Accessible Test

The Early O&M Guide Book

(Discontinued)

Purpose

This product is designed to be a practical, easy to use guide that encourages early Orientation & Mobility (O&M).

Project Staff

Charles “Burt” Boyer, Early Childhood Project Leader

Donna Brostek Lee, Consultant
Background

A comprehensive search of the literature revealed that there is not a lot of information relating to Orientation & Mobility, the early years. More importantly, there did not seem to be an easy to use guide for teaching O&M skills to very young children. Donna Brostek Lee, consultant, and the Early Childhood Project Leader concluded that there was a need for such a guidebook. A product submission form was prepared and submitted to APH for review. The Product Evaluation Team (PET) reviewed the product and sent it to two project leaders for evaluation. Both reviewers recommended APH move forward with this product idea. The product idea was first assigned to the Adult Project Leader, but later assigned to the Early Childhood Project Leader.

The idea was then submitted to PARC for review and approval. PARC approved the product idea, placed it on the PARCing lot, and then immediately moved it out, allowing the project leader to move forward with the idea. The product idea addresses seven components of early O&M training: Sensory Development, Concept Development, Motor Development, Environmental Awareness, Community Awareness, Formal Orientation Skills, and Formal Mobility Skills.

It is important to note that the project leader and the consultant believe this product addresses the need for a product that gives practical ideas for O&M activities with young children. It is NOT intended to act as a textbook or require lengthy reading. It is aimed at O&M specialists working in early intervention and preschool, but can easily be used by many other service providers, and even caregivers due to its simplicity.

Lessons and products will be collected from those who actually use them on a daily basis, thus O&M specialists who are working in early intervention. Lessons/products will emphasize skills needed for proper O&M techniques as identified by the field through research. The market for this product will be anyone working in early intervention with children who are blind and visually impaired, specifically O&M specialists.

The consultant completed extensive research trying to identify work that had been completed on O&M in the early years. The research identified a few articles, books, and guide books addressing O&M for the early years, but none addressed the topic in the same way this product will do when completed. A work plan was developed to establish timelines for various steps in the process. In addition, a completion date of 2010 was set for this product to be available on federal quota.

Work during FY 2009

The Early Childhood Project Leader and the consultant learned of a similar project being conducted by Kay Clarke, Outreach Director at the Ohio School for the Blind. Discussions were held on the possibility of combining efforts to develop the Early O&M Guidebook. After collaborative and positive discussions with all involved, a decision was made by the project leader, consultant, and Director of Research to discontinue our efforts to develop this product.

Therefore, the Early O&M Years Guidebook was dropped as a future product by APH.

Experiential Learning Kit

(Continued)
Purpose

To set up an experiential learning environment that promotes cause/effect, coordination, motor development, object permanence, sensory awareness, and spatial awareness

Project Staff

Charles “Burt” Boyer, Early Childhood Project Leader

Tessa Wright Carlsen, Consultant

Monica Vaught, Research Assistant (Acting Early Childhood Project Leader)

Background

In June 2005, a focus group on early childhood education for children who are blind or visually impaired met at APH. The purpose of the focus group was to identify potential products for APH to develop. There was lots of discussion about "active learning," and having products that promoted children being active from an early age. Kiara Wilder, one of the participants, suggested we consider developing an experiential learning kit. This is a "starter kit" that will enable families, and those working with families and their infants who are either blind or low vision, to set up an environment that is conducive to experiential learning. The kit would have components such as the following: toy rings, a shiny red pom pom, shiny metal measuring spoons/cups, rubber squishy toy (in a bright color), large jingle bells, and additional items of bright, simple colors and interesting texture.

Children who are blind or visually impaired, birth to 3 years of age, need stimulation to explore their environment, develop auditory and visual skills, and practice fine and gross motor skills to continually improve them. The concept is to have a portable bar that can be placed across a crib with items attached to it that can be manipulated by the child. This is another effective way to get parents involved in the development of their child
During 2008, the project leader and consultant collaborated to complete the following tasks: (1) Researched the product name (Experiential Learning Kit) to insure this name did not meet copyright and patent standards. The research validated Experiential Learning Kit could be used for this product. (2) Completed research of the literature on activities to be included in the guidebook. (3) Activities were written for the concept areas to be included in the guidebook. (4) Researched materials to be used for the bar for items that hang from apparatus placed over the baby crib or playpen. After in-depth research, decision was made to have five to seven items made specific for the Experiential Learning Kit. Commercial items may be purchased to complement the made items. (5) Explored materials to be used to develop an apparatus to place over the baby crib or playpen. Additional exploration led to a decision to purchase a commercial mobile that would fit inside a baby crib or playpen and allow for the hang down items to be placed strategically for the infant/toddler to locate and manipulate.
Work during FY 2009

Content for the Activity Booklet included in the kit was completed by the consultant and reviewed by the project leader. The booklet includes an introduction about the concept of experiential learning and the purpose of the kit; an overview of the six developmental areas, specifically cause/effect, coordination, motor development, object permanence, sensory awareness, and spatial awareness; three activities per developmental area; and a suggested materials list. Work began on the design and graphic layout of the Activity Booklet.

Twenty-five mobiles were purchased for field testing; the mobile comes with five hang-down toys of different textures and sizes. For purposes of field testing, it was determined that these five toys would be evaluated for their appropriateness to the kit activities as well as their similarity to readily available hang-down toys. In addition to these toys, several others may be purchased for inclusion in the prototype.
Work planned for FY 2010

Additional hang-down toys will be purchased for field testing so that at least one hang-down toy of each type from those suggested in the activities will be included. Field testers will be identified. Prototypes for this product will be completed and sent out for field testing. Revisions will be made based on feedback from evaluators. Product will become available.