Orientation and Mobility (O&M) specialist education: Reflecting on the University of New South Wales (UNSW) Graduate Diploma in O&M

Tertiary education selection is often based on academic merit. Admission criteria into the UNSW Graduate Diploma of O&M, has not included specific prerequisite degree completion but requires completion of any Australian Qualification Framework Level 7 undergraduate degree. The intention of this was to widen candidate catchment to the profession, as recommended by industry partners.

Students entering the programme come with varied backgrounds. Those with backgrounds in health or education have been well placed to manage the course content and practical teaching components. Students from other undergraduate pathways demonstrate variable results, with some doing well and others provided with support to assist them in meeting competencies. Another challenge was that O&M specialists are required to have certain physical, emotional intelligence and communication abilities which are not currently part of programme entry criteria.

Due to limited places and to ensure candidate suitability, a selection interview is now being considered. Further evaluation and evidence are needed, however, about the most effective interview format to assess critical attributes for O&M student success, which can be utilised in the selection process (Patterson et al., 2016; Roberts et al., 2018). While the Graduate Diploma in O&M has not yet initiated a formal interview process, for the 2023 and 2024 intakes, individual meetings with programme staff and observation days of O&M specialists working with clients (provided by industry partners) have been offered to prospective students. This has improved student understanding of course and job requirements and what a career as an O&M specialist entails. Undergraduate requirements for entry have not been narrowed, however, UNSW does recommend qualifications or work experience in the health sciences or education, and communicates to prospective students the required physical, emotional, and communication attributes for successful programme completion.

The question of how to attract and enrol students, who are likely to be successful in training and, ultimately, become competent O&M specialists remains key to ensuring the programme is successful, remains sustainable, and meets workforce needs.

The Graduate Diploma addresses the pressing need for O&M specialists, particularly in larger geographic and rural areas. The programme aims to train students in these regions and increase the number of O&M professionals working in their communities. To effectively cover these geographical areas, the programme chose to adopt a distance education model. This decision was influenced by Australia's extensive experience in distance education, dating back to the early 1920s (White, 1982; Hiani, 2015). This rich history of distance education in Australia has laid the foundation for a thriving online education ecosystem. It is a testament to this ecosystem's vitality that, according to University Rankings Australia (2023), postgraduate students exhibit a strong preference for distance education. This preference is likely driven by the demands of their existing work commitments and other life obligations. In fact, Australia currently boasts a staggering enrolment of 82,324 postgraduate students pursuing their studies through distance education across various universities and different states.

Distance education offers numerous advantages, including flexibility, and accessibility, which accommodate the needs of working adults (postgraduate) and individuals with busy schedules (Belanger and Jordan, 2000). This approach allows for customized pacing, enabling learners of varying speeds and promoting inclusivity (Koenig and Robinson, 2001). Learners have the opportunity to engage deeply with materials such as pre-recorded lectures, virtual classroom interactive tutorials and interactive videos, using modern online platforms, such as Moodle Pty Ltd (Learning Management System-LMS). This approach enables the incorporation of multimedia elements, discussion forums, interactive quizzes, and other digital tools, that all enhance the learning experience and accommodates diverse learning styles (Al Rawashdeh, 2021). Moreover, online education cultivates crucial skills in self-discipline and time management, while remaining aligned with industry needs, ultimately facilitating career advancement (Koenig and Robinson, 2001; Ovetz, 2021). Notably, the programme's online nature proved to be remarkably adaptive during the Coronavirus (COVID-19) pandemic. Recorded instructional videos, interactive tutorials and the students undertaking home/area-based tasks, effectively addressed early course components that previously required face-to-face interaction. This experience underscored the resilience of online education for didactic teaching, demonstrating its potential to meet the evolving needs of a diverse array of learners (Pregowska et al., 2021)

The programme launched in June 2021, and COVID-19 shutdowns meant that subject matter experts were not able to travel to Sydney to pre-record lectures but adapted to develop and record lectures from home. Students could not meet for face-to-face O&M techniques training, with the programme pivoting to create accessible videos, which modelled techniques, instead. Furthermore, the face-to-face, intensive O&M techniques training was delayed to January 2022, for the cohorts most impacted by the pandemic. While learning was adapted to continue remotely and online, O&M techniques training seemed to achieve best results by bringing the group together to practice on each other. The current programme requires 5 weeks (2+3-week intensive blocks) of face-to-face O&M techniques training.

