hit counter
Orientation ' Mobility Instruction - Level 2 - Program Planning
Oregon DeafBlind project, Overview ODB Project Home
Oregon Deafblind Project Home

O&M Level 2 - Program Planning

Once the assessment information is collected, the team can develop IFSP/IEP goals and begin to plan a program of instruction. Goals should be based on functional outcomes for the learner, resulting in him/her gaining access to something or someone as a consequence of the movement or travel.

The following factors should be considered when planning the instruction:

  1. Begin in infancy to encourage movement;
  2. Use the learner’s functional vision and hearing;
  3. Use and continue to expand the learner’s motivations;
  4. Use functional communication systems that match the student’s learning style;
  5. Provide initial movement and travel in environments that are simple, uncluttered, and use all available sensory information;
  6. Encourage appropriate levels of independence and interdependence;
  7. Provide collaboration and instruction with an O&M specialist, physical and occupational therapists, teachers, other school team members, and the family.

Movement and Travel Environments

The O&M Specialist will work with the team to design an individualized program of instruction. For most children, simple and uncluttered environments will help the child understand and use available sensory information. Movement activities should be provided in environments that are functional. This may include simple bordered areas for play, the use of reference points, and end points with distinct smells, textures, and temperatures.

Movement and Mobility Devices

There are many movement and mobility devices that can be useful “tools” to assist a child with independent, safe, efficient travel. The O&M Specialist will be able to identify appropriate devices, dependent on the students needs.

Movement Devices

A movement device is any device that supports movement of the child and enhances proprioception and vestibular function, both of which assist the student in learning to understand the body and the environment. Examples of devices to encourage movement include:

Mobility Devices

The most commonly recognized mobility device is the long white cane. Mobility devices serve as an extension of the user’s arms, hands, and fingers and provide protection from obstacles while allowing access to needed information about the environment.

Mobility devices are used by the learner to move more efficiently from place to place. The devices should be matched to the learner’s level of functioning but can be as creative as the team working with the individual with deafblindness. Devices may include:

Again, the O&M Specialist will be able to work with the team to identify appropriate mobility devices designed to address individual student needs.

Click to go to Next page
Click to go to "Level 2 Resources"


Western Oregon University | The Research Institute | The Oregon Deafblind Project

Ideas that work, IDEA logo

The Oregon Deafblind Project is funded through grant award # H326T130008, OSEP CFDA 84.326T, U.S. Department of Education, Office of Special Education (OSEP), OSEP Project Officer: Susan Weigert.

However, the contents of this site does not necessarily represent the policy of the US Department of Education, and no assumption of endorsement by the Federal government should be made.

345 N. Monmouth Ave. : Monmouth, OR 97361
Voice: 503-838-8328 | Fax: 503-838-8150

To increase font size, click "Control" and "+" for PC, "Command" and "+" for MAC.