O&M professionals--and students and adults with visual impairments--we invite you to participate in an essential comprehensive O&M Needs survey: https://www.surveymonkey.com/r/FocusOnOM24.
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
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I love this! I’m actually currently a Music Therapist, so everything you wrote was so in tune (pun intended) and aligned with a MT approach. I’m excited to blend the two together.?
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Thank you so much for the links! This is great!!
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You all are tackling a really inspiring issue. I'm very impressed at how you use your creativity to motivate your clients and to empower them by helping them discover their own resources. More power to you!
Pamela Cory retired MA, CVRT Therapist in Hamburg, Germany
Before I went back to Graduate school, to study for my O&M credential, my first Graduate level credential was as a Drama Therapist. Needless to say, I see a lot of connections between O&M and the arts. I have done numerous O&M lessons to music venues, especially with clients who had strong interests. This has included clients who had developed a strong interest in Karaoke. When I was working with working age populations in Wichita, I had a professional harmonica player client who was losing his vision because of retinitis pigmentosa. I am certainly no professional musician, but at the end of our O&M lesson, I used to pull out a harmonica, and we would do a duet or two. One of the things he wanted to do was improve his comfort level at being on stage with various bands in the area who would invite him to play, We worked on some stage strategies which he seemed to find helpful. I went to one of his performances at a local bar after our lessons were about completed, and he invited me up to do a duet with him, a real pleasure. Another client in Wichita who had been a professional musician worked with me on general O&M. He had experienced a severe stroke which impacted not only his vision, but also some coordination and processing. He had been a guitarist, and thought that he would never be able to return to the musician world. My amateur harmonica playing came in handy with him too. He had not picked up a guitar at all after his stroke and resultant vision loss, but I would pull out a harmonica at the end of our lesson, and this would encourage him to get out his guitar and try some things. He frankly was not very capable when starting out, as compared to his pre-stroke capabilities, but he was improving. Unfortunately, he had another medical problem that caused him to die before we made a lot of progress, but it was good that he became motivated to try some things again at the end of his life. I also worked with a client who had been a cruise ship singer before losing most of his vision. He was still a great crooner, but he explained that, when working on cruise ships, he would wander through the cruse ship venues with a cordless mic, and schmooze with the passengers. We thus worked on his being able to use his cane to move gracefully through venues as he had before his vision loss. I did not track him after he left the rehabilitation facility where I worked with him, but there was no reason why he could not have returned to entertainment in venues such as the ones he had served as a sighted entertainer. These are just a few examples that happen to come to mind. Michael Byington Contact Information: Michael Byington, Certified Orientation and Mobility Specialist President of Kansas Association for the Blind and Visually Impaired Membership Coordinator for Friends In Art of the American Council of the Blind 712 S Kansas Avenue, Suite 414 Topeka, Kansas 66603 (785) 221-7111 ByingtonCOMS@... ? ?