The Graduate Diploma demonstrates a constant commitment to evidence-based practice in the development and adaptation of its curriculum. This commitment is evident through a holistic approach that incorporates rigorous research, O&M specialist expertise, and the invaluable insights of programme beneficiaries.

The academic team examines the latest research findings and industry best practices, ensuring that the curriculum aligns with the most current developments in the field of Orientation and Mobility. This process typically takes place after each trimester, with a rigorous review and revision that ensures the programme's content remains current and relevant.

Beyond scholarly research, the programme places significant value on tapping into the expertise of knowledgeable and experienced O&M specialists, professional bodies, and industry. Some of the ways this expertise has directed the programme include: establishing a steering committee, with representation from key rehabilitation agencies; guest lectures from experts in their fields; inviting into the O&M Techniques training, a range of tutors with varied geographical and specialist experience; and actively seeking insights from other university O&M preparation programmes. The programme actively collaborates with experienced O&M professionals, who bring a wealth of practical wisdom, enriching the curriculum with insights garnered from their extensive professional background (Johnson, 2015; Thompson, 2021).

The programme places a strong emphasis on the direct experiences and values of those who directly benefit from the services, which are provided by programme graduates. This direct engagement with programme beneficiaries stands as a fundamental pillar of the programme's philosophy. The invaluable feedback and distinctive perspectives shared by these individuals continually shape and enhance the curriculum, ensuring that graduates are not only technically proficient but also deeply attuned to the human and personal dimensions inherent in the realm of Orientation and Mobility services.

Furthermore, all online programme material was created to be accessible by a student, who is blind or has low vision. The programme materials are continually being reviewed and mapped to ensure they are accessible, relevant and address ACVREP's key domains and industry requirements. In addition, the programme's faculty work closely with UNSW Equitable Learning Services (ELS), formerly known as the Disability Support Unit, in providing practical support to ensure students' mental or physical health conditions do not adversely affect their studies, thereby, giving them every opportunity to succeed in the programme.

In O&M, face-to-face techniques instruction stands as a vital and indispensable practice, especially within the context of this Graduate Diploma. Requiring students to practice orientation and mobility techniques under blindfold or low vision simulation goggles/glasses is a legacy approach to experiential learning. The purpose of this type of learning is for students to develop ‘embodied’ knowledge of how ‘to use a long cane and other aids to travel confidently in the community with little or no vision’ (Johnson, 2015, p 93). The experience is also designed to enhance students' understanding of a range of teaching strategies and the appropriateness of each approach to assist learning in various scenarios, as they, themselves, learn these skills with limited or no sight. As students work in pairs, alternating in the roles of O&M specialist and client, this method provides students with practice teaching O&M skills in a simulated environment. The UNSW programme meets the OMAA requirement for candidates to experience 80 hours of blindfold or low vision simulation to register as a ROMSA (Registered Orientation and Mobility Specialist in Australasia). According to the OMAA Scope of Practice, 80 hours of blindfold/low vision travel experience is needed, which was also ‘estimated in 2018 by the Board of O&M Australasia after collaboration with educators involved in O&M personnel preparation in Australia, New Zealand, and USA (OMAA (Orientation and Mobility Association of Australasia), 2023, p. 6). The amount of time dedicated to learning under blindfold/simulation deserves further exploration. Blindfold simulation is emotionally taxing on students and the workforce and is costly due to the high supervision requirements. Training of orientation and mobility students’ needs to be sustainable and financially viable. Research into the number of hours under blindfold/simulation that leads to the greatest benefit with the least negative impact is required.

