Term
| Instructor positioning on stairs |
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Definition
| 2-3 steps below client, regardless of direction of travel. |
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Term
| Instructor positioning on escalators |
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Definition
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Term
| Relevance of kinesiology on O&M |
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Definition
| Kinesiology- this is the study of movement. This study of movement will enable an O&M instructor to understand the movement of their students and the lack of certain movements. Also with VI babies and young children this movement is critical because they lack motivation to lift their heads, and reach around themselves. This lack of movement has long life repercussions. |
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Term
| Relevance of proprioception on O&M |
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Definition
| Proprioception- this is an awareness of one's body; facilitating proprioceptive awareness will help travelers (especially children) perform specific motions, and to improve coordination throughout the body◊ 2 things O&M can do to improve are resistance activities (tug of war, pushing, swimming) and joint compression (crawling, jumping, hopping) |
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Term
| Relevance of muscle tone on O&M |
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Definition
| Muscle tone- low muscle tone is responsible for many posture, gait, balance and coordination difficulties. The key is activities◊ similar to those for children with a decreased proprioception. These include resistance activities (swimming, tug of war, wrestling) |
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Term
| Relevance of predictability in sensorimotor development |
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Definition
this comes into play on both the personal and environmental levels.
* Personal- hypersensitivity to touch and tactile stimulation; here is important that the O&M instructor inform the blind child or adult of what they are doing and not for example, just start drawing on a client’s back a route without permission and warning.
* Environmental- this has to do with modifications to the world around the visually impaired person; here the modification could be as simple as putting contrasting tape on stairs, better lighting, keeping an area safe for young children to explore with tactile, auditory clues in a blind child’s home |
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Term
| Relevance of sequencing in sensorimotor development |
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Definition
| motor development is sequential (children must learn to crawl before they can walk) and visual impairment affects the development of most motor skills◊ therefore the O&M instructor must ensure that proper learning of lower sensorimotor skills are in place (sensory awareness, muscle tone, coordination) prior to moving onto higher levels of higher sensorimotor skills. |
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Term
| Relevance of active movement in sensorimotor development |
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Definition
| purposeful, self-initiated movement, NOT passive movement is essential for developing motor skills. O&M specialists can advocate for teaching children to use the cane or AMD during the younger years in order to reduce the development of any movement anxiety and allow the children to feel protected. |
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Term
| Relevance of quality of movement in sensorimotor development |
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Definition
| for persons with a visual impairment, quality is as important as function. For example a child who never crawled, and is just learning to walk and would in fact prefer to walk may need to go back to crawling in order to improve the quality of later travel such as maintaining a straight line when crossing a street. |
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Term
| Relevance of timing of movement in sensorimotor development |
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Definition
| specific skills are learned best during their critical periods when the appropriate sensory and motor inputs are coming together. For example VI children who miss the window of learning to crawl on all fours, later may walk with a poor gait, legs stiff and spread apart because they missed the opportunity to learn to weight shift, and reciprocal balance, and hip and trunk rotation. |
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Term
| What impact does vision loss have on sensorimotor functions |
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Definition
| Piaget believed that the sensory-motor period as the time when motor skills interact with sensory input to become the basis for cognitive development. If a loss of vision occurs in infants for example then the baby must have other senses stimulated and used in order to gain the information for cognitive development. So if a baby who is blind will not reach for toys around them because they cannot see them, the toys need to become auditory or olfactory so as to encourage a blind baby to explore them. |
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Term
| Define two types of balance |
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Definition
1. Static- used to maintain a static posture such as sitting or standing
2. Dynamic-used during movement, such as when walking or running |
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Term
