California Association of Orientation
and Mobility Specialists
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About Orientation and Mobility A visual impairment usually affects how the individual learns about and functions within various environments. The individual with a visual impairment, therefore, will need special skills to understand and become oriented to these environments and to move, travel, and live independently and safely within them. Developing a conceptual understanding of: Body image; e.g., planes, parts, laterality, and directionality in relation to objects and environmental features Concrete environmental concepts; e.g., grass, lawn, cement, wood, carpet, tile, tree, bush, and street Spatial concepts; e.g., far, near, close, high, low, above, below, facing, in front of, behind, beside, away from, next to, forward, backward, sideways, and 90-, 180-, and 360-degree turns Compass direction concepts; e.g., north, south, east, west relationships, sides of streets, names of corners, and relationships among changes in direction Traffic and traffic control concepts; e.g., fast, slow, parallel, perpendicular, same direction, opposite direction, near side, and far side Learning to travel independently at home and at various settings throughout one’s school career Learning appropriate trailing and protective techniques and techniques for locating objects to facilitate independent orientation and mobility at home and school Learning to use appropriate sighted guide skills in all travel situations when needed, such as traveling in normal situations; going through narrow passages; ascending and descending stairways; using escalators and elevators; switching sides; seating oneself in chairs, in sofas, and at tables; and establishing and maintaining control of the sighted guide situation with familiar and unfamiliar guides · Learning to use remaining vision and distance low vision aids, as appropriate, to the maximum extent possible for independent, safe orientation and mobility Developing an understanding of the importance, dangers, responsibilities, and behavior appropriate for independent travel in increasingly sophisticated settings Developing an understanding of the services various business establishments provide; e.g., grocery stores, department stores, banks, post offices, and shopping malls Learning to carry out increasingly complex personal business transactions independently Understanding and being able to use public transit systems Developing, if nonverbal, a feasible communication system for acquiring information and communicating needs Learning to use adaptive mobility skills as necessary for use with ambulatory aids, such as wheelchairs, walkers, braces and orthopedic canes, to provide for maximum independent mobility; e.g., bus lifts or rail ramps Use of alternative mobility devices when appropriate Being able to develop and travel alternative routes and, if necessary, travel specific routes in limited areas to care for basic needs
Hazekamp, J., & Lundin, J. (Eds.)
(1997). Program guidelines for students who are visually impaired.
Sacramento: California Department of Education.
Mobility: A Basic Freedom
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