<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>A review of the 50 US state education websites revealed wide variation among state O&amp;M credentials. Less than half of the states designated a qualified provider as a credentialed O&amp;M specialist and many identified a role for the Teachers of Learners with Vision Impairment (TVI) in providing Individualised Education Program (IEP)-driven O&amp;M-related services. A survey of US Personnel Preparation programs preparing TVIs asked respondents to select the O&amp;M curricular items they taught to TVI students and their purpose(s) for teaching them. Respondents taught TVIs in all 10 general areas of O&amp;M curriculum: Outdoor/Commercial, Outdoor/Residential, Cane Technique, Cane Skills with a Guide, Mobility Tools, O&amp;M Knowledge and Skills Protective Techniques, Non-Cane Techniques, Orientation Strategies, and Guide Techniques. Respondents indicated the reason (Skills Practice, Teach, Referral, and Evaluation) for teaching these skills to TVIs. Results suggested that TVI programs prepared TVIs to teach non-cane skills and to provide skills practice on more complex travel skills. Federal Statute, IDEA Part C (2004) stated O&amp;M begins in early intervention and named the O&amp;M specialist as the provider. Only O&amp;M specialists are professionally prepared to evaluate and teach O&amp;M. Personnel preparation programs in TVI might need to evaluate the purpose of educating TVIs to teach such a narrow aspect of O&amp;M content. Further, with only one TVI course offered in O&amp;M, TVIs are not adequately trained to teach O&amp;M and, therefore, should not be taught this role or be required by states to perform it.</p>
</abstract>

A review of the 50 US state education websites revealed wide variation among state O&M credentials. Less than half of the states designated a qualified provider as a credentialed O&M specialist and many identified a role for the Teachers of Learners with Vision Impairment (TVI) in providing Individualised Education Program (IEP)-driven O&M-related services. A survey of US Personnel Preparation programs preparing TVIs asked respondents to select the O&M curricular items they taught to TVI students and their purpose(s) for teaching them. Respondents taught TVIs in all 10 general areas of O&M curriculum: Outdoor/Commercial, Outdoor/Residential, Cane Technique, Cane Skills with a Guide, Mobility Tools, O&M Knowledge and Skills Protective Techniques, Non-Cane Techniques, Orientation Strategies, and Guide Techniques. Respondents indicated the reason (Skills Practice, Teach, Referral, and Evaluation) for teaching these skills to TVIs. Results suggested that TVI programs prepared TVIs to teach non-cane skills and to provide skills practice on more complex travel skills. Federal Statute, IDEA Part C (2004) stated O&M begins in early intervention and named the O&M specialist as the provider. Only O&M specialists are professionally prepared to evaluate and teach O&M. Personnel preparation programs in TVI might need to evaluate the purpose of educating TVIs to teach such a narrow aspect of O&M content. Further, with only one TVI course offered in O&M, TVIs are not adequately trained to teach O&M and, therefore, should not be taught this role or be required by states to perform it.

A study of personnel preparation of teachers of learners with vision impairment and O&amp;M services

Vision Rehabilitation International

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

A study of personnel preparation of teachers of learners with vision impairment and O&M services

A review of the 50 US state education websites revealed wide variation among state O&M credentials. Less than half of the states designated a qualified...

A study of personnel preparation of teachers of learners with vision impairment and O&M services

Publicado en línea: 01 ene 2017

Páginas: 62 - 83

DOI: https://doi.org/10.21307/ijom-2017-067

© 2017 Grace Ambrose-Zaken published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Table 1.

Table 2.

Table 3.

Figure 1.