PLANNING FOR O&M INSTRUCTION THAT SUPPORTS ELEMENTARY GRADE LEVEL LITERACY Diane L. Fazzi, Ph.D., COMS Orientation & Mobility Specialist Training Program California State University, Los Angeles 2010 CTEBVI Conference – Los Angeles

Rationale for Connecting Literacy with O&M Instruction Language is a tool for understanding simple and complex concepts about the world Conceptual understanding promotes desire to travel Written and oral communication enhance travel experiences Curriculum and collaboration are enhanced by integrated instruction Added value to O&M time with young learners

Literacy Components  Reading  Writing  Listening  Speaking

Supporting Literacy with O&M  Reading Concepts about print Vocabulary development Concept development Identify types of everyday print information Literary response and problem solving  Writing Organization Spelling Describing experiences Identify details about setting and events

Supporting Literacy with O&M  Listening Follow one- and two-step oral directions Restate oral directions Ask questions to clarify information Relate experiences in logical sequences  Speaking Describe people, places and things Share and ask for information Describing experiences

Reading and Writing to Support O&M Knowledge and Skills Reading O&M knowledge O&M skills Writing O&M knowledge O&M skills

Ideas for Designing O&M Lessons  The Process Review Academic Standards for student’s grade that relate to literacy Consult with teacher/family Decide upon timing Develop unit ideas that embed O&M activities

Example 1 – 1st Grade O&M Student Review Grade Level Academic Standards Consult/Develop Related O&M IEP Goal or Unit Identify Learning Activities Grade 1: English Language Arts (Reading) Content Standard 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development 1.3 Understand that printed materials provide information Student will locate printed signage on familiar school campus. Student will match replica signage to locations on school campus where they are posted.  Familiarize to school  Practice routes between key locations on school campus  Locate and take photos of key informational signs on campus  Construct map  Share map with 1 st grade classmates  Use map for small group treasure hunt

Example 2 – 3rd Grade O&M Student Review Grade Level Academic Standards Consult/Develop Related O&M IEP Goal or Unit Identify Learning Activities Grade 3: English Language Arts (Writing) Content Standard 2.0 Writing Applications (Genres and Characteristics) 2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things or experiences. Student will use the long cane to travel the four sides of a home area residential block Student will describe key features of a familiar residential block  Practice cane skills in residential block travel  Emphasize orientation  Create a tape of interesting sounds found along the block  Collect small samples of leaves, grasses, etc.  Construct an auditory and tactile map  Create a mystery adventure story involving travel in the block – use map and recording to add sensory details

Example 3: Now You Try! 1st Grade O&M Student Review Grade Level Standards Consult/Develop O&M IEP Goal or Unit Identify Learning Activities Grade 1: English Language Arts (Writing) 2.0 Written and Oral English Language Conventions 1.8 Spell three- and four-letter short- vowel words and grade-level appropriate sight words correctly. Student will use visual skills to locate… Student will use monocular to read…

General Ideas for O&M Activities that Support Literacy for Older Students Complete applications – transit or job Speak to a group – provide an in-service Listen critically - attend a conference on technology/visual impairment and summarize and critique Interview others – summarize key points from interview of skilled travelers Write reflections – keep a travel journal Research and report – advocate for a change related to an environmental hazard at school or in the community

Q & A ?