1. Special Education Administrators are Busy People….
Notes to speaker:
This and the next slide are intended to be introductory. The intention is to acknowledge some of the pressure that administrators face, and to let them know we believe we can help.
Feel free to omit this slide (or any other) if you feel it won’t meet the needs of your audience.
This presentation is intended for administrators; either program or building administrators. It is also assumed that it will be given by people knowledgeable in visual impairments, who may be TVI or O&M certified, a VI supervisor, and may or may not be certified as an administrator.
The dual goals of this presentation are to:
1) Inform administrators about O&M issues, and
2) remind them of how providing O&M evaluations to all students fits within the IDEA legal framework.
In this section you will find notes to you (“Notes to Speaker”) and suggestions for “Talking Points”. The “Notes to Speaker” will provide information to you, the presenter. The Talking Points act as a guideline for what you may (choose to) say during the presentation. The Talking Points will not be a repeat of the slide. They are intended to extend the information on the slide.
We assume that you will modify this presentation to meet your needs and presentation style. As a presenter you will need to balance sharing the information, asking questions, and otherwise engaging the participants in a conversation, not just zipping through the slides. An exchange of ideas is typically more valuable than simply talking at a group of people.
This presentation is intended to take minutes. There are about 23 slides. Some will be very quick, just show it and make a quick comment. Some may generate more discussion. The intention (unless local discussion causes otherwise) is to keep the presentation moving and not dwell on a slide for an extended period of time.
Continued on the next page
Resources and information for your orientation and mobility questions

2. Orientation and Mobility Issues
Notes to Speaker: continued
Hopefully, it won’t be necessary for you to read each slide, but rather to rely on your professional experience and on these notes so that you can discuss the issues with the participants, continuing to remind them of their legal obligation AND (equally important) helping them to fulfill it. Your time will be limited. People will read the slides. Use your time and knowledge to emphasize the points and to frame your message to the audience viewpoints. Again, remember the goals: provide information about O&M and the legal framework to support O&M evaluations for all students.
The general approach has been to identify some of the most typical issues that affect the number of students receiving an O&M evaluation, and possibly services. The one argument against O&M that isn’t addressed is “Funding”. Funding is always, always an issue in education. School districts can typically find funding for those things that they are either mandated to do, or can readily accomplish. This is to help them see the legal need and find the resources.
Our goal is to affect the number of students who receive an O&M evaluation. Given the time typically available for such a presentation (15 minutes), the emphasis will be on evaluations, not service provision. We present information about requirements to evaluate for O&M (truly, not all students require O&M at all times.), and to help improve the ability of participants to advocate for and provide O&M services to their students.
Thank you for your participation and support.
The Professional Preparation Advisory Group, including: KC Dignan PHD, Karen Crone, Suzy Scannell, Edwina Wilks, and Marjie Wood
Talking Points:
We all know that the students with visual impairments are a small population, less than 2% of your students with disabilities. And those who receive O&M are an even smaller group. O&M specialists have a unique and autonomous position. When you know more about a topic your ability to assess, improve, and advocate for your program will be enhanced. We want to help you know more about O&M issues. That knowledge may assist you in administering or supervising O&M specialists.
O&M specialists and administrators working together to meet challenges

3. Orientation and Mobility…
“[S]ervices provided to blind or visually impaired children by qualified personnel to enable those students to attain systematic orientation to and safe movement within their environments in school, home, and community;”
Notes to Speaker:
The intent of this slide is to start the discussion within a legal framework.
First we want to define O&M, and to define it within a legal context.
The legal citations throughout are from federal code, and taken from the IDEA website:
Talking Points:
The critical points in the definition are the identification of who can provide the service:
the qualified O&M specialist
and understanding of the goal;
to be able to move safely within their home, school and community.
It is not just about being competent in the school, and/or during the day.
Sec (c)(7)(i) of IDEA

