O&M Instruction Program Flashcards
Describe the itinerant service delivery model and what are the advantages and disadvantages of this model.
Itinerant service delivery is composed of the specialist traveling to each client’s neighborhood to deliver service. Advantages of this model include client familiarity with the environment and a natural environment that reduces transfer of skills. Disadvantages are the necessity for transportation during inclement weather and transport of materials. Planning for different settings with individuals students is also a disadvantage.
Describe the center-based service delivery model and what are the advantages and disadvantages of this model
The center-based service model is composed of well-established assessment & training areas that offer comprehensive training opportunities for evaluation & teaching the entire range of O&M skills. Also provide interdisplinary input that address low vision, health, communication, personal adjustment, psychological, social and employment needs. They give opportunities with as many as 2/day or minimum of 2/wk. Reinforcement by full staff compliment. Natural interaction with other students which can address a number of psycho-social issues. Segregation of community is a disadvantage as well as the transfer of skills.
Describe the residential service delivery model and what are the advantages and disadvantages of this model.
The residential service delivery model is similar to the center-based model, but the client resides at the center instead of being transported daily from their neighborhood environment. The instructor then has more time to work directly and has storage available for materials/equipment as well as discuss the whole client with colleagues. Social interaction of clients with others is heightened.
Describe and compare the following team models:
multi-disciplinary
multi-disciplinary team models are characterized by several disciplines work independently to conduct assessments of a client, write & implement separate program plans, and evaluate client progress within the parameters of their own disclipline.
Describe and compare the following team models:
trans-disciplinary
trans-disciplinary team models the professionals from different disciplines cooperate & collaborate during the initial assessment & planning phases of designing a client educational program and offer on-going support and input.
Describe and compare the following team models:
inter-disciplinary
inter-disciplinary team models professionals from different disciplines undertake independent assessments of a client, but carry out program development as a collective effort.
List age-appropriate O&M goals for kindergarten - 3rd grade.
Age-appropriate O&M goals for kindergarten - 3rd grade include human guide, protective technique, trailing, alignment & squaring off, long cane (techniques, negotiate doors & stairs, fold & store cane), street crossings (with guides, timing, intersection shape & controls, cross residential supervised), malls/stores (human guide, transportation, use seatbelts independently) landmarking (describe landmarks, clues, & cues, ID specific ones), route travel (I, U, L routes for home & school, follow & give simple directions, maintain orientation for reversals,) Orientation strategies (sun & cardinal directions, survey maps to describe environments, problem solve when disoriented, devices/aids use and construction) environmental (ID/describe common textures & terrain features, basic indoor features, outdoor features, residential block concepts) spatial/directional/positional (self-object, right/left, ID basic positional concepts [back/front/up/down], clockface points, object-object, compass points) numbering systems (count to 100+, id odd/even # 100+), traffic (ped safety rules, traffic controls, intersection shapes, part/function of vehicles) visual skills (process/analyze sensory info, trace stationary line, use scanning patterns to locate, view objects eccentically) auditory (localize sound source, ID/discriminate sound source, reflective sounds for travel, create sound source for echolocation) optical & non-optical device use (use no power device in familiar device, wear protective eyewear, label parts of device) understanding pathology (offer simple explanation of how eyes do/not work, ID pathology).
List age-appropriate O&M goals for 4th-6th grade.
e-appropriate O&M goals for 4th-6th grade include , &Basic Skills (correct/proper human guide,otective technique & trailing in familiar, alighnment/squaring off in residential) Cane skills (3-point teach technique, various hand techniques in familiar outdoor, bring cane to/from school, negotiate escalators/elevators), Street crossings (semi-independent residential, intersection analysis basics), Mall/stores/etc (travel supervised to local stores, make simple purchases), Transportation (locate bus stop, ride bus with others), Landmarking (ID residential in blocks & routes, anticipate sequential landmarks during routes in familiar residentials), Route Travel (use street names/directions/shapes/landmarks to maintain orientation, maintain orientation during complex routes, maintain orientation for more complex routes, plan routes to familiar residential destinations), Orientation Strategies (use sun & time of day to ID cardinal directions, use self-oreientation strategies for room orientation, use spatial and estimation in route travel, use effective recovery strategies after veering, problem-solve using task analysis and hypothesis testing), Orientation Aids (use compass to establish direction, use & construct map for semi-familiar areas), Environmental (ID/describe events in a typical residential features, ID/describe complex indoor features), Spatial (Reverse turns on return routes, ID parallel & perpendicular, apply compass points in route travel, make 90, 180, & 360 degree turns, ID clockwise & counter-clockwise directions), Numbering Systems (ID characteristics of indoor numbering systems, ID char. of outdoor systems, use indoor systems to determine side of hallway of destination, use outdoor systems to determine proximity of destination) Traffic Concepts (Describe relevant markings & elements, ID parallel & perpendicular traffic flows, ID near/far lanes of traffic, ID basic traffic patterns, describe ped/traffic timing @ basic light controls, describe basic driver rules, estimate volume/speed/acceleration of traffic) Visual Skills (scan environment while moving, track familiar moving objects), Auditory Skills (align/square-off to sound sources, use reflected sounds to find interior/exterior corners & recesses, track a moving sound source), Optical & Non-optical (use devices independently for O&M activites) Understanding pathology (ID/describe eye pathology in simple terms, ID visual functioning)
List age-appropriate O&M goals for 7th-9th grade.
