Book Review: Partners in O&amp;M: Supporting orientation and mobility for students who are visually impaired

Kaiser, Justin

doi:10.1177/0145482x18825181

Cited by 2 publications

(2 citation statements)

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“…Daggett (2014) stresses field experts cannot support a practice not provided for in research, training, or field-specific literature. In that vein, the Association for Education and Rehabilitation of the Blind and Visually Impaired O&M Division's approved Scope of Practice for O&M specialists does not include remote instruction as an O&M instructional technique or provide decision-making guidance regarding remote instruction (Kaiser et al, 2018). Daggett (2014) stresses courts will also consider foreseeability and causation, "if the injury was foreseeable and precaution was not taken, negligence is found" (p. 310).…”

Section: Liability Considerationsmentioning

confidence: 99%

Orientation and mobility remote instruction during COVID-19: Best practices, liability, and ethics

Welch-Grenier¹,

Fast

Kaiser

et al. 2022

British Journal of Visual Impairment

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This research evaluated the impact of COVID-19 on orientation and mobility (O&M) services for school-aged students, families, and service providers. The survey asked O&M specialists about their instructional practices and decision-making processes regarding remote instruction service provisions, allowances, and district guidelines. The online survey collected data from October to November 2020, with open-ended responses from 166 O&M specialists. A thematic analysis was used to examine and code qualitative responses. Respondents were found to divide remote instruction into two categories, foundational skills and high-level travel skills. A preference for teaching foundational skills during remote instruction was also identified, with concerns for student safety and practitioner liability reported as the deciding factors. Field-specific guidelines and potential legal vulnerabilities regarding remote instruction are considered, with an analysis of negligence and professional liability. Practices used during COVID are also examined according to the COMS Code of Ethics and Scope of Practice. The findings demonstrate the need for field-specific guidance and research-based instructional methods regarding remote instruction. O&M specialists should continue to conduct a thorough risk assessment before utilizing new and unresearched remote instructional methods as a means of acting in the best interest of the student.

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Section: Liability Considerationsmentioning

confidence: 99%

Orientation and mobility remote instruction during COVID-19: Best practices, liability, and ethics

Welch-Grenier¹,

Fast

Kaiser

et al. 2022

British Journal of Visual Impairment

View full text Add to dashboard Cite

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“…Thus, university preparation programs in the United States provide education and training for teaching individuals who have diverse characteristics and instructional needs including blindness and low vision, development from infancy through older adulthood, and disabilities in addition to visual impairments. According to the Scope of Practice paper (Kaiser et al, 2018) An O&M lesson often involves a student and instructor moving in a dynamic, real environment and standing close enough for verbal feedback or physical prompting. Instructors control the difficulty of the lesson by the characteristics of the environment selected for the lesson and adjusting the amount of input or feedback they provide based on the student's independence and skill level (see Figure 1).…”

mentioning

confidence: 99%

Orientation and mobility for children with visual impairments during COVID-19: Creative and collaborative curriculum and instruction

Kaiser

Fast

DeGrant

2022

British Journal of Visual Impairment

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This research explored the instructional practices and strategies used by orientation and mobility (O&M) specialists in March and April 2020 during the COVID-19 pandemic. The Access and Engagement survey from the American Foundation for the Blind included open-ended responses from 318 O&M specialists. The authors used thematic analysis to examine the main themes regarding instructional practices consistent throughout the responses. This article focused on the themes of collaboration between families and professionals and the creative instructional strategies used for adaptive O&M lessons. Parents took on a more active role and professionals found creative ways to make instruction useful in most cases. There were fundamental changes to the content and structure of O&M lessons when they were moved from in-person to online instruction. Creative and collaborative practices were used to adapt for the absence of the travel environment. Virtual instruction in O&M will continue to be used in certain circumstances when in-person services are not possible, but we need to better explore how to ensure it is safe and effective.

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Book Review: Partners in O&M: Supporting orientation and mobility for students who are visually impaired

Cited by 2 publications

References 0 publications

Orientation and mobility remote instruction during COVID-19: Best practices, liability, and ethics

Orientation and mobility remote instruction during COVID-19: Best practices, liability, and ethics

Orientation and mobility for children with visual impairments during COVID-19: Creative and collaborative curriculum and instruction

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