| What purpose would a learner use upper hand and forearm technique? |
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Definition
- The overall purpose is to protect the upper body including the head and shoulders
¬ Used when traveling short distances in familiar, predictable environment
¬ When moving about in an unexplored space and/or
¬ When used in conjunction with other primary mobility aids while traveling in non-standard or uncontrolled environments
¬ To find overhanging objects and objects extending upwards at about shoulder or head height |
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Term
| For what purpose would a learner use the lower hand and forearm technique? |
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Definition
--To enable the traveler to locate and protect himself from objects at or around waist level while traveling in a familiar and predictable area
¬ Good for protecting oneself from lower objects such as desks, tables, chairs, or other objects at the at waist
¬ May not be as good for taller people |
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Term
| When would a learner use protective techniques in daily travel? |
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Definition
• Traveling in a familiar room or building
• Upper forearm- passing through doorways, when crossing a grassy area with a cane, when traveling in unfamiliar areas stepping from the street to the curb onto a grassy or non-sidewalk area
• These techniques are only used for a short period of time |
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Term
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Definition
| trailing is useful for maintaining ones straight line of travel, locating objects along a wall, or locating destinations such as drinking fountains |
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Term
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Definition
| the purpose of this method of parallel alignment or direction taking is to obtain and maintain a direct line of travel across an open area using tactile and auditory cues that are parallel to the traveler; making sure to contact the parallel object (ex. A wall), or listening to the parallel sound cues (moving cars on a street for example) prior to moving and then mentally project a straight line of travel to the destination |
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Term
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Definition
| to enable a traveler to obtain a general line of direction thought the use of a plane (putting the travelers back against a wall) that is perpendicular to the intended line of travel. Here the traveler puts their back against a wall, mentally projecting a straight line of travel into the open space ◊ such as crossing a hallway |
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Term
| Objectives for basic human guide |
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Definition
• Safely and efficiently travel with another person as a guide in a variety of environments
• To figure out what is information through the guides movement
• Develop skills in orientation, sensory awareness, and environmental interpretation
• Promote socially acceptable means of travel with another person |
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Term
| Procedures for basic human guide |
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Definition
• Traveler may ask another person to guide them by verbally asking or placing their elbow or forearm in contact with potential guides forearm; if not offered by the guide then the traveler must tactfully seek the guides arm
• The guides arm is grasped above the elbow with the fingers on the inside of the arm
• The travelers arm is in a 90 degree angle, the travelers shoulder is aligned with the guides arm that is used for human guide
• When done the guide may initiate ending guiding by verbally telling the traveler or doing a break |
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Term
| Procedures for narrow spaces with human guide |
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Definition
• The guide moves her arm behind and toward the middle of her back this signals a verbal cue to the traveler that a narrow space is coming
• The traveler then fully extends the arm they are holding onto the guide with, and now the 2 people occupy 1 space as opposed to
1 ½ space, when the pair have gone through the narrow space they both return to the basic human guide position |
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Term
| Procedures for transferring sides with human guide |
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Definition
• Either person may initiate this procedure
• If the pair is STATIC (not moving) the traveler places the back of his free hand against the back of the guide arm just above the grip
• The traveler releases his grip
• Turns 90 degrees
• Trails across the guides back until the opposite arm is touched
• Then re-establishes contact with the guide
• If the pair are DYNAMIC (moving) then the traveler
• Contacts the guides arm with the free hand
• Extends his arm fully while stepping in behind the guide as is done when going through a narrow space
• Changes hands on the guide arm while releasing the initial grip
• Trails across the guides back to her other arm
• Establishes contact with that arm
• Continues over to the opposite side of the guide
• Changes hands on the guide arm while stepping up not assume the basic human guide position |
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Term
| Procedures for reversing directions with human guide |
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Definition
• Either person can begin this by saying reversing directions
• The pair stops and looks at each other
