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O&M
Guidelines for Working with Jon
by Joe Cutter and Kathy Gabry
Reprinted
from Future Reflections
From
the Editor: Kathy Gabry is an active leader in
the New Jersey Parents of Blind Children, a Division
of the NFB of New Jersey. Jon, who is profoundly deaf
and has fluctuating partial vision, is her son. Many
readers will recognize the name of Joe Cutter, an internationally
known Early Childhood O&M specialist.
The
following guidelines, which are based upon Jon's IEP
O&M goals and objectives, were put together a couple
of years ago by Joe Cutter in collaboration with Kathy.
The purpose of the paper was to provide clear, concise
guidance to every adult who would encounter and work
with Jon in the day school for the deaf he attended.
The guidelines were handed out to the IEP team members,
Jon's classroom teacher, his instructional assistant,
the Physical Education teacher, and others as needed.
According to Joe and Kathy, it was an effective strategy
that helped everyone get on board in doing their bit
to implement Jon's IEP and encourage his independent
movement in the school.
Although
some adaptations and accommodations for Jon's deafness
and partial sight are evident in these guidelines, Mr.
Cutter believes that most of the goals and objectives
are applicable to any blind or visually impaired child
in Jon's age range. (Jon was 6 years and 10 months old
at the time the guidelines were written). I concur,
and suspect many readers will find this material a useful
tool in developing IEP's for their children or students.
Readers
may also be interested to know that this wasn't the
only "handout" the team members received from Kathy,
who by profession is a desktop publisher. She did a
full color booklet outlining Jon's history, needs, and
tips for working with him (based upon his IEP). She
tells me she continues to use it, updating it as needed.
Here
are the O&M Guidelines for Working with Jon:
A
cane is a type of low vision aid. Its usage encourages
Jon's independent mobility and is meant to be a complement
to his vision.
The
cane is to be used whenever Jon leaves the classroom,
with the following exceptions: Jon should be offered
the opportunity to choose to use his cane for going
to the water fountain, going to his cubby, or playing
on the playground (the cane is not necessary while playing
on the playground, but he is to use it to get to the
playground). This means that when Jon goes to physical
therapy, occupational therapy, speech, gym, art, lunch,
or any other place or activity at school, he is to use
his cane.
While
Jon is using his cane, no one should be holding his
hand or otherwise guiding him (with the exception of
an emergency). If, for whatever reason, Jon is traveling
without his cane, he should not be holding onto anyone's
hand; he should be traveling independently (including
on the stairs).
It
is important to reinforce the use of proper cane skills
such as grip, position, extension, arc, and touch technique.
If you see Jon using his cane inappropriately, simply
provide hand-over-hand guidance in assuming the proper
position. If he begins swinging his cane in the air,
provide hand-over-hand guidance by guiding the cane
down to the ground and then, firmly, signing "cane down."
These skills will improve with familiarity and maturity.
If
Jon is headed for a destination but purposefully takes
a wrong turn or wanders, he should be treated as any
other child who exhibits the same behavior would be
treated.
What,
specifically, is Jon working on?
Jon
should be encouraged to use his cane appropriately both
in school and on the school grounds. (Sign for cane:
make the letter "d" with your right hand, then sweep
it quickly across the open palm of your left hand—think
of your pointer finger as the cane and bend your wrist
to make the movement.)
Jon
will practice his O&M skills for two 30-minute sessions
per week as directed by his instructional aide. Goals
are to expand his independence at school, become proficient
at using his cane skills, expand his environmental awareness,
and to expand his awareness of his body and how it travels
through space.
Specific
activities include:
Entering and exiting the building by himself at the
start or end of the school day.
Using his cane to travel to occupational therapy, physical
therapy, and speech by himself.
Developing vocabulary specific to body parts and planes.
Using his cane to travel independently to the bathroom
and, with or without his cane, go for a drink of water
by himself.
Continuing to play and explore the playground independently.
Practicing his cane skills in a variety of places at
school (stairs, hall, elevator, and playground).
Traveling comfortably on a variety of different ground
surfaces, terrain, and slopes.
Expanding knowledge of street crossing and concept of
traffic.
Using his tactaid during all O&M practice sessions.
(A tactaid is a mobility device worn around the wrist.
It vibrates with increasing intensity as a car approaches.)
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