Issues related to promoting orientation and mobility training for individuals with visual impairments and diabetes are discussed, including effects of insulin, hypoglycemia and hyperglycemia, the timing of training, complications to the feet, and fluctuations in vision. Major lifestyle changes required by diabetes are stressed. (Author/SW)

Discusses the benefits of individuals with visual impairments using a ball-bearing, rolling-tipped cane for traveling. Major benefits include reduced fatigue, increased durability and sensitivity, more stability, better sound cues, and greater safety. A method for assessing cane congruence is also discussed. (CR)

Retinitis pigmentosa (RP) causes restriction of the visual field, progressive vision loss, and night blindness. This article presents an overview of the most common problems in orientation and mobility (O&M) for individuals with RP, appropriate interventions, vision science discoveries related to RP, and the impact of RP on functional visual…

Guidelines for teaching orientation and mobility skills to visually impaired children with additional disabilities focus on basic needs including the need to feel safe, the need for control, the need to be in contact with the physical environment, the need for some type of independent movement, and the need for meaningful mobility. (DB)

This article describes a group training program for sighted trainee orientation and mobility (O&M) instructors in South Africa, where the need for O&M instructors is great and the availability of services is limited. The outcome was positive and encouraging and provides the initiative for the findings to be more broadly applied and for…

The National Council for Teachers of Mathematics (NCTM; 2000) encourages students to experience mathematics in multiple contexts, including science, history, physical education, business sciences, and agricultural sciences. All educators, including professionals such as orientation and mobility specialists who work with students who are visually…

This study evaluated variables that determined the safety of 15 cane users who were using the touch technique. The results showed that none of the walkers used a touch technique as described and recommended in the literature, that the detection of obstacles was related mainly to the height of the cane tip during the sweep, and that the early…

The authors conducted a study to determine (a) the incidence of dual-certified vision professionals (professionals certified as both teachers of the visually impaired and orientation and mobility specialists) in Texas, (b) the degree to which these professionals worked in both roles between 2003 and 2006, (c) the reasons vision professionals…

This article addresses issues of orientation and mobility for students with visual impairments, including the perception of motion, visual mechanisms of binocular coordination, perception of impending collision, and body movement to avoid collision. Emphasis is on the role of binocular coordination ability and acuity. These concepts were evaluated…

This article compares two electronic aids that send out an elliptical cone of ultrasonic sound that bounces back as a usable information signal for individuals with blindness. The Polaron is better for people who are predominantly route travelers or with limited hand use. The Mowat Sensor is better for travelers in a variety of environments. (JDD)

This article traces the historical development of two movements to improve the mobility of people with visual impairments--environmental modifications to increase accessibility, and orientation and mobility training. It also notes how changes in attitudes, effected to a large degree by the introduction of dog guides, have led to greater acceptance…

This article documents the important role of orientation and mobility training in achieving self-esteem and self-confidence in individuals with visual impairments. Orientation and mobility training is described as including motor development, sensory skills development, concept development, and orientation and mobility skills development. (JDD)

A survey of 13 dog-guide schools found that, in the majority of schools, between 91% and 100% of graduates received orientation and mobility (O&M) training before obtaining a dog guide. Eight schools require O&M for admittance, and 10 schools solicit recommendations from O&M specialists before admitting an applicant. (CR)

This article describes use of the 16 cubes game with 30 students (ages 7-11) born with blindness or low vision and attending a special school in Turkey. The game develops participants' spatial skills as he/she sorts cubes of various textures into large cardboard stands. The game requires constant physical motion by the child while orienting to the…

In an unfamiliar residential neighborhood, 24 10- and 6-year olds were individually evaluated and compared on their conceptual knowledge of the neighborhood. Findings indicate there are statistical and practical differences between the two age groups. Implications for teaching orientation and mobility to children with low vision are discussed.…