• Then the guide steps forward and reestablishes contact with the traveler, the traveler takes the opposite arm/side they were on, and contacts the guides arm again |
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Term
| Procedures for going through doors with human guide |
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Definition
• DOORS OPENING ON SAME SIDE OF TRAVLER
• When the door is opening on the same side that the traveler is on, the guide opens the door using first his guide hand and then passes through the door with the guide hand, passing the door back to the traveler. There is no shift in sides because the door is on the same side the guide/travelers arms are
• DOORS OPENING ON THE OPPOSITE SIDE OF TRAVELER
• When the traveler is told or realizes that the door is opening on side of the guide and not the traveler he quickly transfers sides, establishing a new grip on the opposite side he started out on
• The arm now closer to the door, opens the door palm side out, and the door is held open until they both clear the door |
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Term
| Procedures for ascending and descending stairs with human guide |
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Definition
• The traveler is positioned between the guide and handrail, if there is one
• The guide goes up to the edge of the steps in front of her, pauses at the first step, then goes down the first step, the movement (upward) of the guides arm acts as a nonverbal cue that the traveler is going DOWN the steps
• The traveler follows the guide
• The guide pauses at the last step, and then steps forward indicating that there are no more steps
• Going up the stairs is similar, the guide goes up to the first steps, the upward movement and slight pulling on arm will indicate to the traveler that he is going UP steps |
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Term
| Procedures for seating with human guide |
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Definition
• The guide takes the traveler close to the chair, and within contact of the chair if possible
• If contact cannot be made the guide informs the traveler the location of the chair
• The traveler touches the chair with their front lower leg
• The traveler examines the chair to ensure nothing is on the chair before they sit down
• The traveler turns and places the back of their legs against the chair and sits down |
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Term
| Procedures for accepting or refusing assistance with human guide |
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Definition
• When an offer of assistance also involves the potential guide making contact by grabbing the travelers arm, the traveler can move their arm across their front "BREAKING" the grasp, the traveler should shift their weight on their feet so that they do not fall back
• Once this contact is broken the traveler can verbally tell the guide they do NOT need or want help ◊ or if help is desired they can instruct the potential guide on the proper way to assist |
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Term
| Describe the responsibilities of the learner when using a human guide. |
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Definition
• To learn the techniques well enough so that they can teach potential human guides
• The learner is given more responsibility to interpret the guide's movement, this is done by asking the learner directions traveled and to name and keep track of hallways traveled
• Initially the guide tells the learner about a particular area, however this will shift and the responsibility will be on the learner/traveler to determine surface texture, pace of walking, orientation |
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Term
| When guiding small children, how would you modify human guide technique |
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Definition
• Instead of having the child grasp the elbow of the guide they may instead grasps the wrist◊ to the elbow area
• The guide should keep their arm down and to her side while avoiding the temptation to hold the child's hand |
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Term
| Advantages of the long cane |
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Definition
• Allows the traveler in identifying changes in texture, density of surface, changes in the surface plane, and the presence of objects in the path◊ meaning that the cane can be used to acquire the minimal levels of preview for safe and independent travel
• Reliable, long lasting and largely unaffected by unfavorable weather
• Low to no maintenance
• Can be accommodated by most users physical specifications and work with orthotic and prosthetic adaptations |
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Term
| Disadvantages of the long cane |
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Definition
• 100% protection from all obstacles is not possible◊ particularly the upper body
• Canes that are not collapsible are a problem when storing them in a social setting
• High winds can affect travel with the cane
• The long cane is NOT a weight bearing cane
• Takes extensive training to properly be able to use the cane |
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Term
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Definition
• Early warning of objects and obstacles
• Detect drop offs and curbs
• Detect and avoid overhead obstacles
• Detect and determine man-made and natural landmarks as possible orientation tool
• Increased correction of veers
• Greater travel confidence |
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Term
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Definition
