Editorial

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<italic>The World Blind Union (WBU) is an international not-for-profit organisation, representing people who are blind or partially sighted worldwide. The WBU is recognised as the international voice of persons who are blind or partially sighted speaking on their behalf at the United Nations, UN agencies and other international organisations. Its mission is achieved with and through its members – organisations of persons who are blind and partially sighted and organisations providing services to persons who are blind and partially sighted in some 190 countries and through six Regional Unions.</italic>

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Orientation and Mobility Challenges Around the World

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<italic>People with disabilities and their advocates have sometimes requested that special warning signage be posted in areas to help make street crossings safer. Related research has found these signs ineffective but they continue to be installed. The current research examined whether or not posted signage indicating the presence of people who are deaf-blind would cause drivers to yield more frequently for pedestrians with a mobility cane. The results can inform O&amp;M practices and professionals working on behalf of people with disabilities.</italic>

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The Effectiveness of Deaf-Blind Pedestrians Warning Signage on Drivers’ Behaviour

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<italic>Increased distances between instructor and trainee during orientation and mobility (O&amp;M) training is purported to be associated with improved outcomes of heightened independence, self-efficacy, and preparation for real-world experience as a traveller. However, there is currently no research that identifies standard or optimal instructor-trainee distances or effective strategies to increase distances that enhance training outcomes. This exploratory, qualitative study compared the distance between two instructor-trainee dyads over ten 1.5-hour lessons. The first five lessons were conducted without an Audio-link device, and the second five occurred using the device. Results indicated that use of an Audio-link system significantly increased training distances between teacher/student dyads beyond proximities measured without the device. The implications for training and research are discussed.</italic>

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Transforming Training in Orientation and Mobility: Examining the Effect Using an Audio-Link on the Distance Between Trainer and Trainee

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<italic>There is a growing body of literature (Ashcroft, <xref ref-type="bibr" rid="j_ijom-2012-005_bib1">1987</xref>; Kohn, <xref ref-type="bibr" rid="j_ijom-2012-005_bib3">1993</xref>; O’Neal &amp; Calabrese Barton, <xref ref-type="bibr" rid="j_ijom-2012-005_bib5">2005</xref>; Rainer &amp; Matthews, <xref ref-type="bibr" rid="j_ijom-2012-005_bib6">2002</xref>; Wood, <xref ref-type="bibr" rid="j_ijom-2012-005_bib9">2003</xref>; World Health Organization, <xref ref-type="bibr" rid="j_ijom-2012-005_bib10">2010</xref>) that encourages age-appropriate choice and control as a way to develop student ownership in a variety of educational areas. However, exactly what student ownership is and how it manifests in the context of orientation and mobility (O&amp;M) services appear to be more elusive concepts. This article is an attempt to advance our understanding of student ownership in O&amp;M while providing concrete strategies to foster engagement and decision making, two key aspects of student ownership.</italic>

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Whose Learning is it? Fostering Student Ownership in Orientation &amp; Mobility

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<italic>It is well known that echolocation makes it possible for a person who is blind to get to know their surroundings and that it strengthens an individual’s ability to move independently. In order to learn echolocation skills as a newly blind or vision impaired individual, the orientation and mobility (O&amp;M) specialist needs to become well acquainted with these techniques. However, based on the authors’ own experiences as professionals and researcher in the field of vision rehabilitation it is anticipated that very few O&amp;M professionals are familiar with, and practice echolocation. If people who are blind are to have the possibility of learning advanced echolocation skills, then there must be trained O&amp;M specialists to teach echolocation. This report describes the way echolocation skills were taught at a Master’s level course in Sweden during 2011–2012.</italic>

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Introducing Echolocation into O&amp;M University Courses for Professionals

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<italic>A description of a long cane handle adaptation that reduced the jarring movement experienced when contacting an object. Initially designed to allow a woman with arthritis and tendonitis to use her cane, this ‘Willins’ cane has also been used by those moving over uneven ground as well as individuals simply wishing for smoother cane travel. Instructions are provided to create the cane handle.</italic>

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The Spring Loaded “Willins” Cane

