2.  Over 50 percent of caseload  Over 30 percent had other impairments as primary diagnosis  Serve 3 times more students with visual and cognitive impairments  A continued increase in the population of children with multiple impairments

3.  Familiar with factors of human growth and development  A sound understanding of psycho-social impact of visual impairments  Knowledgeable of education & rehabilitation process  Proactive in the areas of career education, transition and employment  Aware of the effect of culture and family system  Knowledge in behavioral methodologies for teaching strategies and support networks

4.  Understand the need for advocacy skills  Effective listening and interview skills  Sensitive to needs of students and families  Understand scope and sequence of lesson plans to provide an effective O&M program for student

5.  Individualized Instruction  Teaching in real environments  Environmental problem solving  Lessons of graduated difficulty and responsibility  Synthesis of skills  Reverse chaining  Provide community- based instruction  Train a staff member who is familiar with student  Network with the support team

6.  Constitute basic routes in classroom  Systematic and consistent  Build from classroom to hallways to school building to outside environments  Fade the use of landmarks to space and sound  Provide a script positioned at transition points for student through task analysis consisting of verbal prompts

7.  Break tasks down into simplest components; and teach each task separately  Provide abundant repetition & verbal reinforcement  Increase the amount of time devoted to orientation  Teach concrete and practical applications of O&M techniques  Build opportunities to experience progress and success in each lesson

8.  Coactive or hand over hand  Isolated physical prompt  Object prompting  Gesturing or modeling  Verbalization

9.  Team approach very important  Consistency of approach  Evaluations & Assessments will lean more heavily on provider feedback but important not discount desires and needs of the student  Observation most important component  Set goals based on cognition and amount of time available for learni ng 9

10.  Route travel with transition symbols set up for changes in direction, etc.  Community based work experiences with O&M support  Consultation with Case Managers in post secondary adult programs

11.  Evaluation of public transportation options  Expanded Core Curriculum goals  Behavioral supports with teachers and related support staff for career goals  Consultation with parents and other support networks

12.   Level of Vision (Clinical/Medical)   Level of Vision (Functional)   Use/Proficiency of travel tools   Communication

13.   Level of supervision needed for safe travel   Spatial/Environmental conceptual understanding   Compliance with instruction   Non-visual additional needs

14.   Posture, gait and motor development   Other physical or health impairments   The nature of eye disease or condition   Transition support needed

15.   Transition to a new school, neighborhood, worksite, etc.   Recent vision loss   New, hazardous, complex or difficult environment   Complexity or introduction of new environment

16.   Potential for improvement of travel skills   Age of onset of visual impairment   Maturity and motivation   Team availability for follow-up

17.   Travel time needed to transport student to area of instruction affects frequency of instruction   Instruction in low vision aids   Community Based Instruction opportunities    Instruction in use of GPS

19.   Beyond Arms Reach   Concept Development for Visually Handicapped Children   Early Focus   Move with Me   Reaching / Crawling / Walking / Let's Get Moving   Preschool O&M Screening   Standing on My Own Two Feet   TAPS Curriculum   Foundations of Orientation and Mobility   The Oregon Project for Preschool Children who are Blind or Visually Impaired

20.   Where In the World Am I   BRIGANCE ® Inventory of Early Development   Hill Performance Test of Selected Positional Concepts   Body Image of Blind Children   Perkins Activity and Resource Guide: A Handbook for Teachers and Parents of Students with Visual and Multiple Disabilities   Teaching Orientation and Mobility in the Schools   Imagining the Possibilities: A Creative Approach to Orientation and Mobility Instruction for Persons Who Are Visually Impaired   The Art and Science of Teaching Orientation and Mobility to Persons with Visual Impairments   Orientation and Mobility: Techniques for Independence   Orientation and Mobility Techniques: A Guide for the Practitioner   Independent Movement and Travel in Blind Children  Revised 2012