Orientation and Mobility Assessments for Children and Youths with Visual Impairments: How, Why, When, and Where?

Autor/inn/en	Kaiser, Justin T.; Herzberg, Tina S.
Titel	Orientation and Mobility Assessments for Children and Youths with Visual Impairments: How, Why, When, and Where?
Quelle	In: Journal of Visual Impairment & Blindness, 116 (2022) 5, S.596-606 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaiser, Justin T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
DOI	10.1177/0145482X221132290
Schlagwörter	Visually Impaired Mobility; Children; Adolescents; Visual Impairments; Evaluation Methods; Elementary Secondary Education; Students with Disabilities; Comorbidity; Visual Perception; Job Skills; Postsecondary Education; Age Differences; Safety; Childhood Needs; Specialists; Assistive Technology; Foreign Countries; Deaf Blind; Preschool Children; Environment; Transportation; Travel Training; United States; Albania; Afghanistan; Australia; Liberia + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Visual handicap; Sehbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Visuelle Wahrnehmung; Produktive Fertigkeit; Post-secondary education; Tertiäre Bildung; Age; Difference; Age difference; Altersunterschied; Sicherheit; Childhood; needs; Kindheit; Bedürfnis; Ausland; Mehrfach Behinderter; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Umwelt; Verkehrswesen; USA; Albanien; Australien
Abstract	Introduction: This study analyzed survey responses from 114 orientation and mobility (O&M) specialists regarding the content and procedures they used in completing O&M assessments. Methods: O&M specialists completed an online survey in 2020 on their assessment practices for children and youths who are visually impaired. Results: Over 85% of participants identified that they interview the student, parent, classroom teacher, and teacher of students with visual impairments as part of the assessment. The only visual skills addressed by at least 80% of participants were depth perception, distance acuity, scanning, and peripheral visual fields. Students without additional disabilities in kindergarten through 12th grade were more likely to be taught the two-point touch cane technique when compared to students with additional disabilities, who were more likely to be taught constant contact. Discussion: Participants identified that O&M assessments for students in 9th-12th grade were more likely to focus on skills that would be needed for employment or post-secondary education or both, such as the use of public transportation. For students with additional disabilities or children under the age of five years, participants were more likely to conduct assessments focused on safety and immediate needs and environments. Implications for Practitioners: Appropriate O&M assessments need to be conducted in natural environments that provide equal challenges to the environments where students need to travel. O&M specialists must adapt the assessment content and procedures to address the current and future travel needs of all students with visual impairments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01