Domain 5; O&M Related Concepts

Question 1

List O&M-related concepts for each of the following categories:
body concepts

Answer 1

body concepts related to O&M include body awareness, body part relationship, body-to-object & object-to-object

Question 2

List O&M-related concepts for each of the following categories:
environmental concepts

Answer 2

environmental concepts related to O&M include size, color, shape, & texture of telephone poles, parking meters, and sidewalks and spatial regularities of featues in built environments

Question 3

List O&M-related concepts for each of the following categories:
spatial concepts

Answer 3

spatial concepts related to O&M include understanding of spatial location of two or more objects relative to one another, such as positional terms (over, under, behind) right & left, NSEW.

Question 4

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

Answer 4

body concepts relate to purposeful movement include discrimination between opposite motions and actions of the body as well as its component parts, their relationship to one another, and as part of a whole. Foundation to near/far/ remote relationships

Question 5

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

Answer 5

environmental concepts relate to purposeful movement as recognition of features within the travel route by concept mapping and spatial updates to enhance understanding of scenarios

Question 6

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

Answer 6

spatial concepts relate to purposeful movement for direction of travel toward a destination

Question 7

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

Answer 7

The sequence of instruction for congenitally blind differs from adventitiously blind in that congenitally blind clients will require more task-specific learning, including motor, visual stimulation, and concept skills

Question 8

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

Answer 8

The process by which VI kids learn concepts is kinesthetic & tactile exploration, auditory & olfactory, as well as gustatory and proprioceptive senses to recognize objects in the environment.

Question 9

Explain the impact of the following on the development of concepts in a person with visual impairment:
sensory integration

Answer 9

sensory integration impacts concept development in a person with a visual impairment by the effectiveness of movement and the integration of all environemental stimuli into a person’s thought processes when traveling.

Question 10

Explain the impact of the following on the development of concepts in a person with visual impairment:
whole-to-part learning

Answer 10

whole-to-part learning impacts concept development in a person with visual impairments in that they rarely are able to see parts of an object, relying first on the whole, then breaking it down into its component parts.

Question 11

Explain the impact of the following on the development of concepts in a person with visual impairment:
incidental learning

Answer 11

incidental learning impacts concept development in a person with visual impairment in that it’s not relevant to VI due to its visual nature.

Question 12

Describe instructional strategies appropriate for a pre-school learner.

Answer 12

Instructional strategies appropriate for a pre-school learner include playing games showing directionality (Simon Says) and ID’g environmental sounds, balance & coordination

Question 13

Describe instructional strategies appropriate for an elementary learner.

Answer 13

Instructional strategies appropriate for an elementary learner include adventure walks to ID key features while using orientation skills, 3 consecutive trips to local park; ID favorite place & assist in creating map, route specific street crossing skills; plan alternative routes to locations, explore tactile model of intersection shapes.

Question 14

Describe instructional strategies appropriate for a high school learner.

Answer 14

Instructional strategies appropriate for a high school learner include using mapquest for directions to destination, create veering challenge in each of 5 crossings; IDg job application sources & directions to businesses, Along O&M route APS mini-unit conducted; given an address to locate that is atypical, abnormality preventing from street crossing so troubleshoot & selects one then evaluates effectiveness.

Question 15

Describe instructional strategies appropriate for an adult learner.

Answer 15

Instructional strategies appropriate for an adult learner include appropriate participation of learner in process; vocational rehabilitation and employment. Limited life experiences, unusual gait/posture, over-protective family members, restricted concept development, gaps in conceptual development. Need to know why, via experiences of problem-solving, understand immediate value of skill

Question 16

What money organization skills could be incorporated into O&M instruction?

Answer 16

The money organization skills that could be incorporated in instruction include bill folding & organization of currency; use of bill identifier, money safety, identifying denomination.

Question 17

What social skills could be incorporated into O&M instruction?

Answer 17

The social skills that could be incorporated into instruction include Hines Break instruction, looking in direction of voice, asking for & refusing assistance, ambassador of the blind, telephone usage to gain information

Question 18

What time management skills could be incorporated into O&M instruction?

Answer 18

The time management skills that could be incorporated into instruction include bus timetables, travel time on routes & intersections, prioritizing responsibilities