4. O&M Summarized from IDEA
Includes teaching students the following:
Use of existing vision
Develop & use spatial and environmental concepts to establish, maintain, or regain orientation and line of travel;
Use of the long cane (or other travel devices, including wheelchairs) for safe travel
Use of distance low vision devices; and
Other concepts, techniques, and tools.
Notes to Speaker:
The intent of this slide is to establish the scope of O&M instruction and the range of tools used by O&M specialists.
The scope is not limited to age. Building a non-visual construct of spatial and environmental concepts begins early, very early in one’s life; certainly before walking or other ambulation and within the first year of life.
“Purposeful movement” is a critical part of the learning process. O&M is a critical part of developing movement with a purpose.
Of note here is the broad range of issues identified in this part of the definition.
O&M services applies to spatial, temporal, and environmental concepts that are necessary for orientation and travel.
It is important that the young child with a visual impairment be evaluated as soon as she or he is identified as having a visual impairment and whenever there is a change or transition in either the student’s vision, or visual demand.
Please note the reference to “the environmental concepts”. Environmental concepts are not limited to the school building.
The tools available for O&M specialists to use include:
*long canes, *service animals, such as dog guides
*low vision devices, *electronic devices,
*wheelchairs and scooters, *support canes,
*adapted canes, and
*all other tools and techniques (such as using a “Little Room” from Lilli Neilsen’s research), that are necessary to assist students to use their existing vision, and other sensory cues to be safe and independent as they develop purposeful movement.
Talking Points:
As you can see, the scope of O&M is broad, and the tools are diverse. Only an O&M specialist is legally qualified to provide an evaluation and instruction. The scope is not limited to age. Building a non-visual construct of spatial and environmental concepts begins early, very early in one’s life; certainly before walking or other ambulation and within the first year of life.
Sec (c)(7)

5. O&M Evaluation in IDEA 2004
According to state rule and federal regulations it is the responsibility of the Admission, Review and Dismissal (ARD) committee to make decisions regarding evaluation (including orientation and mobility), eligibility and services for a student with a suspected or known disability. [(CFR ; TAC ), TEA, June 2008]
Notes to Speaker:
The intent of this slide is to reinforce the legal need to complete evaluations and to reference TEA’s recognition of the need.
Talking Points:
According to Richard Poe from TEA (personal communication) it is not necessary to have language that expressly identifies the need for an O&M evaluation. IDEA addresses the need throughout the evaluation regulations.
Additional Note to Speaker:
The next slide has all of the legal citations that reference O&M and/or assessment evaluation requirements and/or procedures. The full text of these regulations is included in the handout. PLEASE read and be familiar with these. You may be asked questions about them.

6. Let’s Do the Numbers… 34CFR, Part 300, that is Sec. 300.34(c)(7)(i)
Sec (c)(7)(ii)
Sec
Sec (a)
Sec (b) (1)(2)
Sec (b)(3)
Sec (c)(1)(iii)
Sec (c)(1)(iv)
Sec (c)(3)
Sec (c)(4)
Sec (c)(6)
Sec (c)(7)
Definition
Instructional content
Screening is not an evaluation
Must notify parents of any evaluation
Assess using multiple and relevant functional and developmental abilities
Use of valid, technically sound instruments
Assessment materials technical sound
Assessment by trained, qualified personnel
Assesses skills and abilities, not sensory impairment
Assesses all areas of suspected disabilities
Assessment identifies all educational and related service needs
Tools and strategies are relevant
Notes to Speaker:
The intent here is to let the audience know about issues related to assessment.
This slide has all of the legal citations that reference O&M and/or assessment evaluation requirements and/or procedures in IDEA. The full text of these regulations is included in the handout to be given to attendees. They are also listed on the Department of Education’s website: ( PLEASE read and be familiar with these. You may be asked questions about them.
If you are not familiar with these rules and regulations, or if it has been a while since you read them, please read them and how the rules relate to O&M prior to the presentation. You are encouraged to consider your audience, anticipate questions they might ask and to formulate answers. If you have any questions about the rules and regulations, please discuss them with a VI professional at your ESC, or the Outreach Program at TSBVI. The text of the relevant sections have been printed on the handout-document.
A couple of additional points:
By law, the TVI must complete an O&M screening to determine the need for an O&M evaluation. That screening must result from considered, systematic and documented data; not just based on random observation. Thinking “Oh, he gets around the school ok” or “He isn’t yet ambulatory” isn’t sufficient. Supervisors and administrators should ensure that there is documentation that a systematic screening has been completed. Many screening tools are available from many sources. The documentation should include a record of how well the student was able to complete an array of tasks, in an array of environments.
The screening completed by the TVI isn’t an evaluation. An O&M evaluation must be completed by an O&M specialist, not a TVI or diagnostician.
Your talking points should emphasize the importance of data generated by direct observation and interviews with others.
Talking Points:
When TEA says that the need for an O&M evaluation “is expressed within the totality of IDEA”, these are the applicable rules and regulations.

