Domain 5 Module: O&M Related Concepts (9 test questions) Flashcards
o Body parts
o Body planes (top, front, side)
o Body movements
o Gestures and pointing
o body awareness,
o body part relationship,
o body-to-object & object-to-object
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
Body image awareness
o Directional (R/L)
o Positional (on, in front of)
o Degrees
o Clock face
o Use of sun to establish direction
o understanding of spatial location of two or more objects relative to one another, such as positional terms (over, under, behind) right & left, NSEW
help the student with route travel, directions, and maintain orientation
Spatial concepts
o Indoor concepts (textures, doors, floor, room, hallways, building shapes, indoor numbering systems, stairs, elevators, escalators)
o Residential area concepts (block, sidewalk, driveway, street, intersection shapes and controls, grid pattern)
o Business area concepts (street furniture, complex intersections, address systems, shopping malls, grocery stores
o size, color, shape, & texture of telephone poles, parking meters, and sidewalks and spatial regularities of features in built environments
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.
Environmental concepts
How will the sequence of O&M instruction for persons with congenital blindness differ from persons who are adventitiously blind?
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.
What is the process by which children with a visual impairment learn concepts?
Concrete, hands-on experience. Touching, tasting, smelling.
• Direct interaction
• Observation
• Reading
• Verbal explanations
o must develop additional means for processing multiple pieces of sensory information
o must rely in other senses to understand what is happening
sensory integration
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
whole-to-part learning
“wholeness” is determined by student’s ability to integrate all of that sensory information
tactile, auditory, kinesthetic
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
incidental learning
Themes related to their favorite character
Games related to concept development
Playing games showing directionality (ex: Simon says), ID environmental sounds, balance, and coordination
instructional strategies appropriate for a pre-school learner
Theme unit that incorporates a trendy toy
Adventure walks to ID key features while using orientation skills,
consecutive trips to local park
ID favorite place and assist in creating map
Route specific street crossing skills
Plan alternative routes to locations
Explore tactile model of intersection shapes.
instructional strategies appropriate for an elementary learner.
Theme unit that incorporate social activities (going to the mall) or incorporated into a school lesson (map making / geography class)
Using MapQuest for directions to destination,
Create veering challenge in each 5 street crossings,
ID job application sources and directions to businesses,
Given an address to locate that is atypical,
abnormality preventing from street crossing so trouble shoot and selects one to evaluate effectiveness
instructional strategies appropriate for a high school learner
Appropriate participation of learner in process
Vocational rehab and employment
Limited life experiences, unusual gait/ posture, over protective family members, restricted concept development.
Need to know why via experiences of problem solving, understand immediate value of skill.
instructional strategies appropriate for an adult learner.
Money folding/storage techniques
Coin identification
Bill identification
Paying a cashier/making purchases
Making change
Identifying change
money organization skills
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
social skills