• Carry extra batteries for battery operated systems
• May not be weatherproof
• High cost
• Limited availability |
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Term
| What are environmental factors that should be considered which impact those with residual vision |
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Definition
Color cues
• Depth perception
• Glare
• Lighting
• Visual clutter
• Weather conditions |
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Term
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Definition
♣ Great usage for a student who is unable to grasp a regular long cane, or who cannot or will not be able to use a long cane due to cognitive disabilities, or the elderly
♣ Allows a student who may have a physical or cognitive impairment the ability to move more independently
♣ People with poor gait may have significant improvement in their gait (Foundations p. 250)
♣ To develop cane skills that can then transfer to use of the long cane
♣ Protective device for young children, multiply impaired children, and elderly |
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Term
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Definition
♣ The inability to scan the space above the hands (head)
♣ The transmission of information about an object is at the moment of contact, this is also true with drop offs |
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Term
| Qualities that a learner would need to be considered for an AMD |
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Definition
¬ Student motivation
¬ Physical or cognitive limitations
¬ Proprioceptive and kinesthetic problems- that is the information of one's position in space received through ones muscles during movement
¬ Social appropriateness |
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Term
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Definition
| good for identification purposes for people who may not need a cane all the time, indoor familiar areas only |
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Term
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Definition
• To provide an unobtrusive procedure for moving through and environment congested with pedestrians
• Provide suitable means for people who wish to use the cane for identification purposes, but do not require the long cane for protection from obstacles or drop offs in the path of travel |
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Term
| Trailing with diagonal technique |
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Definition
• To enable the traveler to locate specific objectives along a wall or building line
• To enable a traveler to maintain a straight line of travel
• To enable the traveler to maintain contact with the environment while traveling through space |
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Term
| Two point touch technique |
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Definition
• To provide the traveler with a technique which provides sufficient obstacle and surface preview to allow for travel in unfamiliar and uncontrolled areas
• Cane grasped by shaking hands, positioned in the center of the body to allow for full coverage on both sides of the body
• Symmetrical arc created by flexing the wrist left and right, about 1 inch beyond the shoulders or hips
• Synchronized movement with feet so that the traveler is in step, right foot forward, cane to left side |
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Term
| Touch and slide technique |
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Definition
• To provide more continuous surface preview
• To provide earlier warning of drop offs
• To enhance detection of subtle changes in texture and other surface changes◊ good when the terrain is a bit rough such as outdoors, in snow, when there are wet leaves this way the student can poke into the ground (The Art and Science of O&M p. 183)
• Here the student uses the two point touch but allows the cane tip to slid forward along the ground several inches at each touching down of the cane |
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Term
| Constant contact technique |
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Definition
• Variation of the two point touch technique except that the cane tip is not lifted from the ground
• Superior tactual feedback- but unless a marshmallow or roller ball tip is in place the traveler may have difficulty using outdoors because tip will stick
• More effective in detecting drop offs
• In step is not as much of a concern as in two point touch |
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Term
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Definition
• To enable a person to locate specific objectives along a wall, building, or grass line
• To help the traveler maintain a straight line of travel
• To enable the traveler to maintain contact with the environment while traveling through space
• The traveler should touch the surface being trailed consistently but lightly
• The trailing service must be checked any time contact is made and nothing is found
• If the traveler trails and is too far away from the wall then the traveler does NOT stretch their arm BUT instead moves in closer to the wall and continue trailing |
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Term
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Definition
• This is useful when looking for an opening or an intersecting sidewalk which is at the same level as the feet or above the feet such as in a curb
• The cane is moved in front of and across the front body
• Touches the trailing surface to maintain contact
• Is lifted up after striking the trailing surface |
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Term
