The Role of the Orientation and Mobility Teacher in the Public School. Everett Hill, Ed.D.

I’m Starting to Walk – I Can Use a Cane! Bronwen Scott, "Insight" (UK), Issue 9, May-June 2007.

Blind Babies Foundation. List of Resources and Fact Sheets.

Program Guidelines for Visually Impaired Students. CA Dept of Education.
1997 Revision. The guidelines, revised in 1997, were developed cooperatively by teachers, parents, and administrators to serve as a model for providing a quality, cost effective education to visually impaired students that includes the requirements of state and federal laws.

Families, Babies, and O&M: Early Conversations. Tanni L. Anthony, Ph.D., COMS

Early Vision Assessment in Visually Impaired Children at the TRC Sweden by Eva Lindstedt. Visual rehabilitation practices at a centre for visually handicapped children in Sweden are described and a new vision test, specifically designed for the young visually and/or multiply impaired child, is presented. The British Journal of Visual Impairment, Summer 1986, Vol., No. 2.

DOWNLOAD: Article: Infant Massage and the Benefits for Children with Blindness or Visual Impairment. Grace Lappin

DOWNLOAD: Article: An Update on the Early Intervention Training Center for
Infants and Toddlers with Visual Impairments. L. Penny Rosenblum, Ph.D., Deborah Hatton, Ph.D.

GROSS MOTOR DEVELOPMENT IN INFANTS WITH MULTIPLE IMPAIRMENTS by Rita Snell, MA, RPT

ORIENTATION & MOBILITY/COMMUNITY-BASED INSTRUCTION INFUSION SCOPE AND SEQUENCE CHART by Karyl Moore. Corpus Christi Independent School District

 
DOWNLOAD: Article: 20 Tips to Promote Positive Self-Esteem. Richard D. Lavoie, M.A., M.Ed. (.pdf) (html)

Empowering Families of Young Children With Visual Impairments. Deborah D. Hatton, Ph.D

DOWNLOAD: Article: Voices of Experience: Making the Transition from High School to College by Elizabeth Eagan,, Jose Maquez, Joe Orozco, and Tenchita Urteaga

COLLEGE, HERE I COME! By Jody W. Iannuzi

What do you say? Talking to your child about their vision loss. Foundation Fighting Blindness

Non-verbal communication: Cues, signals and symbols. Durkel, J. (1999) This article defines the difference between cues, signals and symbols.

Autism in the Visually Impaired Child. Terese Pawletko, Ph.D. & Lorraine Rocissano, Ph.D.
Psychology Department, Maryland School for the Blind.

Teaching Students with Visual and Multiple Impairments. TSBVI

The O&M Listening Test. TSBVI

O&M Night Travel. By Diane Barnes, COMS

DOWNLOAD: Article: Tools of the Trunk. by Judi Ross, TVI. On itinerant teaching.

TSBVI Instructional Resource Page.

Orientation and Mobility: Preschool Style By Cecelia Quintana, COMS

Preliminary Training Guide to Teaching Human Echolocation, by Daniel Kish, M.A., M.A., COMS, NOMC and Hannah Bleier. This is a quick start, practical training guide to help teach echolocation.

"When Darkness Lights the Way" How the blind may function as specialists in movement and navigation, by Daniel Kish, a totally blind Orientation and Mobility Specialist, description of how the blind may function as specialists in movement and navigation. It serves as a very detailed expose on his experiences both in training, and in the profession. An exhaustive array of issues are covered in depth. Careful attention is given to the maintenance of the highest professional and ethical standards.

DOWNLOAD: Article:"Acoustic Navigation in Premature, Blind Children" by Steve Charles, MD Charles Retina Institute. Dr. Charles, world renowned vitreoretinal surgeon and engineer, documents his observations of young infants spontaneously producing oral signals for the apparent purpose of gaining navigational information.

