This article addresses the development of an orientation and mobility (O&M) certification examination by Division Nine of the Association for Education and Rehabilitation of the Blind and Visually Impaired (AER). It describes the collection of data that establish the relative importance of the competencies necessary for O&M. The certification examination will be administered by the Academy for Certification of Vision Rehabilitation and Education Professionals.
Over the years, accreditation of higher education personnel preparation programs in the United States has undergone much change (Brittingham, 2009). This phenomenon has been paralleled by a similar process within the disciplines relating to visual impairment. During the past 5 decades, higher education programs preparing practitioners in the field of visual impairment have relied upon the Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) program approval process that was administered by the AER (Wiener & Siffermann, 2010). In an attempt to ensure the quality of personnel preparation programs, practitioners within the disciplinary groups of AER took responsibility for reviewing the content and administration of these programs. These included orientation and mobility, vision rehabilitation therapy, teachers of students with visual impairment, low vision therapy, and recently, assistive technology. In 2018, the AER membership approved an amendment to the AER bylaws that established the AER Accreditation Council (AERAC) and gave it legal and functioning authority as an independent accreditation body (AER, 2021a). The AER program approval process for higher education programs was revised and upgraded to become a full accreditation program under the auspices of the AERAC (AER, n.d.). This article describes the evolution of the accreditation program within the national context, documents the history of accreditation within the field of visual impairment, and explores the relationship between accreditation and certification.
Introduction: This survey sought to establish a baseline for the remote delivery of services (telepractice) by orientation and mobility (O&M) specialists nationwide which became pervasive in 2020 as a result of the COVID-19 pandemic. Method: An online survey was distributed using professional email lists and then used snowball sampling to obtain a convenience sample. The survey was completed by 66 O&M specialists using telepractice at the time of the survey, the primary criterion for inclusion. Results: Engaging in telepractice was a direct result of the pandemic for 90.77% of the participants. Most professionals’ caseloads remained relatively similar to the size they were prior to the pandemic (69.70%), and instruction used a one-on-one model (90.77%). For the most part, professionals were teaching conceptual knowledge rather than actual travel skills using video conferencing software. Most participants indicated they had not received training in telepractice (81.25%). Only 20.00% of participants found telepractice for O&M satisfactory, but 26.16% of participants indicated they would probably continue using telepractice after the pandemic. Most participants (72.13%) were unsure if they were covered by professional liability insurance. Discussion: Most participants were thrust into telepractice and very few received training in telepractice. It is likely that the tools used were tools of convenience. Despite a lack of preparation and lukewarm satisfaction levels, a noteworthy percentage of respondents intend to continue to use telepractice after the end of the pandemic. The liability risks associated with this new model have not been widely assessed. Implications for Practitioners: The most effective tools for O&M telepractice have not yet been identified. Practitioners and researchers can work together to develop and promote promising practices and tools for O&M telepractice. Professional liability should always be investigated before providing services. A tool for professionals to assess risk should be developed.
Introduction: Three early studies from 1974 to 2000 provided information on demographics and salient characteristics of the profession of orientation and mobility (O&M). The current study compared demographic information from those studies with data from a survey instrument administered in 2019. The purpose of this article is to examine changes in demographics that have emerged in the ensuing years. Method: The questionnaire was disseminated using Qualtrics. It was distributed to practitioners in the profession via all available professional electronic discussion groups and was advertised on the websites of the Academy for Certification of Vision Rehabilitation and Education Professionals (ACVREP) and Association for the Education and Rehabilitation of the Blind and Visually Impaired (AER). Findings: The number of O&M practitioners who responded to the survey was 628. Data indicate that the O&M profession is still predominantly Caucasian, and females continue to be in the majority and have expanded within the profession. The percentage of O&M practitioners working in school settings increased by 14% from earlier studies, and respondents had a median age of 41–50 years. Discussion: The results of this study show that the profession remains primarily female, mostly Caucasian, and 65% of practitioners are 41 year of age or older. O&M practitioners continue serving school-age students, thereby supporting results from previous studies. Finally, salaries of O&M practitioners have positively increased over time after accounting for inflation. Implications for Practitioners: Current characteristics of O&M practitioners have implications for recruitment of more diverse young professionals to serve the diversity of those they teach. It is evident the field should try to increase diversity within its ranks to mirror the diverse population they serve. Moreover, O&M salaries have kept pace or exceeded inflation, and thus the profession continues to be attractive in recruiting qualified and diverse professionals.
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