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Definition
• This is used when trailing a raised platform such as at a train or subway station or other raised area
• The touch and drag is similar to trailing
• But instead of hitting a wall the cane is shore lining along the edge of a train platform or other raised area |
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Term
| Procedure for using the cane to contact and explore objects and for locating drop offs |
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Definition
| ¬ When contact is made with an object the traveler decides whether they want to explore the object or go on ¬ If they want to go on and NOT EXPLORE then they break contact with the object, by pulling cane back slightly; then sweep the area to the side of object is checked to make sure nothing is in the way, and the traveler continues ¬ If they want to EXPLORE the object then ♣ The cane remains anchored against the object or drop off at the point of contact ♣ The cane is turned so that the traveler is holding it in a pencil grip ♣ The cane is vertical with the arm holding the cane in front of the body for protection ♣ Then the traveler walks up to the object or DROP OFF ♣ The grip is pushed forward to determine the relative height of the object of dropped-down to determine the depth of the drop off ♣ The cane is lifted up off the floor and moved horizontally while the remaining is an vertical position to determine the width of the object or moved along the edge of the drop off from center line ♣ The traveler may explore a contacted object by sliding their hand down the cane shaft until it makes contact with the object, the person may wish to squat if the object is low ♣ The traveler may determine the width and depth of the drop off by sweeping the cane from side to side, and moved forward to determine the width of the step in both the length, width and depth |
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Term
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Definition
• Parallel street STOP sign◊ then traveler gets into ready position and listens for traffic on the parallel street to come to a stop, as the car on the parallel street (and if the car is not turning into the perpendicular street) then the traveler crosses
• Perpendicular street STOP sign◊ for an advanced traveler they wait till the cars stop at the perpendicular street, then the traveler IMMEDIALTLY crosses if it is determined that there is no turning traffic from the parallel street. This is a more advanced crossing. For a BEGINNER they may wait till it is ALL QUIET |
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Term
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Definition
• The traveler gets in the ready position with cane ready to cross
• The student listens for the surge of traffic in the parallel street after determine that it will not be turning
• The student begins crossing while listening closely to the perpendicular cars to ensure that they are not yet moving |
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Term
| T shaped intersection with 1 way stop on step |
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Definition
• With an all clear, move the cane in two extra arc
• Begin to cross after confirming an all clear
• .use visual or auditory scanning |
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Term
| T shaped intersection with traffic controls |
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Definition
• When crossing the bottom of the T the street crossing timing is the same to the timing for the 4 way signalized intersection
• Press the pushbutton
• Detect the beginning of the pedestrian walk interval or if no pedestrian signal use the walk indication; OR near parallel surge either same direction or oncoming ◊ the NEAR PARRALLEL cars block perpendicular and turning cars from turning into the pedestrians path BUT make sure the near parallel traffic goes STRAIGHT
• Do a double arch wide arc with the cane tip
• CONFIRM that there are no RIGHT turns on red OR red light runners
• Begin to cross
• ◊ use auditory scanning (left/right lane by lane) before and during crossing to monitor traffic |
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Term
| Simple phase traffic light |
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Definition
♣ here the traveler may be able to discern traffic light intersections from STOP sign controlled because signals are longer intervals between changes, most are actuated and the intersection senses the presence of cars on the road
• actuated signalized intersection where the major street and a minor street a single car waiting at the minor street may actuate or set off the green light, and begin to cross. However the time to cross may only be long enough for the car to cross and NOT a pedestrian
• fixed time signals (not so common anymore) these operate on a clock and pedestrian phases are consistent across cycles SO the WALK/DON'T WALK phase is long enough for the pedestrian to cross |
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Term
| Complex phase traffic light with left turn arrows |
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Definition
♣ travelers at NEW intersections are encouraged to listen through several traffic cycles to determine whether protected or permissive left turns are allowed
• protected left turns- this is where traffic is stopped with a red light and allow cars with the left green turn arrows can cross onto the cross street
• the DON'T walk phase will appear and the cars turning left will have the right of way◊ CARS HAVE THE RIGHT OF WAY NOT PEOPLE
• pedestrians should NOT try to cross this is a HIGH risk time to cross