7. The VI teacher can complete a screening, not an O&M evaluation.
Qualified Assessors
Only certified O&M specialists are qualified to perform O&M evaluations
ACVREP-certified O&M specialists (COMS)
Interns practicing under an ACVREP-certified O&M specialists
There is no emergency, partial, probationary, or provisional certification in O&M.
The VI teacher can complete a screening, not an O&M evaluation.
Notes to Speaker:
Intent of this slide is to reinforce that:
only an O&M specialist can complete an evaluation,
a screening is not an evaluation, and that
only ACVREP-certified O&M specialists are qualified to provide services in Texas.
ACVREP = The Academy for Certification of Vision Rehabilitation and Education Professionals –
Talking Points:
Only a certified O&M specialist can provide an O&M evaluation
In Texas schools, all O&M specialists must be certified by ACVREP.

8. Who Needs O&M?
Students with visual impairments are at-risk for needing O&M regardless of their:
Age, including birth-3
Degree of low vision
Physical ability
Additional disabilities
Familiarity with school and/or home
Notes to Speaker:
The intent of this slide is to reinforce the range of students who may need O&M evaluations.
At issue here is being clear that limiting evaluations to students who are within a restricted age range (e.g. not below the age of 6) or to those who do not have additional disabilities, including limited ambulation, is not supported by IDEA.
Also, students need to be evaluated in a range of environments, including home, school and community.
Delaying an O&M evaluation because a child isn’t walking, or ambulatory, isn’t appropriate. O&M services provide major skills and experiences leading to ambulation and/or walking.
Talking Points:
Students need O&M at early ages, and even if the disabilities are such that the goals are to be able to identify body parts, and how they work.
Also at risk are those who may not appear to need O&M because they can travel adequately in familiar environs, or in well-lit areas. Yet these same students (with low vision) may be at a loss when in a new and visually chaotic environment or when the light is less than adequate, such as a darkened room, or when the sun is setting, or there is glare on a surface.
Students who travel with the assistance of a support cane (vs. a “long cane”), a wheelchair, or who are not yet walking may also need O&M.

9. Chart: 50% no evaluation, 50% evaluation, 31% received O&M
Status of O&M Services
Notes to Speaker:
The intent of this slide is to graphically demonstrate the need for more students to receive an evaluation.
The first bar (blue) is information taken from the Orientation and Mobility Skills of Secondary School Students with Visual Impairments published by the National Center for Special Education Research in 2007 and authored by Renee Cameto, Katherine Nagle, and SRI international. For more information, and to read the entire report follow this link: .
The second bar (yellow) reflects Texas data.
The last bar “Nat’l Avg H.S. Students rec’d O&M”, refers to the percentage of secondary students with visual impairments who currently receive O&M across the U.S.
Talking Points:
Does this reflect actual need? Who knows.
With 50% of the population not being evaluated, it is hard to estimate how many students truly need O&M, and those who don’t need it based on their current situation.
Chart: 50% no evaluation, 50% evaluation, 31% received O&M
With only 50% receiving evaluations it is difficult to know the true need in Texas

