PLANNING FOR OM INSTRUCTION THAT SUPPORTS ELEMENTARY GRADE

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 l Concepts about print l Vocabulary development l Concept development l Identify types of everyday print information l Literary response and problem solving Writing l Organization l Spelling l Describing experiences l Identify details about setting and events

Supporting Literacy with O&M ¡ Listening l l ¡ Follow one- and two-step oral directions Restate oral directions Ask questions to clarify information Relate experiences in logical sequences Speaking l l l 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 l l 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 – 1 st Grade O&M Student Review Grade Level Academic Standards Consult/Develop Identify Learning Activities Related O&M IEP Goal or Unit Grade 1: English Language Arts (Reading) Content Standard 1. 0 Word Analysis, Fluency, and Systematic Vocabulary Development Student will locate ¡Familiarize to school printed signage on ¡Practice routes familiar school between key locations campus. on school campus ¡Locate and take Student will match photos of key replica signage to informational signs on locations on campus school campus ¡Construct map where they are ¡Share map with 1 st posted. grade classmates ¡Use map for small group treasure hunt 1. 3 Understand that printed materials provide information

Example 2 – 3 rd Grade O&M Student Review Grade Level Consult/Develop Identify Learning Academic Related O&M IEP Activities Standards Goal or Unit 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! 1 st Grade O&M Student Review Grade Level Standards Consult/Develop O&M IEP Goal or Unit Grade 1: English Language Arts (Writing) 2. 0 Written and Oral English Language Conventions Student will use visual skills to locate… 1. 8 Spell three- and four-letter shortvowel words and grade-level appropriate sight words correctly. Student will use monocular to read… Identify Learning Activities

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?