Domain 5: Teach Orientation Strategies and Skills Flashcards
Fixed and identifiable objects (visually, auditorily, or tactilely) or a configuration of objects– that are unique to an area and can help student become oriented to his environment.
landmark
signal in the student’s mind an instant recognition of his location, such as sound of a piece of equipment in the secretary’s office
environmental cue
provide pieces of information that the student must decipher to lead to a proper (or improper) deduction as to his relative location in the environment. There are usually added to other pieces of information to arrive at a general location.
Environmental clues
Five-Point Travel System
- Route pattern or shape
- compass directions
- names of hallways (later streets)
- landmarks along the route
- All previous elements in reverse order on the return trip
4 basic route patterns, in order of difficulty
- I- route
- L-route
- U-Route
- Z-route (or stair step)
When to introduce compass directions
After student shows proficiency in using the route patterns by traveling one route after another in one or more hallways.
What do you name hallways after?
landmarks
When to work on the 5-point travel system
It should be integrated into every lesson moving forward, so student learns what she should be thinking about when walking to maintain orientation.
When to introduce 5-point travel system
Based on student, but can do it while teaching human guide or self-protection, or wait until after student as mastered there skills.
When do you introduce trailing a wall, and what is it good for?
Introduce trailing after self-protection techniques. It is good for maintaining one’s direction and for locating objects or destinations found along the wall line, such as doors, elevators, fountains, bulletin boards.
What types of street furniture are usually located along the inside and outside shorelines?
Inside: gates, walls, etc.
outside: fire hydrants, street signs
What is the purpose of shorelining and why should it be limited? What population may rely more heavily on shorelining?
to locate a landmark, a particular destination, or to reconfirm as intended line of direction.
It should be limited because shorelines along sidewalks can lead to walkways, driveways, wide parking lots and alleys which increase chances of wondering off route.
Those with multiple impairments might need the shorelines to maintain orientation.
Pacing and progression of basic outdoor O&M skills.
- student first learns long cane skills necessary to negotiate sidewalk travel (two-point touch or constant contact). Lessons must allow time to relearn some of these skills in the new environment.
- student learns to walk down the middle of the sidewalk in a straight line of travel.
- student learns to explore shorelines.
- student is simultaneously building knowledge of the block, from walking along its sides to exploring its corners.
- student learns to mix walking down the middle and shorelining to locate landmarks and objectives.
Two components of street-corner familiarization.
- determines the exact corner of an intersection.
- determines the landmarks he should use to identify that corner in the future.
Strategies for Effective teaching: what are some orientation clues a student can use in a residential neighborhood?
- flow of traffic/traffic patterns (heavier on primary streets vs tertiary streets; one way streets)
- compass directions (primary street runs north-south)
- street names (all streets in a neighborhood names after flowers)
- The sun (must know the time of day and year, where sun rises/sets)
- The terrain (knowing which streets run uphill/downhill; sidewalk endings; gravel areas; sudden slopes)
