Orientation and Mobility - Level 2
Assessment Case Study
Assessment of H
H is a high school age student who is deaf and blind. His primary learning media is tactile. He does not read braille, rather, he uses concrete symbols as his primary communication system. H is motivated by movement and vibration. He likes to rock in the rocking chair, swing, and swim. He likes pillows or tubes that vibrate. H has been given instruction in the use of a typical long cane. He drops it, refuses to move and is generally noncompliant when asked to use it. In the classroom he prefers to sit in a rocking and resists moving about. He is moved from placed to place by an adult, sometimes using guided travel, sometimes being taken hand in hand. H rarely moves from place to place on his own, even in familiar environments. He waits for an adult to move him. H has a number of opportunities to move within the classroom, within the school and within the community each day. He walks with an adult and travels from the bus to his classroom, from the classroom to the commons, from the commons to the bus, from the bus to the swimming pool, and from the swimming pool to shopping. Within the classroom he needs to learn to move from his schedule to his work area, to the kitchen, to the eating area, to the bathroom, and to the leisure area. Within the kitchen he needs to move from the sink to the table and back to the counter, and to the refrigerator. H needs to able to find all his own work materials, clothing, swim gear, and to learn to be able to put them away when not being used. H has enormous opportunity to travel throughout his day. Each movement must be paired with sufficient communication so he understand what he is supposed to do and sufficient instruction to learn to travel with minimal adult contact. He may need additional reinforcement than is provided by the natural result of the travel or movement.