UTTAR PRADESH

AMITY INSTITUTE OF REHABILITATION SCIENCES

Sector- 125, Noida, UP- 201313

(BATCH: 2018-22)

Orientation & Mobility

Practical
File

(SPED 312)

Prepared By Supervisor
Students Name: Garima Bajaj Ms. Mumtaz Bano
Enroll. No.- A14065418010
Program: Integrated B.COM. B.Ed. Special Education

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 UTTAR PRADESH

AMITY INSTITUTE OF REHABILITATION SCIENCES (AIRS)

SECTOR 125, NOIDA, UP-201313

Integrated B.A. B.Ed. Special Education

5TH SEMESTER, Batch:2018-22

CERTIFICATE
IT IS CERTIFIED THAT THIS IS THE ORIGINAL AND AUTHENTIC RECORD FILE

OF AMITY UNIVERSITY ENROLLMENT NUMBER A14065418010, STUDENT OF

INTEGRATED B.Com. B.ED. SPECIAL EDUCATION 5 TH SEMESTER, BATCH 2018-22,

RECOGNIZED BY REHABILITATION COUNCIL OF INDIA, NEW DELHI, TOWARDS

THE PARTIAL FULFILLMENT OF THE PRACTICAL FILE OF THE COURSE – SPED 312:

ORIENTATION & MOBILITY.

COURSE SUPERVISOR PROGRAMME

COORDINATOR

INTERNAL EXAMINER DIRECTOR, AIRS EXTERNAL

EXAMINER

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S. NO. TOPIC PAGE
NO.
I ORIENTATION & MOBILITY

01 INTRODUCTION TO ORIENTATION & 4

MOBILITY
02 MEANING OF ORIENTATION 4

03 MEANING OF MOBILITY 5

04 MEANING AND DEFINITION OF 5

ORIENTATION & MOBILITY
05 NEED & IMPORTANCE OF O & M FOR 5-6
VISUALLY IMPAIRED PERSON
06 GOALS OF ORIENTATION AND MOBILITY 6
PROGRAMME
07 DIFFERENT TECHNIQUES OF ORIENTATION 7-10
& MOBILITY
II WHITE CANE / LONG CANE

08 WHITE CANE MEANING AND ITS PARTS 11-12

09 LABELLED DIAGRAM OF WHITE CANE 12

10 TYPES OF CANE 13

11 RULES AND TECHNIQUES TO BE FOLLOWED 14-15

WHILE USING CANE

III SENSORY ASPECTS OF ORIENTATION AND MOBILITY

12 AUDITORY AWARENESS 16

13 TOUCH AWARENESS 17

14 SPECIAL EDUCATOR ROLE IN 18-21

DEVELOPMENT OF APPROPRIATE O & M
PROGRAMME

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 I. ORIENTATION AND
MOBILITY

01. INTRODUCTION TO ORIENTATION & MOBILITY

Movement is a building block for learning. As a child explores his world and has
physical contact with it, learning takes place. Children with visual impairments typically
need encouragement to explore their surroundings. To them the world may be a startling
and unpredictable place, or it may not be very motivating. Orientation and mobility
training (O & M) help a blind or visually impaired child know where he is in space and
where he wants to go (orientation). It also helps him be able to carry out a plan to get
there (mobility). Orientation and mobility skills should begin to be developed in infancy
starting with basic body awareness and movement, and continuing on into adulthood as
the individual learns skills that allow him to navigate his world efficiently, effectively,
and safely. Orientation and mobility training actually began after World War II when
techniques were developed to help veterans who had been blinded. In the 1960s
universities started training programs for Orientation and Mobility Specialists who
worked with adults and school-aged children. In the 1980s the O & M field recognized
the benefit of providing services to preschool-aged children. Today, orientation and
mobility specialists have developed strategies and approaches for serving increasingly
younger populations so that O & M training may begin in infancy.

02. MEANING OF ORIENTATION

Orientation refers to knowing where the child is within a given geographic space and
where he or she wants to go within the home, community, and world. For example, if
she wants to go from the kitchen to the living room, she needs to know the relationship
between the kitchen and the living room. A more complex orientation would be to go
from home to school or to go shopping. He needs to understand the relationship between
where he is (such as home) and where he wants to go (school or school bus stop). This
is a complex activity that for the brain to learn but blind and visually impaired people
learn to do this successfully with training and practice. Just as there are multiple ways
for sighted people to navigate (maps, GPS, or reading street signs), there are multiple
and well-accepted ways for the visually impaired and blind to learn orientation skills.