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Before I went back to Graduate school, to study for my O&M credential, my first Graduate level credential was as a Drama Therapist. Needless to say, I see a lot of connections between O&M and the arts. I have done numerous O&M lessons to music venues, especially with clients who had strong interests. This has included clients who had developed a strong interest in Karaoke. When I was working with working age populations in Wichita, I had a professional harmonica player client who was losing his vision because of retinitis pigmentosa. I am certainly no professional musician, but at the end of our O&M lesson, I used to pull out a harmonica, and we would do a duet or two. One of the things he wanted to do was improve his comfort level at being on stage with various bands in the area who would invite him to play, We worked on some stage strategies which he seemed to find helpful. I went to one of his performances at a local bar after our lessons were about completed, and he invited me up to do a duet with him, a real pleasure. Another client in Wichita who had been a professional musician worked with me on general O&M. He had experienced a severe stroke which impacted not only his vision, but also some coordination and processing. He had been a guitarist, and thought that he would never be able to return to the musician world. My amateur harmonica playing came in handy with him too. He had not picked up a guitar at all after his stroke and resultant vision loss, but I would pull out a harmonica at the end of our lesson, and this would encourage him to get out his guitar and try some things. He frankly was not very capable when starting out, as compared to his pre-stroke capabilities, but he was improving. Unfortunately, he had another medical problem that caused him to die before we made a lot of progress, but it was good that he became motivated to try some things again at the end of his life. I also worked with a client who had been a cruise ship singer before losing most of his vision. He was still a great crooner, but he explained that, when working on cruise ships, he would wander through the cruse ship venues with a cordless mic, and schmooze with the passengers. We thus worked on his being able to use his cane to move gracefully through venues as he had before his vision loss. I did not track him after he left the rehabilitation facility where I worked with him, but there was no reason why he could not have returned to entertainment in venues such as the ones he had served as a sighted entertainer. These are just a few examples that happen to come to mind. Michael Byington Contact Information: Michael Byington, Certified Orientation and Mobility Specialist President of Kansas Association for the Blind and Visually Impaired Membership Coordinator for Friends In Art of the American Council of the Blind 712 S Kansas Avenue, Suite 414 Topeka, Kansas 66603 (785) 221-7111 ByingtonCOMS@... ? ?
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HI Suzanne,
That’s a great question! Music is a wonderful way to engage and motivate students during O&M lessons! Here is a Paths to Technology post with?. (If anyone has additional songs, please share and I’ll add them to the post!)
I have also found that students with traumatic head injury and other brain-related issues often learn best through songs or chants. The brain will create new pathways through songs and chants, helping students to learn and remember routes. Here is a post about a TBI student who uses chants and songs for O&M purposes, “reading”, and more!??Cody used a modified version of Old McDonald Had a Farm to remember the building order in his high school.
FYI: The Paths to Technology website has a?- check it out!
Welcome to the wonderful world of O&M! Diane
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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!!!
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I am always using music during my O&M sessions! The students?I work with are blind and have additional disabilities. I am using daily mobility routines for my lesson structure (we travel to one or two of the same landmarks in the school during each session, adding on sessions as they begin to master the initial routes). I am constantly singing in the halls? - usually custom mobility-related lyrics to the tune of common nursery rhyme songs. I also use Spotify on my phone or a bluetooth speaker to encourage students?to localize and travel towards a sound source. On Wed, Mar 6, 2024 at 7:22?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!!!
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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!!!
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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!!!
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Re: Guide Dog Training skill
Thanks Jenine for this one, you all have been wonderful.?
On Tue, Mar 5, 2024 at 12:58?PM Jenine Stanley via <jenine.stanley= [email protected]> wrote: Hello Benson,?
First off, all the best as you enter your O&M journey.?
I’m going to boil it all down to something Lukas Frack once said about using a cane and using a guide dog.?
Paraphrased here:?
Using a guide dog is like learning to play hockey. You have to learn to skate (cane training) before you can learn to follow the puck.?
As a guide dog handler, I make use of different tactile cues than I would when using my cane and my sense of space is different but timing, understanding how to interpret feedback and knowing about traffic and street layouts is the same.?
Jenine Stanley? On Mar 5, 2024, at 10:43?AM, Stumph, Kimberly A via <kimberly.a.stumph= [email protected]> wrote:
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@...
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@...
Jenine Stanley Director, Customer Success & Engagement Aira Tech Corp. Direct Dial: 1-614-600-7408
Access to visual information is a human right.? Customer Care? 1-800-835-1934 Learn more about visual interpreting at .
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Re: Guide Dog Training skill
Hi Kimberly Thank you so much for the detailed?information, and you did justice to my number 2 question. I accept the opportunity to reach out to you directly as soon as the need arises. On Tue, Mar 5, 2024 at 10:43?AM Stumph, Kimberly A via <kimberly.a.stumph= [email protected]> wrote:
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@...
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@...
