Being a Thinking Mover!

O&M is about »Encouraging the student to –WANT to move –WANT to engage –WANT to master his body and world. »WANT to do it on their own »In a safe and efficient way! 2Being a thinking mover!

3 Successful O&M »Is when the desire to move comes from the student. »Is not overly dependent on others to make it happen.

Being a thinking mover!4 It’s about CONTROL »Of self: I have learned how and that I can move my body well to get where I want.

Being a thinking mover!5 CONTROL »Of the world around me (I have learned and understand it and can get to where I want to easily by problem-solving and feeling confident about it).

Two ways we can give back control »We can use the same strategies to support the student’s travel: guiding and independent travel. »Advocating for adding contrast and dealing with hazards. Being a thinking mover!6

GUIDING AND INDEPENDENT TRAVEL ON CAMPUS Using the same strategies Being a thinking mover!7

8 Guiding and supporting interaction »Approach: saying your name and offering to assist, taking time. »Contact: offering your hand is a socially acceptable and known method. The student then knows where you are without ‘groping’.

The yoke grip or other adapted grips Being a thinking mover!9

Steps Being a thinking mover!10 Other techniques Narrow spaceContacting objects

Encouraging connection with the world »Hand under hand if needed or »Tap the ‘visual target’ Being a thinking mover!11

Feeling in control on campus: supporting independence »Use maps – make them together if possible. Simplify, make them bigger and use them together so the student relies on the map not the teacher! »Point out large, bright, unique things in the environment. »Point out hazards and ask for the addition of bright paint around them or on the edges of steps. Being a thinking mover!12

Standard ‘handout’ campus maps can be easier to read if made large print and simplified Being a thinking mover!13

Advocating for change and letting the student know about hazards Being a thinking mover!14 Would you try running around and having fun if there is nothing to warn you about obstacles and steps?

These are good examples of how some schools have highlighted hazards Being a thinking mover!15 It makes a big difference!

Remember, every person with vision impairment has different abilities when it comes to travel. Being a thinking mover!16

Keeping in mind the problem-solving approach we can also give a sense of control in PE »Take time: familiarisation with equipment and landmarks »Use clear directions »Use colour and contrast »Use tactile mats »Ensure the student has sunglasses/hat if needed »Slow the game down Being a thinking mover!17