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03. MEANING OF MOBILITY
Mobility refers to the ability to move safely and effectively from one place to
another. Mobility involves using tools to substitute for the sense of sight in order
to avoid tripping or falling, crossing streets, and finding one’s way. These can
range from the familiar white cane, to seeing-eye dogs, to echo location
techniques. An Orientation and Mobility Specialist (O&M) is an expert in
teaching people these skills throughout their lifespan as needed. Typically, a
nationally certified O&M specialist will be a part of your child’s Individual
Education Plan (IEP) team. Learning orientation and mobility skills involves the
use of all senses as well as specific tools in order to confidently navigate safely
and effectively.

04. MEANING AND DEFINITION OF ORIENTATION &

MOBILITY
O&M training can be broadly defined as teaching the concepts and skills
necessary for a student to travel safely and efficiently in their environments.
Orientation skills enable people with visual impairments to use sensory
information to know their location in different settings, and mobility skills enable
them to travel in different areas. There are a variety of ways people can travel in
the environment. Examples are trailing a wall, using the sighted guide/human
guide technique, using assistive devices like the long cane or a wheelchair, using
a GPS device or having a dog guide.

05. NEED & IMPORTANCE OF O & M FOR VISUALLY

IMPAIRED PERSON

 A person who cannot move becomes dependent on others for his daily routine
activities. He lacks control over the environment, whether it: is in terms of
performing a task (e.g. going to the kitchen and making a sandwich) or protecting
himself from any potential danger (e.g. sidestepping a sleeping dog). Orientation
and mobility training help him to be in control of his situation so that he is not at
the mercy of others or considered a burden; rather, he becomes independent in
performance of day-to-day tasks and is seen as a contributing member.

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  Orientation and mobility ensure the safety of the individual while walking as well
as that of others. It prepares him to reckon with aspects such as traffic on the road,
pits and obstacles in the path.
 If the person has developed gait (steps and pace) or postural defects, training is
required to correct these. Thus, the training, in addition helping the person to
overcome practical difficulties in day to-day life, is also a step towards developing
and enhancing his self-image.
 It is a necessary step towards integration of the person into the community life and
the work force. Any kind of job requires some degree of movement. The ability to
be mobile also helps in changing public attitudes towards the visually impaired
and results in better acceptance of the individual by the community as well as the
peer group. It also releases the person from the solitary confines of the home.
 Training in orientation and mobility is a pre-requisite for promoting sports among
people with visual impairment. At the same time, participation in sports enhances
understanding of the environment, and enables a person to overcome fear of
movement in an unknown space. It also improves concentration, which in turn,
results in better mobility.

06. GOALS OF ORIENTATION AND MOBILITY

PROGRAMME

To interpret the sounds of traffic.

Cross streets safely.
To use a cane when traveling.
To find the most efficient and safe way to get to work, home,
community events, etc.
To solicit aid when necessary.
To access public transportation.
To independently shop in a store.
Fall prevention techniques.

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07. DIFFERENT TECHNIQUES OF ORIENTATION &
MOBILITY

 Sighted guide technique

Sighted guide technique is considered to be the most efficient and commonly
used technique for the mobility of the person with visual impairment. In this
technique, the person with visual impairment is accompanied by a sighted
companion who guides him about the path and direction, giving the person
specific instructions during walking. The visually impaired and the sighted person
are both given training. The sighted person is trained regarding how to guide in
different circumstances, such as going up and coming down the stairway, through
narrow paths and doorways and how to avoid or cross obstacles. The person with
visual impairment is given training to receive and understand information from
the guide. In fact, the parent and family members can, and should, learn to use the
sighted-guide technique correctly, along with the child. With practice,
communication begins to get established between the guide and the person with
visual impairment. The guide does not then have to verbally give instructions
each time. The pressure of the guide's hands, his pace of walking, etc.
communicate to the visually impaired person regarding the change in direction,
obstacles in the way and so on

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 Walking Alone Techniques
Walking Alone Techniques Being able to walk alone and unaided is very
important for the visually impaired person. This skill enables him to be a master
of his own will, reduces dependence on others and enhances self-confidence. It is
particularly useful for performing activities of daily living and personal
grooming. Proper training in walking alone enables the person to protect himself
from hitting objects and hurting himself. The various techniques, which you inlay
teach the visually impaired so as to enable hiin to walk alone safely, are described
below.