"Facilitating Movement and Navigation in Blind Pre-Schoolers: A Positive, Practical Approach" Daniel Kish, M.A.
Hannah Bleier, M.A.Sandra Moser, M.A.This report, written with many thousands of collective hours of experience with blind preschoolers discusses the psychology of learning in the preschooler and presents many practical methods of facilitating movement competenc

Teaching mobility, to visually impaired children a special school. by Richard Ellis. The following article discusses the importance of mobility training for children and describes the comprehensive programme employed at The West of England School, Exeter. It brings out the present inadequacy of mobility provision in some mainstream schools and emphasises the need for more mobility officers trained to work with children. The British Journal of Visual Impairment. Vol. 9 No. 1, March 1991.

Environmental Checklist for Developing Independence. TSBVI

MIVI O&M CHECKLIST. Heidi Anderson, COMS and Carolina Martinez , COMS. Texas School for the Blind and Visually Impaired. This checklist was recently developed for assessing children with blindness and multiple impairments.

THE ROLES OF PERCEPTION AND COGNITION IN CONTROLLING THE MOBILITY TASK. Emerson Foulke (presented at International Symposium on Orientation and Mobility, Trondheim, Norway, 1996)

Tips for Teachers with Students with RP Foundation Fighting Blindness.

First introduction to tactiles. by Ronald Hinton. Blind pupils are sometimes expected to make sense of tactiles without the period of pre-picture-reading activity, which is vital to understanding but whose importance we tend to overlook in the fully sighted child because much of it occurs so early. This article will discuss ways of introducing very young blind children to tactile pictures, maps and diagrams, and then reinforcing and developing their experiences. The British Journal of Visual Impairment. Vol. 9 No. 3. November 1991.

Two techniques for encouraging movement and exploration in the visually impaired child. by Kim Morsley, Christopher Spencer and Kate Baybutt. Improving the quality of life of young blind children can, in many cases, be brought about by relatively straightforward changes. these need not depend upon high technology nor upon a high input of time from teachers or parents. This article presents an evaluation of two techniques designed to overcome two major obstacles which may be preventing the young child from achieving his or her potential. These obstacles are the tendency of the child to veer off the intended course and, in some children, the lack of confidence which impedes exploration and travel. The British Journal of Visual Impairment. Vol. 9 No. 3. November 1991.

The role of tactile maps in mobility training. by Simon Ungar, Mark Blades and Christopher Spencer. Tactile maps can have both immediate and long term benefits in helping visually impaired children to find their way through their environment and to acquire spatial abilities. In a series of studies (1991-92), reported in this article, the authors established that young visually impaired children can understand and use tactile maps. The children adopted a variety of strategies for acquiring information from a map, some of which were more effective than others. In the final study, it was established that training in a simple strategy can improve children's performance in a map task. The British Journal of Visual Impairment Vol. 11 No. 2. July 1993.

Visually impaired children's strategies for memorising a map. by Simon Ungar, Mark Blades and Christopher SpencerThis article describes research carried out in 1993. 24 children with visual impairments and 22 sighted children (aged seven to 15 years) were asked to learn a tactile map and then reconstruct it from memory. While the children were learning the map they gave continuous commentary on what they were thinking and doing. The commentaries and map reconstructions were analysed to identify and assess the learning strategies which the children used to memorise the map. Overall, the reconstructions made by children with visual impairments were less accurate than the ones made by sighted children. However, it was noted that most of the children with visual impairments used strategies which were inappropriate for the task. It is suggested that teaching appropriate learning strategies would improve the ability of visually impaired children to encode information from tactile maps. The British Journal of Visual Impairment, March 1995.

Let's play together! by Marianna Buultjens and Roseann Ferguson. The authors outline the initial findings from the first year of a study (1993/94) of how young blind children may be helped to develop exploratory skills, their own creativity, and their understanding and representational use of objects. This first year concentrated on the play behaviour of young educationally blind children aged sixteen months to six years. The sixteen children in the study were visited monthly and videoed at play. Preliminary results indicate that it is easy to overlook or misinterpret what is happening in a blind child's play. In fostering play, adults should have a vital, but unobtrusive, role. The British Journal of Visual Impairment, Vol. 12, No. 3, November 1994.

Helping children: visions of a vision team approach. by Jayne Stokes. The British Journal of Visual Impairment, Vol. 14, No.3, Autumn 1996.

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