• permissive left turns- occur when cars turn left across traffic onto the perpendicular street during the cars GREEN phase when there are gaps in oncoming traffic
• these permissive turns are indicated by some traffic moving through the intersection on the parallel street and some cars making left turn movements
• people are usually in the crosswalk when the drivers make a permissive left turn and PEDESTERIANS HAVE RIGHT OF WAY
• this is a risky time to cross as cars that are supposed to yield do not always yield◊ it is important that pedestrians learn to interpret and monitor traffic
• permissive turns often begin AFTER beginning of the green light phase on the parallel street |
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Term
| Where is the most frequent placement of yield signs |
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Definition
Roundabouts
Channelized turn lanes |
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Term
| What defines a situation of uncertainty |
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Definition
| • The situation of uncertainty arises when there is NOT a gap long enough to cross at a crosswalk◊ this is the case even when the sound is below the dB level such as a narrow residential street with a bend, or a street with a hill because even though it is ALL QUIET it is uncertain whether a car will come over the hill or around the bend before the 8 or 9 seconds it takes to cross a particular crosswalk and therefore a negative safety margin may occur if a car shows up at the crosswalk prior to the 8/9 seconds it takes to cross |
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Term
| What strategies can you use to teach crossings in situation of uncertainty |
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Definition
¬ Go to an intersection that has frequent but intermittent traffic ◊ that is traffic with sufficient gaps
¬ Have the students determine the streets width and understand how much time they need to cross◊ VERY important step because this is the most common reason for BLV people to being unable to recognize situations of uncertainty
¬ Have the student judge whether they can hear or see the traffic well enough to know when it is clear enough to cross OR conversely whether the cars are appearing without enough warning (this is a situation of uncertainty for gap judgments)
¬ use the timing method for assessing the detection of cars TMAD to provide the BLV person with feedback to help them improve their judgment
¬ repeat this procedure of providing feedback and testing their judgment under a variety of situation until they can effectively judge when conditions when it is clear to cross at a CROSSABLE GAP |
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Term
| Identify and describe the technique of crossing at an uncontrolled intersection including visual and auditory lane by lane scanning |
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Definition
¬ Check the crosswalk for holes, obstructions, and the position of other pedestrians on the destination corner and position accordingly at the approaching corner (also factoring in the best corner position for visibility)
♣ Especially important for persons with low vision who WILL NOT be using their cane
¬ Detect an all clear auditory (allowing the person with low vision to visually relax until an auditory all clear has been detected) Some students may prefer simultaneously select the all clear visually and auditorially
¬ Move cane in 2 extra arcs- if student uses cane
¬ Visually and auditorilly confirm the all clear with the left/right pre-scan (that is scanning the entire intersection before beginning crossing)
¬ If the all clear is confirmed look and listen left before stepping into the street and during the first half of the crossing. Monitor the traffic to the left to confirm that cars are stopped or stopping before stepping into each driving lane
¬ Just before crossing the middle of the street, look and listen right for the second half of the crossing. Monitor traffic to the right to confirm that cars present are stopped or stopping before stepping into driving lanes
¬ When a few feet from the destination corner, look for an negotiate the up curb, curb ramp, or blended corner |
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Term
| Identify and describe the technique of crossing at a stop sign crossing, including visual and auditory lane by lane scanning |
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Definition
...¬ Check the crosswalk for holes, obstructions, and the position of other pedestrians on the destination corner and position accordingly at the approaching corner (also factoring in the best corner position for visibility)
♣ Especially important for persons with low vision who WILL NOT be using their cane
¬ Detect an all clear auditory (allowing the person with low vision to visually relax until an auditory all clear has been detected) Some students may prefer simultaneously select the all clear visually and auditorially
¬ Move cane in 2 extra arcs- if student uses cane
¬ Look, listen for the near parallel timing and then immediately look and listen left before and during the first half of the crossing and right before the second half of the crossing. Then locate and negotiate the up curb, or curb ramp on the destination corner |
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Term
| Identify and describe the technique of crossing at a signalized crossing including visual and auditory lane by lane scanning |
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Definition
...¬ Check the crosswalk for holes, obstructions, and the position of other pedestrians on the destination corner and position accordingly at the approaching corner (also factoring in the best corner position for visibility)