10. O&M Is Needed When Students Experience Changes in …
Vision
Visual demand
Lighting conditions change
such as a darkened lecture room, hall, or auditorium; or
outdoors, such as dusk or night
Visually complex environments
lots of details in maps or graphics
environment is cluttered
Notes to Speaker:
The intent of this slide is to establish the varying reasons a student may need O&M.
The challenge with this information is the professional jargon. “Visual demand” may not be immediately clear to all of the audience. However, it is a concept that is critical and succinct. Please explain it in 4-10 words. You could use phrases like: “What is required visually to be able to make sense of the environment.” Or “what is needed visually to be able to function efficiently.” Or “The interaction between light, contrast, and clutter in the environment.” You may come up with a different, better explanation.
Talking Points:
Each place, or environment, has unique characteristics; each has a unique constellation of contrast, light, colors and number and distance of objects etc. Maintaining orientation and moving through each environment requires a complex set of skills. Students may move smoothly and competently in one environment, such as a school building or playground. Yet those same students may have difficulty with
detailed printed or tactile documents or directions,
in new environments, or
in settings with less, or unpredictable lighting.

11. Other Changes Functional environments/transitions New building(s)
New buildings on same campus
Moving from elementary to
middle school, etc.
Community-based work or
school settings
Notes to Speaker:
The intent of this slide is to continue (from the previous slide) the discussion of reasons why a student may benefit from O&M.
Talking Points:
As students progress in their education, readying for the post-secondary world, their environments will change. These are a few additional examples.

12. Services May Be Intermittent
Not all students need O&M at all times
Students need O&M when:
They have trouble in new environments
They have trouble on dark days, in bright light or bright days, or when the sun is setting
Their travel needs change:
New school
New environment within school
They have changes in other sensory systems:
Hearing impairment
Motor issues
Notes to Speaker:
The intent of this slide is to establish that O&M may or may not be on-going. Some students may only need it for a limited period of time.
Talking Points:
Some students may only need O&M for a portion of a year, or when they change educational settings.
No one likes to seem less-than-competent. Students with visual impairments are no exception, especially when their errors are visible to others, but not themselves. Often lack of competence and confidence in travel can limit a student’s willingness to take new, necessary risks. It is possible, probable even, that a student may function adequately in one environment, or when the light meets certain criteria. Yet that student may have problems or lack confidence in new situations.

13. How O&M Specialists Interact to Support Student ProgressOT PT
Peers
Parents
Classroom
Staff
TVI
Adapted P.E.
O&M
Specialist
O&M specialist interact with the following:
Parents
Classroom Staff
TVI
Adapted P.E. PT OT
Peers
Notes to Speaker:
The intent of this slide is to demonstrate how O&M specialists interface with other members of a student’s educational team. O&M members are integral members of teams, and provide unique and necessary information.
Talking Points:
O&M specialists have a unique relationship with an array of other team members. The other team members may have professional knowledge and skills in various areas, but the O&M specialist is the person who will be able to translate discipline-specific goals into effective techniques and skills related to movement for students with visual impairments. The O&M specialist is in a unique position to facilitate collaboration between team members.
The interaction of vision and movement have an incalculable effect on each other. The O&M specialist is uniquely qualified to translate that interaction to the entire team.

