SPE 594-ExamII DOMAINS 1, 3, 5, 6, 7, 8, 10, 11

Core Domain Area 1: Know Professional Information (8 Questions) 1.Know basic laws and regulations that affect O&M Services: IDEA, ADA. Etc. 2.Identify and describe resources and services; Dog guide schools, NAPVI, NFB, ACB, etc. 3.Identify and describe professional resource; AERBVI, AFB, JVIB, ACVREP 4.Identify and describe the major historical events and persons responsible for O&M profession. References: Foundation pp

Core Domain Area 3: Know Learning theories and application to O&M (5 Questions) 1.Know basic learning theories and their applications to O&M. Text: “Imagining The Possibilities” pp “Foundations” pp

Core Domain Area 5: Plan O&M Programs (12 Questions) 1. Know service delivery models for O&M programs, e.g. itinerant, center based, residential, etc. 2. How to develop O&M goals and objectives/benchmarks for students. 3. Describe the components and process for the development of early intervention, education, transition from school to work, and applicable rehabilitation plans (e.g.. IPSP, IEP, ITP, IWRP, etc. Text: “Foundations” pp and pp “Imagining the Possibilities: pp

Core Domain 6: Teaching O&M related concepts (17 Questions) 1. Describe the relationship of O&M related concepts to purposeful movement. 2. Describing the impact of visual impairment on the development of concepts and how students develop concepts. 3. Provide instructions to facilitate the development of O&M-related concepts, (body, environmental, spatial, etc.) 4. Teach life skill concepts related to O&M. e.g. money organization, social skills, time management, etc. Text: “Imagining the possibilities: pp

Core Domain 7: Teaching Orientation Strategies and Skills(24 questions) 1. Develop orientation skills through the use of environmental features, (e.g. sun, sounds, slopes, etc.) 2. Facilitate optimal development of the consumer’s spatial organization skills using strategies such as cognitive mapping an spatial updating. 3. Route planning using various approaches such as route shapes, mapping skills and compass directions and access to and use of public signage and facility maps. 4. Teaching problem solving strategies related to establishing and maintaining orientation while traveling using instructional approaches such as drop-offs, reorientation, planning alternative routes, testing, etc. 5. Familiarization to novel environments using techniques appropriate to persons with various frames of reference. (object to object, self to object, etc.) 6. Compare and contrast approaches for orienting dog guide owners to new environments versus long cane users. Text: “Foundations” pp and pp Hill and Ponder-Blue Book

Core Domain 8: O&M Skills 1. Know the mechanics of locomotion that affect efficient mobility, e.g. integration of reflexes, muscle tone, coordination, balance, gait, posture. 2. Identify and describe basic O&M skills, including, protective and human guide and know rationale 3. Know appropriate mobility device, human guide, cane, dog guide, ETA’s, functional vision and AMD’s. 4. Know O&M Skills, e.g. cane, diagonal, touch and all modifications, etc., and the rationale for teaching. 5. Applying proper sequence to teaching, indoors, street crossing, etc. 6. Street crossings, know techniques, procedures in residential and all types of traffic control residential and downtown. 7. How to teach and plan routes for public transportation. 8. Special environment and adverse weather, rural, airports, malls, stores, etc. References: Hill and Ponder, O&M Skills. Foundations of O&M, TAPS

Core Domain Area 10: Consumers with MIVI (12 Questions) 1. Describe the implication of additional disabilities on O&M instructions, e.g. physical impairments, cognitive disabilities, multiple disabilities, hearing impairments, traumatic brain injury, etc. 2. Adapt instructional strategies for students with additional disabilites, e.g. physical, cognitive, MIVI, hearing, etc. TEXT:“Foundations” pp , pp

Core Domain Area 11: Teaching Diverse Consumers (7 Questions) 1. Describe the implications of diversity, including age and cultural differences as they relate to potential adaptations in O&M instructions. 2. Apply principles of child development to O&M instructions with respect to facilitating purposeful movement and environmental exploration in young children. 3. Apply principles of human development and the aging process to O&M instruction with respect to facilitating independent travel for older adults. TEXTS: “Foundations”: “Early Focus” pp