Orientation and Mobility - Level 1
Depending on your student's current level and ability, this workshop can help you develop or enhance your skills to:
- Know the impact deafblindness has on O & M, motor development, independent movement, exploration of the environment ' communication development.
- Collaborate with the O & M specialist, and others, to adapt intervention and instructional strategies to facilitate and encourage your student's movement
- Effectively teach body parts, movement capabilities and body part relationships to your student
- Encourages exploration and travel in progressively larger spaces
- Use strategies to increase functional movement appropriate to your student's position
- Develop individual programming and provide opportunities for gross motor development
- Develop individual programming and provide opportunities for fine motor development
- Use strategies to increase spatial and positional relational skills
- Use strategies to increase cause and effect skills
- Create opportunities for your student to reach out and explore
- Assist your student to organize sensory information, orient to space and objects in environment.
- Use strategies to increase understanding of representations
- Model and promote the use of mobility techniques and devices (adaptive mobility devices, guided travel, trailing and protective techniques, cane, and other mobility devices)
This module incorporates the instruction contained in the Sensory-Motor Learning and the Every Child is a Communicator module. Information contained in these two modules will be summarized here but it is recommended you review both modules prior to participation with this module.
Children, at a young age, are sensory motor learners. They learn about the world by seeing, touching, hearing, tasting, smelling, and moving. At the same time, the child's muscles respond to the sensory experience by acting on the sensory experience. When these two experiences happen together a sensory-motor learning action occurs. The more experiences the child is involved in, the more learning that occurs. One of the significant roles of early and/or beginning purposeful movement and travel skills is to encourage and develop early sensory experiences.
Young child learn to communicate by watching and doing. Children who are deafblind need to be taught a process to communicate. Communication is developed by interacting and responding to many different activities, one of which includes purposeful movement, in which two people (initially the child who is deafblind and the adult) are engaged.
As we begin to develop a program of instruction to encourage purposeful movement, it must be taught hand in hand with an expectation to communicate so that learners who are deafblind are able to interact with the world and learn to successfully communicate wants, desires, and needs.