ACADEMY-Core Domains

1. ACADEMY-Core Domains

2. AREA 1- KNOW PROFESSIONAL INFORMATION(8 QUESTIONS):Identify and describe basic laws and regulations that affect O&M services. E.g. IDEA. ADA,Etc.Identify and describe resources for consumers to obtain services, support, and/or information related to VI. E.g. dog guide schools, NAPVI, NFB, ACB, VA, BVA. Identify and describe professional resources pertinent to O&M. AFB, JVIB, AERBVI, ACVREP.Major historical Events and persons responsible for the establishment of O&M.REFERENCES: “Foundations of O&M” (Big Red Book). 2nd edition. Pp. 553-579.

3. AREA 2 – UNDERSTANDING RELEVANT MEDICAL INFORMATION (17 QUESTIONS)2.1 Anatomy and physiology of the visual system2.2 Common eye conditions, RP, ROP, glaucoma, diabetic retinopathy, refractive errors, etc and implication on visual functioning and be able to interpret eye reports.2.3 Basic anatomy and physiology of the auditory system and know components of audiological reports.2.4 Implication of various hearing impairments and effects on O&M.2.5 Appropriate reacting to medical situations, e.g. insulin reactions, seizures during O&M lessons.References:Text: Low vision and O&M. Foundations (Big Red Book) pp.60-103. Learners with visual and health impairments. pp 500-512. Audition for travelers who are visually impaired, pp 104-169. Text: Anatomy and Physiology of the Eye. A.L. Corn and A.J. Koenig. Foundation of Low Vision: pp. 89 -85

4. AREA 3: UNDERSTAND AND APPLY LEARNING THEORIES TO O&M:(5 QUESTIONS)1. Know basic learning theories and their applications to O&M.Text: “Imagining The Possibilities” pp 132-230 “Foundations” pp 359-382.

5. AREA 4: PLAN AND CONDUCT O&M ASSESSMENT: (23 QUESTIONS) • Develop plan for O&M assessment, medical, education and rehab reports, interviewing. Selection of appropriate assessment tools and settings. • Assessing functional ability in areas of: vision, tactile, auditory, O&M skills, social/emotional, medical/physical, personal goals. • Determining O&M needs and recommendations, mobility devices, long cane, dog guide, low vision devices, etc. • Know roles of related professionals, OT, PT, low vision Specialists, optometrists, ophthalmologists, etc. • Ongoing assessments to monitor progress that might affect changes to goals an objectives. • REFERENCES: • Text: Imagining the Possibilities: pp- 1-31 • Text: Foundation of Low Vision: pp. 306-321 • Text; Foundation of O&M (Big Red) pp. 383-406

6. AREA 5: PLAN O&M PROGRAMS (12 QUESTIONS) • Know service delivery models for O&M programs, e.g. itinerant, center based, residential, etc. • How to develop O&M goals and objectives/benchmarks for students. • 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 383-406 and pp 646-661 “Imagining the Possibilities: pp 32-64.

7. AREA 6: TEACH O&M-RELATED CONCEPTS • (17 QUESTIONS) • Describe the relationship of O&M related concepts to purposeful movement. • Describing the impact of visual impairment on the development of concepts and how students develop concepts. • Provide instructions to facilitate the development of O&M-related concepts, (body, environmental, spatial, etc.) • Teach life skill concepts related to O&M. e.g. money organization, social skills, time management, etc. Text: “Imagining the possibilities: pp 91-131

8. AREA 7: TEACH ORIENTATION STRATAGIES AND SKILLS • (24 QUESTIONS) • Facilitate optimal development of the consumer’s spatial organization skills using strategies such as cognitive mapping an spatial updating. • Develop orientation skills through the use of environmental features, (e.g. sun, sounds, slopes, etc.) • 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. • 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. • Familiarization to novel environments using techniques appropriate to persons with various frames of reference. (object to object, self to object, etc.) • Compare and contrast approaches for orienting dog guide owners to new environments versus long cane users. Text: “Foundations” pp 39-59 and pp 264-316 Hill and Ponder-Blue Book

9. AREA 8: TEACH O&M SKILLS • (40 QUESTIONS) • Know the mechanics of locomotion that affect efficient mobility, e.g. integration of reflexes, muscle tone, coordination, balance, gait, posture. • Identify and describe basic O&M skills, including, protective and human guide and know rationale • Know appropriate mobility device, human guide, cane, dog guide, ETA’s, functional vision and AMD’s. • Know O&M Skills, e.g. cane, diagonal, touch and all modifications, etc., and the rationale for teaching. • Applying proper sequence to teaching, indoors, street crossing, etc. • Street crossings, know techniques, procedures in residential and all types of traffic control residential and downtown. • How to teach and plan routes for public transportation. • Special environment and adverse weather, rural, airports, malls, stores, etc. • References: • Text: Foundation of O&M (Big Red) All O&M skills and procedures. • Text: Orientation and mobility techniques: (Blue Book) All skills and procedures. • Text: Taps: Red Book – All skills and procedures. • All skills and procedures covered during your blindfold training.

10. AREA 9: TEACH USE OF SENSES • (20 QUESTIONS) • Principles of vision development and vision efficiency training. • Optical and non-optical low vision devices for O&M task. • Visual skills that optimize O&M performance. E.g. eccentric viewing, scanning, tracking, tracing, glare, etc. • Use of tactile information for O&M tasks. Examples • How to teach use of kinesthetic and proprioceptive, time and distance, making accurate turns, etc. Rationale. • Use of sounds for clues, alignment/position, echolocation, sound shadow, doppler effect, etc. References: Text: Foundations of O&M (Big Red Book) pp. 60-103 Perception and control of Locomotion: pp. 9-38 Audition: pp. 104-169

11. AREA 10: TEACH CONSUMERS WHO HAVE MULTIPLE DISABILITIES • (12 QUESTIONS) • Describe the implication of additional disabilities on O&M instructions, e.g. physical impairments, cognitive disabilities, multiple disabilities, hearing impairments, traumatic brain injury, etc. • Adapt instructional strategies for students with additional disabilites, e.g. physical, cognitive, MIVI, hearing, etc. TEXT: “Foundations” pp 456-499, pp 513-529

12. AREA 11:TEACH DIVERSE CONSUMERS • (7 QUESTIONS) • Describe the implications of diversity, including age and cultural differences as they relate to potential adaptations in O&M instructions. • Apply principles of child development to O&M instructions with respect to facilitating purposeful movement and environmental exploration in young children. • Apply principles of human development and the aging process to O&M instruction with respect to facilitating independent travel for older adults. TEXTS: “Foundations”: 407-455 “Early Focus” pp 326-404

13. AREA 12: ANALYZE AND MODIFY ENVIRONMENT • (7 QUESTIONS) 1. Analyze travel environments to identify and overcome potential barriers to consumer access in home, school, work, or community environments. Reference: Text: Foundations (Big Red), pp 317-358

14. AREA 13: KNOW THE PSYCHOSOCIAL IMPLICATION OF BLINDNESS AND VI • (8 QUESTIONS) • Know adjustment stages, how each might affect training and how to minimize the psychosocial impact. Know difference for congenitally and adventitiously blind. How to assist consumer and families. • Strategies to assist consumers and families during adjustment stages, resources, counseling, etc. References: Text: Foundations of O&M. (Big Red Book) History and Theory of teaching children. pp. 161-172. The phychosocial dimensions of O&M. pp. 200-230.