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Re: Assessing mobility level
Adding to Chris’s comments, you can talk to the individual about the functional implications of their eye condition. ?I would ask them to describe their eye condition and then explain what legal blindness means related to their eye condition. ?(Most have not gotten any of this information from the eye doc only a diagnosis). I would ask, what are you not doing now that you were before vision loss? Then review how O&M can help with addressing those issues. ?I also review human guide as family members or friends are most likely trying to ‘help’. ?
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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., COMSchris@...Mobile:??512.660.2750<Certified_Orientation_and_Mobility_Special ist_(COMS(C)) SMALL IMAGE.png>Digital Badge ConfirmationImage: ACVREP Digital Badge for COMSConfidentiality Notice: This e-mail and?any attachments are intended only for the?individual or company to which it is?addressed and may contain proprietary?information which is intended only for?dissemination to its intended recipients. Further, this e-mail may also contain?Protected Health Information and related?materials whose usage & disclosure is?further governed by HIPAA//FERPA?and?other federal regulations. If you are not?the intended recipient, be advised that any?unauthorized use, disclosure, copying,?distribution, or the taking of any action in?reliance on the information contained?herein is strictly prohibited. If you have?received this e-mail and are not the?intended recipient, you are instructed to?notify the sender by reply e-mail and?destroy all copies of the original message.
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???
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Re: Guide Dog Training skill
Hello Benson,?
First off, all the best as you enter your O&M journey.?
I’m going to boil it all down to something Lukas Frack once said about using a cane and using a guide dog.?
Paraphrased here:?
Using a guide dog is like learning to play hockey. You have to learn to skate (cane training) before you can learn to follow the puck.?
As a guide dog handler, I make use of different tactile cues than I would when using my cane and my sense of space is different but timing, understanding how to interpret feedback and knowing about traffic and street layouts is the same.?
Jenine Stanley? On Mar 5, 2024, at 10:43?AM, Stumph, Kimberly A via groups.io <kimberly.a.stumph@...> wrote:
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@...
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@...
Jenine Stanley Director, Customer Success & Engagement Aira Tech Corp. jenine.stanley@... Direct Dial: 1-614-600-7408
Access to visual information is a human right.? Customer Care? 1-800-835-1934 support@... Learn more about visual interpreting at https://aira.io.
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Hi Kimberly and Christine! ?Actually, our research with having Gene cross the path of approaching vehicles blew my mind - drivers DO recognize the white cane and what it means. ?And the link that Chris sent (thank you Chris!!! ?You’re the best) explains a study we did to find out if they’d yield to people with canes that aren’t white and found that NO, the cane needs to be white to be recognized. — Dona ————————— Dona Sauerburger, COMS Certified Orientation and Mobility Specialist for the blind www.sauerburger.org
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On Mar 5, 2024, at 10:50 AM, Stumph, Kimberly A via groups.io <kimberly.a.stumph@...> wrote:
?
My experience has been that in the United States, the colors do not have universal meaning. ?However, in other countries there is more of a color protocol.
With the advent of the readily available fashion colors, it seems to dilute any possible meaning that a specific color may mean.
More importantly, what is the purpose of color designations if the public does not know them and/or respect them?
Kimberly Stumph, MS, MEd, COMS, CLVT, CVRT
Maine Division for the Blind and Visually Impaired
Kimberly.a.stumph@...
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.
Hi Everyone,?
I know you're all seeing a lot of these posts come through, here I am to add one more :). My name is Christine Brennan, I am a first-year student enrolled in the Master's Orientation and Mobility program at Salus University. I had a question about the colors
on the white cane. I found some information about this online, but when I speak to actual O&M specialists working in the field, I've gotten some conflicting answers. I've seen some information about how an all-white cane means the individual is completely
blind, and a cane with red on it means that the person is partially blind. Is there any sort of truth or consistency with this? Thank you all in advance!?
-- 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@...
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Just for fun, you may also find this article interesting about the effect of color on drivers; it was from a JVIB article…
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Suzanne K-F
Chris Tabb