♣ Especially important for persons with low vision who WILL NOT be using their cane
¬ Detect an all clear auditory (allowing the person with low vision to visually relax until an auditory all clear has been detected) Some students may prefer simultaneously select the all clear visually and auditorially
¬ Move cane in 2 extra arcs- if student uses cane
¬ With the FRESH WALK (fresh green) signal (IF NOT PED SIGNAL) APS walk indication, or near parallel surge, look, listen LEFT before crossing to confirm no RIGHT turning cars in motion at the approach corner or "red light runners" in the near perpendicular lanes, left during the first half of the crossing and right before and during the second half of the crossing. Then locate and renegotiate the up curb, curb ramp, or blended curb
¬ When crossing at signalized indicators the pre-scan of the entire intersection will cause the traveler to miss the safe moment to begin the crossing |
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Term
| Identify and describe the technique of crossing at a signalized crossing with the use of APS’s |
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Definition
• Go to the corner maintaining the initial approach alignment to locate a good crossing position
• Analyze the intersection as typically done
• Determine if it is necessary to move to locate the correct pushbutton, IF SO note cues such as tactile and auditory which can be helpful when returning to the crossing position
• Use of clock times would be helpful for example if the locator tone is initially noted at 4:00, then when realigning it should also be at 4:00
• Using the correct locator tone locate the correct pushbutton
• Press and hold the pushbutton to listen to the pushbutton information
• Confirm the tactile arrow is pointing toward the correct destination corner
• Confirm that Braille raised print or large print street name, if present is the street name the traveler wants to cross
• Press the button when the perpendicular traffic is in motion
• Return to the crossing position and or realign at the corner as needed before crossing
• Begin 2 extra WIDE arcs (if a cane is used) with the WALK indicator
• Confirm that no right turners or red light runners are in motion in the near lanes
• Begin to cross
• Use visual and/or auditory scanning (left-right, lane by lane) during the crossing to monitor traffic and adjust pace
• Listen for the locator tone on a median, if present, and the destination corner to assist line of travel |
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Term
| Identify and describe a tactile method of alignment at street crossings |
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Definition
...♣ Parallel alignment with grass line
• The traveler locates the grass line farthest from the parallel street and sidesteps to it
• The traveler uses the foot to establish a parallel direction with the grass line
• The rest of the body is then positioned accordingly
♣ Perpendicular alignment with curb
• The traveler has PRIOR knowledge that the curb is square (MAKING THIS DETERMINATION WITH THE CANE IS NEARLY IMPOSSIBLE)
• The toes are extended over the curb in order to feel the curb's edge under foot (rolling the weight forward may help)
• Having established perpendicular alignment, the traveler projects this line into space |
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Term
| Identify and describe an auditory method of alignment at street crossings |
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Definition
• Having located the curb the traveler maintains his line of travel
• The traveler aligns his body in relation to the available traffic sounds
• Parallel traffic requires tracking individual cars into the distance and aligning accordingly
• Perpendicular alignments requires the traveler to square his shoulders to the traffic at its loudest point
• The traveler now mentally projects the intended line of travel |
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Term
| Where should an instructor be positioned while on the corner before the learner initiates the crossing |
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Definition
• When instructing someone NEW to street crossing the O&M instructor may stand in front of the student in order to provide feedback about alignment and other components of street crossing
• When the student has been street crossings for AWHILE AND IS NO LONGER A NOVICE the O&M instructor stands slightly behind and AWAY from the parallel street
• This allows the O&M instructor to monitor traffic from all the streets at the same time without interfering the sounds of the parallel street |
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Term
| Where should an instructor be positioned after the learner initiates the crossing |
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Definition
| • the O&M instructor moves behind the student and slightly away from the parallel cars so that the student is between him and the parallel traffic |
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Term
| What is the basic procedure for bus travel |
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Definition
♣ The student listens for the opening of the bus doors, auditory locate it and cautiously approach the bus door
♣ After contacting the door with her cane the student asks the driver is this particular bus is going to her intended destination, using both the number of the bus and the route
♣ IF correct the student uses the diagonal cane technique with the cane in her left hand, holds the side rail and ascends the steps
♣ The RIGHT hand should slide along the handrail until it locates the fare box. The student slides their card in the fare box or gives the precounted fare to the bus driver.
