENTATION SKILLS
Landmarking
- create multimedia presentation of familiar city and key landmarks that can be used for orientation
Route travel
- plan route using public transit to unfamiliar destination
Orientation strategies
- orient self when dropped off in familiar business area
Orientation aids
- use GPS to establish orientation, plan routes, find outdoor destinations
- familiar with remote infrared audible signage
CONCEPTS
Environmental
- identify/describe atypical features in light business areas
- identify/describe atypical travel features (RR crossing, roundabouts)
- identify features of urban travel environments
Spatial
- none
Numbering systems
- independently plan complex routes using indoor/outdoor numbering systems
- apply numbering system in use of commercially available maps
Traffic concepts
- identify complex intersection configurations
- describe freeway/interstate systems
- describe rail systems
- describe role of traffic engineer
- describe approaches to consumer advocacy in intersection accessibility
SENSORY SKILLS
Visual
- independently use visual cues
- investigate selective use of visual skills
Auditory
- integrate selective use of all auditory skills
Optical/nonoptical
- describe needs for optical devices to optometrists or others
- select/order appropriate optical and nonoptical device
Understanding pathology
- research eye pathology and synthesize information
age-appropriate O&M goals for 10th-12th grade
- have a defined time period
o instructional period
o annual - based on assessment results, team input, age appropriate
- state general behaviors or skills to be accomplished
- “category” of objectives
Goals
- shorter in duration o pre-determined points/ “checkpoints” - considered “benchmarks” – sequence of skills and behaviors that will ultimately achieve a long-term goal - Specific, behavioral, measureable o Who? What? How? Where?
Objectives
Identify two criteria for determining if an objective/benchmark is appropriately written.
Specific: who, what, where Measurable: how, when Attainable: based on what? Relevant: functional, addresses a need Time-bound: duration
List conditions which would influence the selection of appropriate instruction environments.
proximity
objective of the lesson
student’s ability
appropriate
List resources available to the O&M specialists in the selection of instructional environments.
Textbooks
ECC
Business owners
Government officials
