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O&M professionals--and students and adults with visual impairments--we invite you to participate in an essential comprehensive O&M Needs survey: .

Your insights will directly influence APH’s Focus on O&M Roadmap for the development of innovative O&M solutions aimed at enhancing independence and mobility for individuals with visual impairments.

Please take some time to complete the and share your thoughts and ideas on this important topic.
Thanks,
Denise Snow
UX Research Strategist
APH

On Mar 6, 2024, at 8:47 AM, Kevin McCormack via <kevin3dmack@...> wrote:

Hi Suzanne. I'm sure there are lots of examples of using music in O&M. I know I've seen some O&M-related songs printed in an O&M book, but I can't remember which one. One of the nice things about teaching O&M is that it can be tailored to the student's needs and the teacher's strengths. Actually, that is probably true in most teaching fields. Anyhow, I like to play drums. Some students are also interested in drums. This is a win-win for me and the student, because the drums can be a motivator to do an O&M task. When we are finished, it's drum time! Or I can use the drums to teach concepts, such as, "only play the drum with your left hand," or for listening and movement?I might tell them, "dance slow when I play slow, but when I play fast--dance fast." This game is always a hit. If you play another instrument, I would imagine you can find ways to incorporate it into O&M.

On Wed, Mar 6, 2024 at 8:22?AM Suzanne K-F <smk0005@...> wrote:

Hello! Another Master’s student from Salus with a question. First of all, thank you to all of the people who have been responding to my class assignment. I have enjoyed reading all of your responses. It’s good to know I am entering into a field where people are welcoming and willing to problem solve with each other.?

My question is… has anyone ever combined using music with O&M? Here is where I’m coming from… I currently work with students who have multiple differences, including vision loss and so many of the students are very motivated by music. I’m not talking about music while out in the community, that doesn’t sound safe, but with the students who are learning to navigate the hallways, like to motivate them to keep going, or trail the wall. Just curious. Thanks!!!

Benson, I want to share my thoughts on your questions.

1.Part of the guide dog experience should be the responsibility of every O&M.? The O&M should be able to do the preparatory training and application info for the client.? Upon return, the O&M needs to help with orientation to the new environment and establishing routes.?

NOTE: it is important to become familiar with the guide dog schools as some have a specific way they work with the O&M as a team member.

The O&M instructs the handler, not the dog, so any instruction with the team consists of teaching/supporting the person.? If the appearance is that the dog needs skills, then the handle has been taught how to do it.? Do not hesitate to reach out to the school if you feel the partnership is not safe.? They will usually make a home visit to assess and remediate the problem.

2. The answer to the second question is: about age 25 (LOL).? Kids are constantly changing.? As they grow, their skills and needs change.? When they learn a new skill or route, their confidence dips until mastery … and there is always something new.

In general, we provide consistent services through age 21, then through any new skills needed for post secondary education or vocational needs.? There will be plateaus at different stages — and it depends on how you define independence.

I am happy to share more if you want to reach out to me privately.

Kimberly Stumph, MS, MEd, COMS, CLVT, CVRT.

Maine Division for the Blind and Visually Impaired.

Kimberly.a.stumph@...

Get

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From: [email protected] <[email protected]> on behalf of bensonemeka243 via <bensonemeka243=[email protected]>
Sent: Tuesday, March 5, 2024 6:31:16 AM
To: [email protected] <[email protected]>
Subject: Re: [OandM] Guide Dog Training skill

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EXTERNAL: This email originated from outside of the State of Maine Mail System. Do not click links or open attachments unless you recognize the sender and know the content is safe.

Thanks for throwing more light.

--
Kimberly Stumph, M.S., M.Ed., COMS, CLVT, CVRT
State of Maine
Division for the Blind and Visually Impaired
207 446-7779
Kimberly.a.stumph@...

On Mar 3, 2024, at 8:09?PM, Chris Tabb <chris@...> wrote:

It is helpful to have a round of functional activities that need to be done regularly, such as getting the mail, visiting the grocery story, etc. Asking how they are doing in these areas, and where possible having them demonstrate, can be very helpful in getting a sense of where they are at. It is important to not be judgmental, negative, pessimistic, etc. They just are where they are and your start with them where they are at. You will likely be able to share about others you have met who are blind and low vision and how they are able to do things independently, they just go about them in a different manner than they may have done when functioning primarily through their vision. Role models can also be very helpful if you can connect them with other adults who are living their best life.

Often times, you will have an adult begin by saying “I can’t see anything”, because their idea of not being able to see is not being able to read the newspaper. If they have residual vision, you can help them begin to understand how to use it effectively, such as with eccentric viewing, visually efficient scanning, etc. And, if they are truly at a level of functional blindness, helping them connect with their auditory, tactile, proprioceptive, and kinesthetic senses will help them realize they really can relate to the world around them, just in ways they are not practiced at yet.

—
Christopher J. Tabb, M.A., COMS

chris@...
Mobile:??512.660.2750


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On Mar 3, 2024, at 2:58?PM, Danihuber13@... wrote:

Hi! I am a beginning Orientation and Mobility Specialist at Salus University. I have really enjoyed being a part of this group and being able to start to become familiar with the issues that are current in our field and the opportunities that are available. I am interested in working with adults and had a question as I was thinking through some of these issues. When you meet a new adult client who is also newly visually impaired and discuss their hopes and goals for their O&M training, how do talk with them about assessing their mobility level particularly if they are still emotionally adjusting to their new situation???