Domain #6 Orientation Strategies

Question 1

What environmental features can be used for orientation?

Answer 1

Landmarks, clues, cues, sun position, curbs, intersections

Question 2

When teaching the use of the sun as an orientation environmental features, what related concept must the learner know?

Answer 2

Cardinal directions

Question 3

A learner veers when crossing a street. What environmental feature might assist the learner in maintaining a straight line of travel?

Answer 3

Surge of parallel traffic

Question 4

landmark

Answer 4

landmark: object, sound, odor, temperature or tactile or visual clues that are easily recognized are constatnt and have discrete permanent locations in the environment that give a traveler unique specific information about the individuals location in space

Question 5

primary information point

Answer 5

primary information point: always present, not likely to be missed

Question 6

secondary information point

Answer 6

secondary information point: may not be encountered by the traveler, i.e. fan on water fountain

Question 7

cue

Answer 7

cue: critical objects or their sounds that trigger instant recognition of location; slope of railing, contrasting colors, change in elevation

Question 8

clue

Answer 8

clue: secondary objects or sound emitted those objects that help a person piece together one’s location

Question 9

For each of the above terms, give an example of objects in the environment which meet the definition given.
Landmark

Answer 9

Generator

Question 10

For each of the above terms, give an example of objects in the environment which meet the definition given.

Primary information point

Answer 10

primary information point: landmark building

Question 11

For each of the above terms, give an example of objects in the environment which meet the definition given.
Secondary information point

Answer 11

secondary information point: fan on water fountain

Question 12

For each of the above terms, give an example of objects in the environment which meet the definition given.
Cue

Answer 12

cue: sound from the fan

Question 13

For each of the above terms, give an example of objects in the environment which meet the definition given.
Clue

Answer 13

clue: smell of baking bread

Question 14

Define the following terms:

cognitive map

Answer 14

cognitive map: mental representation of a specific spatial layout which includes object-to-object relationship

Question 15

Define the following terms:

spatial updating

Answer 15

spatial updating: the ability to keep track of spatial relationships while moving to know the location of objects in the environment and accurately monitor the change in relationship of student of objects in the surrounding area

Question 16

Define the following terms:

route level cognitive map

Answer 16

route level cognitive map: has a beginning, middle & end; uses an egocentric frame of reference

Question 17

Define the following terms:

survey level cognitive map

Answer 17

survey level cognitive map: using an allocentric frame of reference, direction and distances between all fixed objects in the room.

Question 18

For each of the above terms, give a strategy of how the O&M specialist would use maps to develop the learner’s spatial orientation.
Cognitive map

Answer 18

cognitive map: creating a tactile model map

Question 19

For each of the above terms, give a strategy of how the O&M specialist would use maps to develop the learner’s spatial orientation.
Spacial updating

Answer 19

spatial updating: exploration of environment and monitor changes in location of objects

Question 20

For each of the above terms, give a strategy of how the O&M specialist would use maps to develop the learner’s spatial orientation.
Route Level Cognitive Map

Answer 20

route level cognitive map: Use a tactile model map prior to actual travel, emphasizing egocentric travel perspective

Question 21

For each of the above terms, give a strategy of how the O&M specialist would use maps to develop the learner’s spatial orientation.
Survey Level Cognitive Map

Answer 21

survey level cognitive map: measure distances between landmarks on route

Question 22

What are the four travel patterns that are used in the instruction of route travel?

Answer 22

1. I
2. L
3. U
4. Z

Question 23

Describe a route for each of the four travel patterns.

1. I
2. L
3. U
4. Z

Answer 23

1. I: Using a braille cell, travel from dot 4 to 5 to 6
2. L: Using a braille cell, travel from dot 1 to 4 to 5 to 6
3. U: Using a braille cell, travel from dot 3 to 2 to 1 crossover to 4 to 5 to 6
4. Z:Using a braille cell, travel from dot 1 to 2 to 5 to 6

Question 24

What are sources of information for a learner when planning a route?

Answer 24

cardinal directions, communication with public departments, interviews of other travelers

Question 25

What specific concepts and skills are required of the learner to read maps?

Answer 25

cardinal directions & orientation, directional concepts, positional concepts, symbolism, tactile sensitvity, scale, prepositional directions

Question 26

Why are compass directions an efficient tool in planning and executing a route?