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 Cane Technique
The Cane Technique You must have seen persons with visual impairment using a
white cane or a stick to walk. The cane serves as the guide for the person It has
been universally accepted as a symbol of visual impairment. The use of the cane
helps in locating obstacles along the route and provides information about the
environment. The canal stick is inexpensive and handy. The cane has the
additional advantage of being adjustable to the height of the person. The use of
the canal stick enables the person to move independently as well as safely, and
greatly enhances opportunities integration into the community, for education and
employment. The techniques of using the white cane are simple and easy to learn
and, hence, It can be used easy in an unknown environment too.

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 Guide dog Technique
Using trained guide dogs for mobility is popular in some countries. The technique
has not been adopted in our country due to the following reasons: - Lack of
training facilities for training the guide dogs. - Very high cost of maintaining such
dogs. - Crowded places and lack of traffic regulations. - Risk to the guide dog
from stray dogs and other wild animals. - Religious considerations of not
allowing dogs into the house, especially kitchen and bedroom. - Guide dog
techniques generally cannot be used to the exclusion of other techniques.

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 II. WHITE CANE / LONG
CANE

08. WHITE CANE MEANING AND ITS PARTS

The white cane has become a symbol of freedom, independence, and
confidence. The use of such a cane enables a blind person to move about
freely in his/her environment. If an individual knows how to use a cane,
he/she can accomplish his/her daily tasks with ease. Also, the white cane is a
symbol of blindness and independence. The blind individual that walks with
assurance with his/her white cane is comfortable with blindness. There are
different techniques that are used with the cane to accomplish tasks such as
going up or down stairs, navigating escalators, finding doorways, helping to
find dropped objects, and many other things, but the technique I will describe
here is the method used to allow me and other blind people just like me to
walk confidently down a hall or sidewalk. To start, the person holds the cane
handle at the level of their waist using whichever hand they are most
comfortable with. They hold the cane with their hand wrapped around the
handle with their index finger pointed along the cane shaft and pointing
toward the cane tip, which is resting on the ground. While walking, the cane
is swept from side to side in an arch about the width of the body. As they
walk along, the cane will touch the ground at the end of each sweep from
right to left. It is done in such a sequence that the cane taps the spot where
the next foot step will land. This allows the person to check things out with
each step before their foot lands on the spot. If there is a hole there, the cane
will find it first. If there is an object lying on the floor, the cane will
encounter it and prevent a stumble or fall. Some people even use the sound
of the cane tapping on the walking surface to give them cues about the size
of the area they are walking in, and other things that can't be determined
easily in other ways.

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Parts of white cane

 Handle/Grip – The grip is located at the top of the cane. Most handles
are black and made of rubber. Very similar to a golf club handle.
Handles can also be made of other materials like leather, wood, or cork.
They also come in different shapes, such as completed rounded or
three-quarters rounded and one-quarter flat for easier gripping.
 Shaft – The shaft is the long part of the cane between the handle and
the tip. It also comes in different materials such as aluminium, graphite,
and fiberglass. The majority of canes are white with a small section of
red near the tip. However, cane shafts can come in all different colours.
 Joints – The joints divide the cane into sections and are where the cane
is folded. The number of joints depends on the type of cane. For most
adult folding canes there are 4 or 5 joints.
 Elastic Cord – The elastic cord is the cord that runs through the entire
cane from the handle down to the tip. The cord is what holds the entire
cane together and gives it the ability to be folded.
 Tip – The tip is at the bottom of the cane and is the part that comes in
contact with the ground. Many different kinds of cane tips are available
and most are replaceable if they get damaged or worn out.

09. LABELLED DIAGRAM OF WHITE CANE

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10. TYPES OF CANE

Long Canes
Long canes are the type of white cane that you are probably the most
familiar with. It extends from the floor to the user’s sternum and they
are used to avoid obstacles if you have restricted or low vision. The
cane is used by either rolling or tapping from side-to-side as you walk.
The tips can be changed for the method the user prefers.

Symbol Cane
A white cane that is less commonly known is the symbol cane. These
are good for people with low but useful vision. The user would hold the
symbol cane in front of themselves to let people around them known
that they are partially sighted. While this cane is smaller than the
standard long cane, it can be useful in busy locations.

