1. Independent Community Travel Program Carbon Lehigh Intermediate Unit 21

2. Independent Community Travel Program James Buss – Certified Orientation and Mobility Specialist University of Arkansas – Certified Teacher for the Visually Impaired Kutztown University of Pennsylvania Jodi Cox – Certified Orientation and Mobility Specialist Western Michigan University

3. MISSION: TO TEACH STUDENTS THE METHODS AND TECHNIQUES NECESSARY TO ENABLE THEM TO INDEPENDENTLY TRAVEL WITH GREATER SAFETY AND EFFICIENCY Independent Community Travel Program

4. History: How did we get here? Teaching students who are blind or visually impaired, birth to age 21, to independently travel with increased safety and efficiency O&M began during World War II in VA hospitals Methods and techniques standardized…first university program 1960 15 university programs in US today

5. History: How did we get here? Special education teachers, paraprofessionals and aides have taught travel techniques to students often on CBI Requests from parents and districts to teach NON VISUALLY IMPAIRED students O&M instructors provided direct 1:1 instruction to non visually impaired students O&M not necessary for non visually impaired students

6. History: How did we get here? Progressive IUs and districts begin to recognize global need for instruction CLIU 21-O&M techniques will be used to instruct non visually impaired students WE NEED ALL OF YOU!

7. Differences between O&M and “Travel Training” Orientation & MobilityTravel Training

8. Independent Community Travel Program What is different and new about it?

9. Rationale: Students of all ages need to independently travel in order to age appropriately acquire/fulfill their daily living needs – Examples of daily living needs – 3 areas of functioning necessary to fulfill daily living needs – Can’t fulfill needs because cannot travel safely and or efficiently

10. Target Population Examples It is not ALL or NOTHING

11. Who Teaches It? Paraprofessionals Special Education Teachers Job Coaches Instructional Assistants YOU! You are doing it anyway, so let’s do it right by using standardized techniques

12. Medical Aspects

13. Prerequisite Student Skills Age appropriate attention to task Understanding of cause and effect Behavior Move without significant support from another person Cooperative

14. Orthopedic Aspects Move without significant support from another person Wheelchairs, walkers, canes, braces, scooter boards, etc. Service Dogs Every goal is a worthy goal Plan for emergencies

15. Evaluations Select an appropriate evaluation area with the following contents: – Sidewalks/No sidewalks – Hazards – Surface variations – Stairs – Various light controlled intersections – Escalators – Elevators

16. Evaluations Evaluate on the three areas of primary functioning to fulfill daily living needs – Orientation – Street crossings – Route travel Secondary functioning Plan and Scout…Plan and Scout!!!

17. Instructional Methods and Techniques Instructor positioning Let student experience consequences SIMPLE TO COMPLEX Increase length of route Relative safety vs. safety Student errors are your friends Be Alert – Street smarts – The dreaded stranger Analyzing danger

18. Handouts Orientation Street Crossings Route Travel

19. The Key to Success