[blindkid] O&M question

[Richard Holloway]

I can see how this would be frustrating. Part of the problem might be  
the 15 minutes per week issue. The teacher may be trying to reach a  
certain level of "mastery" of some specific cane use issue or the  
travel of a particular route. Perhaps that is using all of the (fairly  
limited) time up.

Is there any chance that the IEP has a specific goal or route  
mentioned that is the issue of focus? That could be the actual hang- 
up. From time to time, our O&M, just like the TVI-related work is  
measured and quantified. "The student is able to travel unassisted  
from the cafeteria to her classroom and enter her own classroom  
unassisted." might be a typical goal, then they determine the  
percentage of the route she can complete for what percent of the time,  
or time her on the route, or count the number of times she hesitates,  
or something like that. In theory it makes a lot of sense-- they are  
tracking her progress to see improvement, but sometimes such progress  
is hard to properly access and in the process of doing that, after a  
point, good O&M time is being seemingly wasted...

We found over the course of several years that changing certain goals  
and sometimes reducing the number of IEP requirements has been  
beneficial, especially with O&M, but we are very lucky because we've  
had excellent and concerned staff working with our daughter who will  
"do the right thing" the vast majority of the time and we know she is  
learning and progressing well. Even though our daughter is only seven,  
we began this year with the same TVI and O&M instructors that we've  
had since age three, so we have history and know we can rely on these  
people. I even recall one discussion in an IEP meeting where our O&M  
instructor told us that our child objected to some IEP goal and was  
fighting her over it. She didn't think the goal was so pressing that  
it warranted a huge power struggle so she wanted to take the item off  
the IEP and substitute other appropriate objectives. That was an  
excellent suggestion and it solved our problem-- progress soon resumed.

Have you simply asked why there is such exclusive focus over this  
particular issue and when additional items, routes, etc. will be  
added? There is always the option to call another IEP but we have  
found that MANY times, a simple brief discussion, even by a short  
email can fix a LOT of problems!

Now as to the street issue, again thinking of our IEP's and school  
system, it is a huge issue to leave school property (except for  
specifically authorized-in-writing field trips) so getting out towards  
the street might set off any number of red flags for that and possible  
liability for the school. (What if she stepped off the curb and  
tripped off of school property-- things like that.) There may even be  
safety issues for going to a parking lot or school driveway. I'm not  
saying I agree with it, but some battles like that aren't going to be  
won, at least not with a "simple" (note the quotes) IEP meeting.

I do think that in many cases, offering variety and paying attention  
to student interests not only makes the student happy but it helps the  
student learn more effectively. Walking to a court yard to explore the  
flowers or to the library to get a book may certainly increase your  
child's interest in walking a route-- there is nothing wrong with  
offering a child an appropriate reward for his or her hard work!

Richard




On Oct 17, 2009, at 11:28 PM, Barbara Hammel wrote:

> And I'm sure Addison really wants to work for this teacher and do  
> the lesson every time, too.
> Does the teacher want her to learn independence or every nook and  
> cranny of that hall and stairs?  What about finding crucial things  
> in the school, or where is the playground.  How about learning how  
> to navigate a sidewalk, how driveways and streets intersect  
> sidewalks.  Obviously she's not old enough to learn to cross a  
> street yet but she could learn to recognize the look of it and  
> listen to the cars.  Maybe try telling the teacher when there is a  
> car coming or maybe distinguish between kinds of vehicles.  Just  
> some thoughts.
> If the teacher thinks Addison is stagnating, the teacher is the one  
> stuck. Even just a different hall or another flight of stairs could  
> help.
> Repetition is boring!
> Barbara
>
> Snow is God's way of reminding us that beauty can be found even in  
> the coldest hearts.
>
> --------------------------------------------------
> From: "Stacy Lemmon" <slemmonrn at spotlight-music.com>
> Sent: Saturday, October 17, 2009 5:52 PM
> To: <blindkid at nfbnet.org>
> Subject: [blindkid] O&M question
>
>> I have a question in relation to O&M, and I'm certain you all will  
>> have valuable input for me! My daughter, Adison, is 5 and has low  
>> vision. She has had her cane since age 3. Her IEP has O&M for 15  
>> minutes weekly. It's always the same...up and down the same hall  
>> and up and down the same stairs. Should there be any variation on  
>> this? Something a little less mundane for a kindergartener?
>>
>> Thanks!
>> Stacy
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