Guide Cane
A guide cane is a shorter cane that is used to catch any immediate
obstacles. This cane is held diagonally across your body and used to
find obstacles in your path including curbs and steps. A guide cane
does not have as much movement potential but it can still be a useful
tool.

Different Colours on White Cane

White canes have a few different variations on the classic design.
Learning more about these differences can help you figure out what
cane works best for you or better identifying those canes out in public.
An all-white cane means that the user is completely blind and has no
usable vision.  A white cane with a red bottom means that the user has
low, but some usable vision. A white and red striped cane means that
the user is totally blind and/or deaf.

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11. RULES AND TECHNIQUES TO BE FOLLOWED
WHILE USING CANE
A. From Sitting to Standing
 Position the cane on the unaffected side of the patient.
 Advise the patient to move to the edge of the seat, hold the cane
handle and bear weight on the unaffected leg and cane to come up to
the standing position.
 Make sure the height of the cane is appropriate (level of greater
trochanter), ensure elbow flexion is 20° to 30° and that the cane is 2”
in front of the affected leg and 6” to the side of the affected leg.

B.Walking
 Instruct the patient to position the cane on the unaffected side.

Three-Point Gait
 Instruct the patient to balance the body-weight on the strong or
unaffected limb while moving the cane forward approximately 12-18
inches. Make sure the cane is close to the patient’s body
 The patient then moves the weak or affected foot forward.
 The patient transfers the weight from the unaffected foot to the
affected foot and cane, and then brings the unaffected foot forward
to join the affected foot.

Two Point Gait

 Instruct the patient to balance body weight on the strong or
unaffected foot.
 Instruct the patient to move the cane and the weak or affected foot
forward in unison (i.e. at the same time), keeping the cane close to
the body to prevent leaning to the side.
 Instruct the patient to transfer their body weight forward to the cane
and move the unaffected leg forward.
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C. Standing to Sitting
 Instruct the patient to approach the chair (or bed), and turn in small
circles toward the stronger side till the back is facing the chair or
bed.
 Assist the patient to back up to the chair until the chair can be felt
against the back of the patient’s legs.
 Instruct the patient to reach for one arm rest at a time.
 The patient lowers to the chair in a controlled manner.

D. Stair climbing
 Canes can be used for stair climbing if proper instructions are
followed (Up with the good leg, Down with the affected one).

Going up the stairs

 As usual, the cane shall be opposite the affected limb.
 At the bottom of the stairs, instruct the patient to lift the strong or
unaffected leg onto the first step.
 Transfer body weight to the unaffected leg on the step while lifting
the cane and the affected leg onto the same step.

Going down the stairs

 As usual, the cane shall be opposite the affected limb.
 At the top of the stairs, instruct patient to transfer body weight to the
strong or unaffected leg while lifting the cane and the affected leg
simultaneously to land on the step below it.
 Instruct patient to lift the unaffected limb to land on the same step.

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 III.SENSORY ASPECTS OF
ORIENTATION AND
MOBILITY

12. AUDITORY AWARENESS

Auditory awareness describes a person's ability to perceive and make
sense of what's going on around them through sound. When sound waves
hit the ear, these vibrations are communicated to and translated by the
brain. An important part of auditory processing is the ability to
discriminate between different kinds of sounds in terms of direction,
volume, and pattern. Someone who has an auditory processing disorder or
is otherwise overwhelmed in their sense of hearing may experience lower
auditory awareness because they have a hard time interpreting the sensory
stimuli received. Our sense of auditory awareness helps us to understand
and navigate the world we live in. One of the most important parts of
auditory awareness is the part it plays in helping us understand the
position of our bodies in relation to other objects. 

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13. TOUCH AWARENESS
It is through sense of touch that the VIC gets concrete and precise
knowledge of the world around him. Only by feeling and tactually
exploring the VIC gets realistic information about object’s shape, size,
texture, smoothness weight, surface qualities and temperatures. Usually
the teacher can give verbal description when the VIC is tactually
exploring the object. This can help in correct concept formation. Parents
can encourage the child to feel different objects around the house. This is
the first step in teaching the child to use his hands. It will help in
increasing his finger movements.
A visually impaired person can gain a great deal of information by his
sense of touch. Touch is essential for concept clarity and determination of
the nature of the object. He can use his tactile sense to explore
the environment in the following ways:

 By Use of Hands
 Understand spatial quality, surface texture, resilience, temperature,
pliability and weight.
 Establish the position and then identify objects.
 Trail along any object for maintaining contact for mobility.
 Avail information about the layout of the environment through tactile
Maps, models, embossed diagrams and relief maps.
 Understand the diversity of various Objects.