Age-appropriate O&M goals for 7th-9th grade include Basic skills (teach human guide, anticpate need & use protective & trailing in unfamiliar areas, demonstrate alignment/squaring-off in light business areas), Long Cane (anticpate/use techniques in unfamiliar outdoor areas) Street crossings (complete independent residential street crossings, complete supervised light business crossings, analyze residential/light business intersections, complete railroad crossings), Mall/stores/etc (travel with supervision in malls/department stores, travel independently in small stores, make complex purchases) Transportation (use public bus with supervision, obtain public transportation schedules from a variety of sources), Landmarking (use effective question strategies to elicit information about landmarks) Route travel (plan alternative routes/detour within familiar light business environments) Orientation strategies (apply use of sun, compass/landmarks to orient self when dropped off in familiar residential areas, use effective questioning via person/telephone to elicit information from others, locate information bia indoor numbering or outdoor address system), Orientation Aids (use detailed info to orient self to malls or outdoor areas, use available/accessible business directories, use commercially available/internet map sites), Environmental (ID/describe light business features, ID/) Spatial/directional/positional (ID mid-compass points, apply mid-compass points) Numbering systems (determine relative location based on numbering systems & street names, determine direction of travel based on numbering systems, plan simple route using numbering system), Traffic concepts (describe complex road elements, describe complex traffic controls, compare timed vs. actuated controls, describe traffic flow at one-way & atypical intersections), visual Skills (systematically track moving objects in the environment, interpret visual skills to use orientation strategies, track unfamiliar moving objects), Auditory skills (use reflected sound to describe characteristics of objects, explain the Doppler effect) Optical devices (use devices in daily routines) Understanding pathology (describe eye pathology & visual functioningin detail, model of eye to describe anatomy/pathology)
List age-appropriate O&M goals for 10th-12th grade
Age-appropriate O&M goals for 10th-12th grade include basic skills (create pamphlets to describe “dos & dont’s of Human Guide technique”) long cane (order appropriate cane to demonstrate awareness of availability) street crossing (complete independent light business crossing, analyze complex intersections, complete supervised crossings at complex intersections, complete crossings in metro/urban areas), Mall/stores/etc (travel independently) Transportation (research independent public ride options, apply for Para-transit service, complete transit transfers independently), Landmarking (create multimedia presentation of familiar landmarks that can be used for orientation), Route travel (plan routes using public to unfamilar destinations), Orientation strategies (orient self when dropped off in familiar business areas), Orientation aids (use GPS technology to establish orientation/plan routes/find outdoor destinations, familiar with remote infrared signage), Environmental (ID/describe atypical features in light business areas, ID/describe atypical travel features, ID/describe features of urban travel environments), Numbering systems (independently plan complex routes using indoor/outdoor numbering systems, apply system in use of commercially available maps), Traffic concepts (ID complex intersection configurations, describe freeway/interstate systmes, describe rail systems, describe role of traffic engineer, describe approaches to consumer advocacy in intersection accessibility), visual skills (independently use visual cues, integrate selective use of visual skills), Auditory (integrate selective use of all auditory skills), Optical devices (describe ease for devices to optometrists or others, select/order appropriate devices), understanding pathology (research eye pathology and synthesize information)
How do instructional goals and objectives/benchmarks relate to one another?
Instructional goals & objectives/benchmarks relate to one another by measurable, logical steps to be accomplished in effort to achieve the identified goal and monitor progress along the way
Identify two criteria for determining if an objective/benchmark is appropriately written
Two criteria for determining if an objective/benchmark is appropriately written are SMART (Specific, Measurable, Achievable, Responsible, Time period)
List conditions which would influence the selection of appropriate instruction environments.
Conditions which would influence the selection of appropriate instruction environments include proximity, safety, variety of features
List resources available to the O&M specialists in the selection of instructional environments.
Resources available to the O&M specialists in the selection of instructional environments include business owners, city planners, parks & recreation depts., gov’t officials.
What are the differences between guided and discovery learning and what application can be made to O&M instruction?
The differences between guided and discovery learning and what application can be made to O&M instruction are that in Guided Learning an instructor gives a specific, sequential set of skills that are repeated until learned then expands upon foundationary concepts; Discovery Learning uses incidental situations to incorporate needed skills in specific environments. The application of these approaches to instruction in that previously learned skills can be used when exploring new environments to optimize student learning.
