Domain 5 Module: O&M Related Concepts (9 test questions)

Question 1

Body parts
	Body planes (top, front, side)
	Body movements
	Gestures and pointing
	body awareness, 
	body part relationship,
	 body-to-object & object-to-object

Answer 1

Body image awareness

Question 2

How do the following O&M-related concepts relate to purposeful movement?

Answer 2

1. body concepts help with techniques needed to hold and move the cane purposefully, how to successfully perform human guide technique and protection techniques, and help with trailing. discrimination between opposite motions and actions as well as its component parts, their relationship to one another, and as part of a whole. Foundation to near/ far/ remote relationships
2. environmental concepts help a student become oriented to familiar and unfamiliar environments, enhance understanding of landmarks, and will allow the student to develop cognitive maps and transferrable skills. recognition of features within the travel route by concept mapping and spatial updates to enhance understanding of scenarios.
3. spatial concepts help the student with route travel, directions, and maintain orientation

Question 3

How will the sequence of O&M instruction for persons with congenital blindness differ from persons who are adventitiously blind?

Answer 3

Children who are congenitally blind need to find other ways to learn about the world.
Their lessons may be more task analysis-esque, and they will need more time focusing on concept development compared to their adventitious loss peers

Question 4

What is the process by which children with a visual impairment learn concepts?

Answer 4

Concrete, hands-on experience. Touching, tasting, smelling.
•	Direct interaction
•	Observation
•	Reading
•	Verbal explanations

Question 5

o must develop additional means for processing multiple pieces of sensory information
o must rely in other senses to understand what is happening

Answer 5

Sensory integration

Question 6

o start with the whole picture, then break it down into parts
o children who are congenitally blind tend to start with the parts before the whole, gathering details to be able to form a whole picture in their head
 children do this by integrating sensory information
• tactile, auditory, kinesthetic
o “wholeness” is determined by student’s ability to integrate all of that sensory information

Answer 6

Whole-to-part learning

Question 7

o learning by watching and observing
o visually impaired children cannot do that
o the child may need to feel a leg moving to be able to learn how to walk because they cannot watch it happening

Answer 7

incidental learning

Question 8

1. Themes related to their favorite character
2. Games related to concept development
3. Playing games showing directionality (ex: Simon says), ID environmental sounds, balance, and coordination

Answer 8

instructional strategies appropriate for a pre-school learner.

Question 9

1. Theme unit that incorporates a trendy toy
2. Adventure walks to ID key features while using orientation skills,
3. consecutive trips to local park
4. ID favorite place and assist in creating map
5. Route specific street crossing skills
6. Plan alternative routes to locations
7. Explore tactile model of intersection shapes.

Answer 9

instructional strategies appropriate for an elementary learner.

Question 10

1. Theme unit that incorporate social activities (going to the mall) or incorporated into a school lesson (map making / geography class)
2. Using MapQuest for directions to destination,
3. Create veering challenge in each 5 street crossings,
4. ID job application sources and directions to businesses,

5.Given an address to locate that is atypical,
abnormality preventing from street crossing so trouble shoot and selects one to evaluate effectiveness

Answer 10

instructional strategies appropriate for a high school learner.

Question 11

1. Appropriate participation of learner in process Vocational rehab and employment
2. Limited life experiences, unusual gait/ posture, over protective family members, restricted concept development.
3. Need to know why via experiences of problem solving, understand immediate value of skill.

Answer 11

instructional strategies appropriate for an adult learner.

Question 12

Money folding/storage techniques
Coin identification
Bill identification
Paying a cashier/making purchases
Making change
Identifying change

Answer 12

money organization skills

Question 13

Asking specific questions
Asking for directions
Asking questions to determine orientation and locate a destination
Teaching others human guide
Knowing how to be assertive when declining assistance

Answer 13

social skills could be incorporated into O&M instruction?

Question 14

Planning routes via public transportation
bus schedules
knowing how long it takes to reach a destination
leaving with enough time to make it to an appointment/job
knowing how long it takes to cross the street

Answer 14

time management skills

Question 15

Directional (R/L)
	Positional (on, in front of)
	Degrees
	Clock face
	Use of sun to establish direction
	understanding of spatial location of two or more objects relative to one another, such as positional terms (over, under, behind) right & left, NSEW

Answer 15

Spatial concepts

Question 16

Indoor concepts (textures, doors, floor, room, hallways, building shapes, indoor numbering systems, stairs, elevators, escalators)

Residential area concepts (block, sidewalk, driveway, street, intersection shapes and controls, grid pattern)

Business area concepts (street furniture, complex intersections, address systems, shopping malls, grocery stores

size, color, shape, & texture of telephone poles, parking meters, and sidewalks and spatial regularities of features in built environments

Answer 16

Environmental concepts