Answer 26

Compass directions are an efficient tool in planning and executing a route because they’re universal no matter environment; lateral routes are inadequate. Cardinal directions take in information from all four sides. person-to-object relationships

Question 27

List four strategies used to teach compass directions.

Answer 27

1. pmneumonic devices
2. Individual-centric landmarks
3. Sun positioning (fickle friend)
4. Exploration of compasses

Question 28

Identify the steps in the problem solving process.

Answer 28

The steps in the problem solving process are: 1.Identifying that a probelm exists 2. Identifying alternative strategies, 3. Selecting a strategy & implimenting it 4. Evaluating the effectiveness of the selected strategy

Question 29

Describe the application of the problem solving process utilized by a learner who has lost his orientation while traveling in a familiar area.

Answer 29

A learner who has lost his orientation while traveling in a familiar area will utilize the problem-solving process by evaluate the available information about where they are, where their travel path is, and which way they are facing.
- STOP- THINK- ASK your self Where I want to go? Evaluate/explore the environment, the pathway and where I am facing

Question 30

What strategies should a learner use to recover from a veer up a driveway or a veer off the sidewalk onto the grass?

Answer 30

A learner who veers up a driveway or off the sidewalk onto the grass should recover by analyzing auditory & tactile information (shorelining) then walk toward parallel traffic.

Question 31

While indoors, what strategies should a learner use to establish a line of travel?

1. perpendicular line
2. parallel line

Answer 31

perpendicular line: Echolocation, proprioceptiveness, sound localization
2. parallel line: Sound localization & echolocation, trailing (hand or cane)

Question 32

Under what conditions would an O&M specialist plan and implement a drop-off lesson?

Answer 32

When the instructor & student feel the learner has learned all skills necessary to independently travel safely on a route, with alternates.

Question 33

Why is a drop off lesson a productive instructional strategy?

Answer 33

It gives the learner confidence in their abilities and problem-solving skills.

Question 34

Describe the following frames of reference:

1. object-to-object
2. self-to-object

Answer 34

1. object-to-object frame of reference refers to the location of an object in relation to another object, based upon the observer’s position.
2. self-to-object: The relationship of the observer to an object in the environment & its location’s importance.

Question 35

Define the forms of spatial reference that can be used in independent orientation:

1. egocentric
2. topocentric
3. cartographic
4. polarcentric

Answer 35

1. egocentric: understanding of the location of objects or places in the environment as related to an individual’s own body, using such termms as right - left -in front of - behind. Also called body-to-object relationship
2. topocentric: An individual’s ability to relate his/her position and the position of other aspects of the environment to an identifiable landmark.
3. cartographic: A systematic spatial arrangement of places in an environment in a recognizable pattern resembling geometric figures, such as a street grid pattern with rectangular blocks.
4. polarcentric: The use of compass directions that are based on the location of the north pole.

Question 36

Identify and describe techniques for self-familiarization to a room

Answer 36

Self-familiarization techniques for a room include perimeter by using door as home base or reference point and uses compass directions to explore door wall & name it, then continue around the perimeter in the same manner always returning to the reference door; grid pattern in which the student squares off on the door wall & crosses to opposite wall, then moving right/left a few steps & returning, exploring landmarks for reference from original door (used to explore center of room).

Question 37

Identify and describe techniques for self-familiarization to an outdoor environment.

Answer 37

Self-protective technique and a touch & drag cane technique, echolocation

Question 38

Describe available technology that a traveler might use to assist in self-familiarization.

Answer 38

GPS, ETAs, apps oniOS devices

Question 39

Describe the OCS process when orienting a dog guide traveler.

Answer 39

The process of Orientation, Coaching, & Solo instructions with a dog guide traveler includes orienting the handler as a sighted guide without the dog, indicating memorable points. Coaching involves the handler’s right shoulder and previewing landmark points with distance/time; dog may skip intermediate landmark to achieve visual goal (as approved by handler). Solo concludes when the team has navigated the route successfully, observation of performance without dog noticing.

Question 40

Where is the best place to stand when orienting a dog guide traveler?

Answer 40

With the exception of mitigating circumstances, the instructor should be behind the dog, to the right of the traveler.