A seven-point Mobility Rating Scale was devised to rate the current level of mobility of 39 visually impaired children, aged 6-10, from two residential schools. Each subject was rated by orientation and mobility specialists and classroom teachers. The researcher then administered the Hill Performance Test of Selected Positional Concepts. No significant relationship was found between the subjects’ level of mobility and their development of positional concepts. However, because the two factors are independent entities, visually impaired students should continue to receive a variety of experiences related both to mobility and to positional concepts in all areas of the curriculum.
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