 Feet can be used to

 Understand the position of various landmarks on the pathways;
 Understand the relative position of buildings and the direction and
Lengths of Connecting Roads;
 Feel Changes in surface texture, slope etc.
 Understand terrain and geographical conditions.

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14. SPECIAL EDUCATOR ROLE IN DEVELOPMENT
OF APPROPRIATE O & M PROGRAMME

A.Conduct Assessments
Conduct O&M assessments and evaluations,
including all initial assessments and re-evaluations. Provide written
reports that document assessment outcomes and identify needs. Set
goals and objectives, and determine amount and level of service needed
for student to achieve IEP goals.

1. Work with the TVI to conduct the functional vision assessment as it relates
to independent travel.
2. Assess areas of the Expanded Core Curriculum (ECC) to determine
student need:
 Compensatory Skills
 Orientation and Mobility
 Social Interaction Skills
 Independent Living Skills and Personal Management
 Recreation and Leisure
 Career and Vocational Education
 Assistive Technology
 Visual Efficiency Skills
 Self Determination
3. Evaluate the student's progress on an ongoing basis with progress
reports as required by each district.

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B.Provide Instruction
Instruct students who are blind or visually impaired (BVI) in the
development of skills and knowledge that enable them to confidently travel
in familiar and unfamiliar environments safely, efficiently, and
independently, based on assessed needs and ability.

 Prepare meaningful and often sequential instruction geared to the

student's assessed needs, IEP goals and objectives, functioning, and
motivational levels.
 Provide instruction in O&M-related areas of the ECC3 (see A2 above).
 Accompany the student, with parental permission, and following
district/agency policy, to community locations to provide meaningful
instruction in all learning environments (including home, school and
community)
 4. Provide O&M instruction, based on IEP goals, in the following
Body imagery
Laterality
Spatial and positional concepts
Environmental concepts
Gross and fine motor skills related to independent travel
Sensory awareness, stimulation, and training
Cardinal directions and their application to travel
Sighted guide procedures
Basic protective techniques
Information-gathering techniques, including problem solving strategies
Orientation skills
Map reading skills
Cane travel skills
Use of residual vision
Use of low vision devices related to travel
Travel in urban, suburban, and rural environments
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 Travel in business districts
Strategies for crossing streets, including intersection analysis, crossing
at lighted and non-lighted intersections, and correcting crossing veers
Use of public transportation
Using the telephone for information gathering and for emergencies
Use of appropriate social skills
Knowledge and application of community address systems
Use of global positioning systems (GPS)
Sensory/motor skills in coordination with other staff, including the
physical or occupational therapist, TVI, etc.

C. Communication/Collaboration/Consultation
 Participate in IEP meetings and report assessment findings to the
 IEP and re-evaluation team.
 Draft O&M-related IEP goals and report on their progress at all IEP
 meetings.
 Consult regularly with relevant school staff regarding modifications,
 adaptations, and considerations.
 Support and assess reinforcement of applicable O&M skills that will
 encourage students to travel independently.
 Provide information and training to appropriate school staff and
 parents concerning the individualized O&M needs of the student.
 Provide information to staff, and where appropriate, students, about
 strategies and procedures for interacting with student’s wo are B/VI
 to foster maximum independence and safety.
 Work with students to facilitate conversations with their peers to
 foster understanding.
 Assist students to gain the knowledge, skills, and confidence to
 communicate the functional implications of their vision impairments
 with peers and others.

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D. Acquisition of Materials
 Prepare or acquire equipment and materials, such as tactile maps,
 models, distance low vision devices, and long canes, for the
 instruction/development of O&M skills.

E. Environmental Considerations
 Assist the site administrator and teachers in making appropriate
 accommodations for the student in all school-related environments.

F. Professional Development
 Maintain awareness of current professional materials and resources
such as online resources, libraries, universities etc.
 Acquire information and training regarding current research,
development, technology, and best practice strategies.
 Collaborate with colleagues regarding professional development
opportunities and effective teaching strategies, tools, and equipment.
 Participate in profession-related events such as WAER Annual
Conference, Wisconsin Vision Professionals Conference, WCBVI
sponsored Meetings.

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