14. O&M Specialists Work: In isolation with students
In home, school, and community environments
Non-traditional hours
Travel between students
With limited supervision
Notes to Speaker:
The intent of this slide is to illustrate the unique working conditions of O&M specialists. Without knowing more about what their staff does, administrators are at risk for allowing sub-standard work to be completed, or for students not getting what they really need to be successful adults and reaching their highest level of independence.
Talking Points:
Supervision is limited, or non-existent:
Supervising an O&M is not similar to supervising or observing a classroom teacher.
O&M specialists typically work one-on-one and in isolation with students away from classrooms or schools. As an administrator you must be confident about the skills and abilities of your O&M staff.
Administrators may not even know if the O&M specialist is doing a good, medium, or not-so-good job. Most administrators do not supervise a variety of O&M specialists in order to be able to compare quality of service.
While most existing evaluation systems (such as the PDAS in Texas) are adequate and appropriate for O&M specialists, the applying the principles of the evaluation can be a challenge, one that is often not met.
O&M specialists generate non-traditional expenses
Cars, liability insurance, public transportation funds, extra-duty pay are typical for O&M specialists, but less so for content-mastery teachers. [Optional aside: IF your district doesn’t have a car and uses a reimbursement rate, is it adequate to cover not only the gas, but the wear-and-tear on the car? These issues are important to O&M specialists and will affect retention.]
O&M specialists work in non-traditional settings
Community and off-campus work is essential.
It may be difficult for an administrator to justify, especially if s/he is unclear about exactly what the O&M does, why, and benefits thereof.
O&M specialists work non-traditional hours
Students may need instruction at dusk, at night, or other than the traditional school day.
Given the above, and a supervisor’s typical level of knowledge about O&M practices, isn’t it possible, or even probable that students who may need an evaluation are not getting one?
Administrators need to know about O&M services.

15. Limit Your Liability Students who receive O&M:
Learn safe stair techniques, thereby limiting the school’s liability.
Are able to play on the playground with less chance for injury, thereby limiting the school’s liability.
Are able to travel with greater independence to and from the bus stop, thereby limiting the school’s liability.
Notes to Speaker:
The intent of this slide is to show how O&M specialists limit a school’s liability, not expand it.
Talking Points:
Everyone is concerned about safety.
School professionals also need to be concerned about liability. Students with O&M skills actually offer less of a risk to the district’s liability than those who do not have these same skills. As skills develop students will also need less supervision when traveling in the community or new environments.

16. Efficient Use of Staff Students who receive O&M are more likely to …
Transition between classes without assistance
Navigate the cafeteria without assistance
Participate in community-based instruction, field trips, and/or vocational placements with less staff involvement
Ride the regular school bus
Notes to Speaker:
The intent of this slide is to demonstrate how an O&M specialist can also assist with efficient staffing.
Talking Points:
With increasing independence, students will require less staff time and supervision. As a result, you will be able to use or share these limited resources for other students.

17. O&M Assists in Transition
Students who receive O&M are more likely to…
Be prepared for post-secondary education
Be employable upon graduation
Live at a higher level of independence
Have skills necessary to access to transportation options
O&M services support meeting
SPP indicators 13 & 14
Notes to Speaker:
The intent of this slide is to reinforce that O&M is critical for a successful transition to the next environment, regardless of the student’s age and abilities.
Depending on the audience, where you are giving this presentation and time, you may want to expand on the transportation options. Everyone needs available transportation options. It may or may not be a local bus system. It could include taxi, bus, special transit, car pools, or private drivers. Regardless of the option, students will need to know what the choices are, and have the skills and resources necessary to use them.
Talking Points:
Everyone is concerned about transition. An important goal for all students is to leave education prepared for the next environment. O&M is a critical piece of that process, regardless of a student’s level of independence. Orientation and mobility is an essential part of the expanded core curriculum, the unique learning domains for students with visual impairments. It should be seriously considered for all students with visual impairments.

18. Students who receive O&M…
Have concrete, authentic experiences in natural settings, developing a language base for literacy.
O&M instruction prepares students for statewide assessments, supporting:
Map skills
Math skills
Social skills
Problem solving
Time and money concepts
Science and social studies
Notes to Speaker:
The intent of this slide is to show how O&M skills translate to issues related to the other academic issues, including passing mandated tests. As time permits, consider adding any personal stories that may apply to your situation.
Talking Points:
O&M skills have a real impact on a student’s learning and ability to master other skills and concepts. Included here are just a few examples. With increased purposeful movement, student who receive O&M services have more success and learning from the environment. Map skills (and other spatial perception tasks) are integral to the mastery of many TEKS required competencies.