♣ The traveler asks the bus driver to tell her:1) where the closest seat is preferably on the opposite side of the driver so that the driver is reminded of the traveler 2) if the driver can tell the traveler when her stop comes up
♣ The student then takes their seat, either folds up the cane (in particular if there may be several to many stops) or places the cane between her legs with the tip on the floor |
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Term
| How can a learner obtain route info when planning a trip using public transportation |
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Definition
♣ From the internet- if they are not sure about what the bus company name is they can Google the bus companies names in their city
♣ They then go to the web site to look us the information about a particular route, fare, transfers to their destination◊ this needs to be taught prior to actually taking a trip on public transportation◊ also if they are unable to see the screen for information have them access a computer using JAWS or other screen reader, or ZoomText
♣ If unable to access the information about the public transportation they would like to take then access the phone number (the O&M instructor may assist if looking on the computer) and call the bus company/train/subway information to get route information that way
♣ If the company has Braille or large print schedule to be sent to the travelers home |
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Term
| What is paratransit and how does a learner become eligible to use it |
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Definition
a type of demand response service. Persons schedule rides from a specified origin to a destination
1st category concerns people who cannot board, ride, or disembark from an accessible vehicle◊ these people cannot navigate the system
3rd category pertains to people who have specific impairments related to conditions that prevent them from getting to or from a transit stop |
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Term
| What cane technique should be used in snow |
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Definition
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Term
| What techniques can be used in rain |
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Definition
| ♣ Most cane techniques will not have to be altered unless the rain is heavy or the water is deep. If so slow pace and shorten stride to allow for better reaction time especially when sounds are distorted or masked. |
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Term
| What characterizes a rural environment |
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Definition
♣ The absence of sidewalks
♣ Poorly defined shorelines
♣ Increased distance between perpendicular streets
♣ Increased speed of traffic
♣ Fewer landmarks aiding in orientation
♣ Generally diminished feedback from the environment |
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Term
| What procedure and cane techniques should be used when traveling in areas without sidewalks |
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Definition
♣ The traveler takes a position next to the parallel curb, shoreline, or edge of a road
♣ Using a two point or touch and drag technique the traveler maintains parallel alignment with the reference point
♣ The traveler mentally projects a straight line◊ this will facilitate the recognition of change (curve or end) in reference line (poorly defined shoreline) |
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Term
| What procedure and cane techniques should be used when making a street crossing without sidewalks |
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Definition
• Standard 2 point trailing works IF there is a curb lining the street
• Touch and drag- IF there is NO curb and no real defined edge
• the traveler recognizes the perpendicular street by the curving of the reference line (shoreline) away from the parallel street
• the traveler follows the curving reference line until a 90 degree turn is complete
• the traveler places the curb or reference line to his back and squares off with the edge of the street
• the traveler projects a straight line and crosses the street |
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Term
| Strategies for traveling in a supermarket |
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Definition
FEW GROCERIES the traveler first becomes familiar with the outside aisles with the intent of moving around the perimeter of the store using a modified touch and slide technique
ϖ as each section of the store is encountered (fruit, vegetables, dairy, deli, bread) the traveler either moves along its length to identify the particular items desired or moves to the counter if manned to gain assistance
ϖ when done shopping the traveler moves to the checkout counters being alert for auditory cues (beeping cash registers, more people) and tactile cues (rubber mats)
ϖ for LARGER GROCERY SHOPPING days the traveler may want to call ahead and ask the store for assistance with a personal shopper, OR have a friend go with◊ besides maneuvering the basket etc. there is also the need to get home a large quantity of groceries. |
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Term
| Strategies when traveling around a gas station |
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Definition
♣ when traveling around the gas station the O&M specialist may want to first orient the traveler to the fueling pump islands and buildings
♣ the pump islands and buildings are used for directional purposes to exit the area
♣ the traveler uses the touch and drag technique to shoreline along the seam between toe sidewalk and driveway
♣ if there is constant traffic the traveler maintains direction by keeping the traffic sounds parallel to him as he walks
♣ also care must be taken for cars turning into or exiting the gas station
♣ parking lot strategies NOTED BELOW are also put into place |
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Term
| Strategies used to recover from getting disoriented in shopping mall parking lots |
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Definition
♣ To exit the parking lot of a store the traveler walks parallel to the traffic sounds along one street until he locates a shoreline to trail back to the sidewalk
♣ OR the traveler can walk directly towards the sounds of the cars in the street and estimate when he has found the sidewalk so he can turn to put those cars along his side
♣ Either method as the traveler detects parked cars with his cane he learns to explore the angle at which he detects the cars and trails around them using a 2 point touch technique to their opposite sides to align to continue on the path
♣ The upper hand and forearm technique is used as the traveler trails around a car or truck to detect protruding objects |
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Term
| What is the difference between TMAD and TMASD? |
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Definition
| Timing method for assessing the detection of vehicles- helps to determine in a state of uncertainty the traveler's ability to cross safely when cars are not detected. Timing method of assessing the speed and distance of vehicles helps to determine the traveler's ability to cross safely after a car is detected. |
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Term
| What are the key principles of sensorimotor development and functioning |
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Definition
Predictibility
sequencing
active movement
quality of movement
timing of movement. |
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