Domain 6: O&M Strategies and Skills Flashcards
environmental features used for orientation
slope
truncated domes
grassline
traffic sounds
sidewalk
landmark
when teaching the use of directions related to the sun, what must the learner know?
cardinal directions
how might a learner maintain line of travel after a veer?
curb cut
apex of the road
sound of traffic
landmark
familiar object, sound, odor or tactual clue that is easily recognized
truncated domes, stairs
primary landmark
always present in environment
change in surface that spans the length of the sidewalk
secondary landmark
always present in environment but may be missed in travel due to path
point of info
perceived senses (smell, touch, visual) that can be used by the learner to determine direction and position
cognitive map
ability to develop a mental image of a physical space, specific location, or directional information
spatial updating
ability to keep track of one’s location and changes in the distance and direction in relation to other environmental features while moving
route level cognitive map
egocentric frame of reference
directions and distances to all fixed objects in the room
survey level cognitive map
allocentric frame of reference
higher level
four different routes
I, L, U, Z
sources of information for a learner when planning a route
route descriptions
tactile town
large print/tactile or both
digital images (GPS)
specific concepts and skills required for learners to read maps
symbols represent real objects
directions on a map correspond to directions in space
compass directions efficient
constant
allow learner to relate to the distance in the environment
learner can relate to environmental concepts
4 strategies used with compass directions
never eat soggy waffles
incorporate into motor activities
teaching map basics
independent route planning
steps in problem solving process
identify problem
identify alternative strategies for solving problem
select strategy an implement
evaluate effectiveness of strategy
what indoor strategies should a learner use to establish line of travel?
perpendicular
parallel
under what conditions would an O&Mi implement a drop off lesson
student is proficient in all other o&M techniques and skills
student has an understanding of the environment the drop off will take place
why is a drop off lesson productive
gives students practice on if they get disoriented
useful in teaching to gather information and test hypothesis
object to object
allocentric
survey level spatial knowledge
self to object
egocentric
information perceived from the learners location
egocentric
info perceived, remembered and acted upon based on the subjects location
topocentric
information about locations of landmarks