19. O&M Specialists are Grown in Texas
Two training programs in Texas
Tuition stipends available
About 2 years for completion (less for existing TVIs)
Post-certification support:
ESCs
VI mentor program
TSBVI Outreach
Notes to Speaker:
The intent of this slide is to assure administrators that they can grow their own O&M specialist, and to remind them that programs and support are available. The further goal is to encourage administrators and supervisors not to wait until the last minute to start recruiting new VI professionals.
Talking Points:
It is true that O&M specialists are rare. However, we have resources to increase your district’s capacity to meet your needs and the needs of your students.
Two training programs in Texas:
Stephen F. Austin State University
Texas Tech University
Significant scholarship funds are available on a competitive basis
Takes about 2 years to complete
Recruitment may take an additional 2 years before someone starts a program
No previous certification is required
Special or general educational professionals can make excellent O&M specialists.
Training a VI teacher to become an O&M specialist is quicker, but brings unique administrative challenges to you. For one, the caseload of the TVI must be reduced if she or he is expected to take on new job duties. However, you may consider recruiting a new TVI at the same time as the existing TVI is being trained as an O&M.
Texas has a rich support system. Technical assistance, equipment loans, professional development and resources for contracting for O&M services are available from your ESC and/or TSBVI’s Outreach program. Contact information is on your handout.

20. Recruitment Timelines
Mature VI Professional
Time: Typically 3 years after training
1 Awareness:
Time: 2-5 years
Activities: basic informational, exposure.
1 Awareness:
Time: 2-5 years
Activities: basic informational, exposure.
2 Consideration:
Activities: Additional information sought/received. Exposure to visual impairments
3 Action:
Time: Up to 18 months
Activities: actively explores options; applies to program
4 Training:
Time: 12 – 24 months (possibly more for O&M internship)
Activities: attends program, may work as VI professional
Mature VI Professional
Time: Typically 3 years after training
3 Action:
Time: Up to 18 months
Activities: actively explores options; applies to program
Notes to Speaker:
The intent of this slide is to reinforce that recruitment of a mid-career person can take time. Looking for VI professionals, especially in a growing district, is an on-going event.
This slide is animated, with information about each circle coming up one at a time. If this doesn’t suit your speaking style, or if you would prefer to see all of the graphic at the same time, simply remove the animation. You can view the animation settings for this (or any other slide) in the “Slide Show” menu, and under the “Custom Animation” option.
Talking Points:
Understanding these timelines will help you avoid last-minute crisis and service delivery problems.
Future VI professionals are mid-career professionals. Changing professions takes recruits from a state of competence and confidence to a state of incompetence and uncertainty. Making a change is a major risk. It is not uncommon for people who are interested in a new profession to take up to 2 years to get enrolled in a program.
This is a schema of a typical recruitment cycle; moving from awareness of a career to training, and finally professional maturity. People may move through this cycle within a week, or may take years. Understanding the various levels will help you maximize your recruitment efforts and move candidates from one level to the next.
The role and impact of a respected administrator in helping a future VI professional get enrolled in a program is not to be taken lightly. You can shorten the timeline.
As you think about likely candidates, remember these should be people who work independently, with minimal supervision.
2 Consideration:
Time: 2-5 years
Activities: Additional information sought/received. Exposure to visual impairments
4 Training:
Time: 12 – 24 months (possibly more for O&M internship)
Activities: attends program, may work as VI professional

21. Summary O&M Evaluations are a legal obligation
O&M services address safety and liability
O&M promotes skills necessary for transition
Recruiting and training resources are available
And finally
Notes to Speaker:
The intent of this slide is to summarize the information provided.
The specific talking points provided will be dependent on the issues brought up during the presentation. Regardless, please emphasis the goals: to
1) Inform administrators about O&M issues,
2) Remind them of their legal obligation to evaluate all students with visual impairments, and
3) Provide services to students based on identified needs.
Knowledgeable administrators are better able to recruit & supervise O&M specialists

22. For More Information Contact:
Your ESC
Stephen F. Austin State University
Texas Tech University:
Outreach Program at TSBVI
Notes to Speaker:
This slide is intended to provide the group with follow-up information. Please feel free to insert local information.