The lack of attention to orientation and mobility for both severely and profoundly retarded blind persons is seen as an interdisciplinary problem that educators for the retarded and educators for the blind—especially mobility instructors—can and should remediate. The scant literature that does exist is reviewed and suggestions are made for improving locomotor skills, organizing physical exercises, teaching orientation skills, and teaching cane travel.
Get full access to this article
View all access options for this article.
References
1.
HarleyR.K., WoodA., & MerblerJ.B.The development of a program in orientation and mobility for mutiply impaired blind children. HEW Grant G007500596, George Peabody College for TeachersNashville, TN, 1976.
2.
McGlincheyM.A., & MitalaR.F.Using environmental design to teach ward layout to severely and profoundly retarded blind persons: A proposal.The New Outlook for the Blind, 1975, 69, 168–171.
3.
MillerJ.Vision, a component of locomotion.Physiotherapy, 1967, 53, 326–332.
4.
MillerJ.The development or re-establishment of movement in patients with abnormal vision.Australian Journal of Physiotherapy, 1969, 15(4), 135–140.
5.
TretakoffM.I.The evolution of programs for blind mentally retarded children in residential facilities.Journal of Visual Impairment and Blindness, 1977, 71, 29–33.
6.
UslanM.M.Teaching basic ward layout to the severely retarded blind: An auditory approach.The New Outlook for the Blind, 1976, 70, 401–402.
7.
WebbR.C.Sensory motor training of the profoundly retarded.American Journal of Mental Deficiency, 1969, 74, 283–295.
8.
WilsonD.A.Teaching multiply handicapped blind persons in a state hospital.The New Outlook for the Blind, 1974, 68, 337–343.