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<italic>Australia is a multicultural country with a large number of older people from culturally and linguistically diverse (CALD) backgrounds who require orientation and mobility (O&amp;M) services. Guide Dogs NSW/ACT receives a majority of CALD referrals for people with vision impairment from Chinese backgrounds. To enable clients from CALD backgrounds achieve mobility goals that complement their lifestyle, it is necessary that O&amp;M providers foster culturally competent perspectives to enhance and promote effective working relationships.</italic>

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Providing Orientation and Mobility Services to People from Chinese Backgrounds in Sydney, Australia

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<italic>Client resistance in using the white cane is discussed. Fears about stigma and embarrassment are expressed by clients as the main barrier to using mobility aids. Assertiveness training is proposed as a means of reducing that resistance.</italic>

</abstract>

Stigma, Embarrassment and the Use of Mobility Aids

The Multisensory Handbook: A Guide for Children and Adults with Sensory Learning Disabilities

Blind Courage: Reflections of a Guide Dog Instructor in England, Australia, and New Zealand

AHEAD OF PRINT

Volume 14 (2023): Issue 1 (December 2023)

Volume 13 (2022): Issue 1 (December 2022)

Volume 12 (2021): Issue 1 (January 2021)

Volume 11 (2020): Issue 1 (January 2020)

Volume 10 (2019): Issue 1 (January 2019)

Volume 9 (2020): Issue 1 (January 2020)

Volume 8 (2017): Issue 1 (January 2017)

Volume 7 (2017): Issue 1 (January 2017)

Volume 6 (2013): Issue 1 (January 2013)

Volume 5 (2012): Issue 1 (January 2012)

Volume 4 (2011): Issue 1 (January 2011)

Volume 3 (2010): Issue 1 (January 2010)

Volume 2 (2009): Issue 1 (January 2009)

Volume 1 (2008): Issue 1 (January 2008)

Vision Rehabilitation International

Vision Re/habilitation International is a journal intended to provide a forum for scholarly exchange among people dedicated to and involved any work relating to vision habilitation and rehabilitation of people who are blind or vision impaired. Articles considered for publication include:   original research, with practical relevance to the O&amp;M of people who are blind or vision impaired,  critical reviews of substantive areas,  theoretical position papers,  descriptions, reviews, or evaluations of innovative instructional approaches,  conceptual papers, comprehensive reviews, case studies, and policy analyses.  The editors also aim at providing a forum for discourse, debate, and critical analyses on any aspect of O&amp;M, for example, existing philosophies, policy, or practice.  Open Access Policy  This journal provides immediate open access to its content under the Creative Commons CC BY-NC-ND 4.0 license on the principle that making research freely available to the public supports a greater global exchange of knowledge. Under the CC BY-NC-ND 4.0 license users are free to share the work (copy and redistribute the material in any medium or format), if the contribution is properly attributed and used for non-commercial purposes. The material published in the journal may not be altered or build upon.  ABOUT SOCIETY  Vision Re/habilitation International is supported by Guide Dogs NSW/ACT.  Guide Dogs NSW/ACT is the leading provider of Guide Dogs and orientation and mobility services that enable people with vision impairment to travel safely and independently. Each year university trained Orientation and Mobility specialists work with around 4,000 people of all ages to help them achieve their mobility goals.  Guide Dogs NSW/ACT is a Registered Provider under the National Disability Insurance Scheme (NDIS).  Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process.

Vision Rehabilitation International

Volume 5 (2012): Issue 1 (January 2012)

Editorial

Orientation and Mobility Challenges Around the World

The Effectiveness of Deaf-Blind Pedestrians Warning Signage on Drivers’ Behaviour

Transforming Training in Orientation and Mobility: Examining the Effect Using an Audio-Link on the Distance Between Trainer and Trainee

Whose Learning is it? Fostering Student Ownership in Orientation & Mobility

Introducing Echolocation into O&M University Courses for Professionals

The Spring Loaded “Willins” Cane

Providing Orientation and Mobility Services to People from Chinese Backgrounds in Sydney, Australia

Stigma, Embarrassment and the Use of Mobility Aids

The Multisensory Handbook: A Guide for Children and Adults with Sensory Learning Disabilities

The Multisensory Handbook: A Guide for Children and Adults with Sensory Learning Disabilities

Blind Courage: Reflections of a Guide Dog Instructor in England, Australia, and New Zealand

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