As part of the Graduate Diploma, students currently complete the O&M techniques training, including blindfold/simulation training, via face-to-face learning over two intensive training blocks totalling five weeks at UNSW Sydney. While the OMAA Scope of Practice recommends at least 80 hours of techniques practice under blindfold/simulation. OMAA does not specify the number of hours when acting as the student teacher of another student. Similarly, ACVREP does not specify the required number of hours under blindfold/simulation or the required teaching hours when teaching a fellow blindfolded student. The Graduate Diploma's course development has split the ‘student to-student’ techniques teaching from the ‘student to client’ teaching placement. The programme requires a student to reach a minimum competence when teaching their blindfolded colleague prior to undertaking WIL placement and termed this competence ‘WIL ready’. Anecdotal evidence has suggested that students with different educational backgrounds and work experience take a different amount of time to reach WIL ready competence. Further research into the factors influencing WIL ready competence may be beneficial to inform future student selection.

Work Integrated Learning (WIL) is indispensable for O&M specialists in Australia, offering a transformative bridge between theoretical understanding and real-world application (Whiteley, 2019). Through hands-on experiences, professionals can refine their skills in orientation and mobility training, adaptive technology use, and environmental awareness, which are essential facets of their practice (Deverell et al., 2022). Moreover, WIL cultivates a client-centred approach (Kallio et al., 2022), enabling specialists to directly engage with individuals, who are blind or visually impaired, and fostering an understanding of the diverse needs and learning preferences within the Australian context.

Cultural competence is paramount, considering Australia's rich diversity, and WIL facilitates interactions with clients from varied backgrounds, thereby enhancing specialists' ability to provide inclusive services (Collins et al., 2019; Jeanes et al., 2022). These experiences also encourage the development of ethical awareness and legal understanding, ensuring that services are delivered within the bounds of professional standards (Griffin-Shirley et al., 2019, 2021). Additionally, WIL creates avenues for networking, mentorship, and continuous professional improvement, making graduates more employable and adaptable to evolving client requirements. As a result, WIL not only equips specialists with practical skills, but, also, nurtures empathy and adaptability, enhancing the overall quality of orientation and mobility services in Australia.

ACVREP specifies that work placements be at least 350 hours (including 250 “instructional hours”) working with actual clients, who have low vision or who are blind, in order to reach competence and receive professional certification as a COMS by ACVREP. Achievement of the required client focussed hours under supervision has proven to be unrealistic in a one-year post graduate programme. ACVREP does not recognise the hours a student instructs a simulated client (i.e., ACVREP does not recognise the hours where the student instructor teaches their colleague who is under blindfold). ACVREP have been supportive of the UNSW O&M programme and given the disparities between USA and Australia (e.g. a lower population more geographically spread; more domiciliary/community-based programmes and lower availability of supervisors) we believe there is the need for ACVREP to review COMS supervision requirements in consideration of the Australian context. Also, evidence, which supports the supervision time that is required for students to reach a level of independent O&M practitioner competence, is lacking and is an area that would benefit from research.

The programme accepted its first cohort of six students in June 2021. Since then, the programme has continually been reviewed and adapted, considering COVID-19 lock down implications, industry feedback and the needs of a post graduate cohort, such as managing financial, work and family responsibilities.

The following are current or future focus areas for ongoing programme development:

More clearly defining O&M competencies through the use of Entrustable Professional Activities (EPAs). EPA's are identifiable tasks with specific behaviours which can be readily observed and assessed. “The behaviours help trainees understand how they can improve, and help supervisors to make decisions about whether trainees can be trusted to do the task with supervision at a distance” (The Royal Australasian College of Physicians, 2022, p. 4). Whilst the programme currently uses ACVREP's clinical competencies and has developed “indicators” to provide more guidance for students and supervisors, this may be improved through use of more detailed EPAs.