Article on O&M by a blind cane instructor
Hill (1997) writes “As a blind traveler and a blind instructor, I believe there are two important keys to being a good independent cane traveler–self-confidence and problem-solving skills”
But, to that quote one must ask – can one travel without these two keys and if so, does that minimize the importance of these keys?
Yes, one can travel with low self-confidence and with minimal to no problem solving skills. Thus, while these two “keys” are important they are not the essential elements to being a “good independent cane traveler”.
This article makes the assumption that cane travel is only outdoor lessons. This article makes the assumption that one must be fully cognitive capable in order to be a “good independent cane traveler” – but what about the students with reduced cognitive ability.
The following paragraph suggests many terrible stereotypes –
1, “It is very important that the blind instructor go on travel routes with any new student for the first several trips, then observe the student very closely, especially at key trouble spots.”
Stereotype:
This suggests that the blind instructor teaches the students “routes” instead of “how to travel to anywhere, anytime” Why else is Hill talking about teaching her students “new routes” instead of teaching her students “the skills and techniques relevant to oriented travel.”
Hill (1997) writes, “there are those who would say that having to do so much walking is a problem for a blind instructor. A sighted instructor can watch the new cane user from a distance or hop in a car and observe the student in air-conditioned or heated comfort, while the blind instructor is out there with the student in all types of weather conditions, mentoring and tracking the new cane user.”
Stereotype:
This is a bizarre statement – a. where does this blind instructor do all of her instruction that she doesn’t need some sort of vehicle to transport her to those training areas – or does one only teach in and around one center- what about the blind cane instructor that instructs students in rural New York – there are no buses. B. this suggests that sighted instructors never stands near or walks with their students with visual impairments – also not true.
The true statement is the O&M Specialist (blind or sighted) introduces skills and techniques using direct instruction, but that the objective is the remove the O&M specialist as the “go to” for information and support for the student with visual impairments as they become more proficient travelers – to allow them to interact naturally with the environment and problem solve independent of the O&M Specialist.
“The blind instructor, since he or she is right there, can much more easily and quickly communicate with the student when necessary. Initially, it is imperative that constant communication occurs to let the student know the types of landmarks to look for, reminders to listen to traffic, how to cross parking lots, and so forth.”
Stereotype:
I think this paragraph Hill insults her students – basically saying – “you wouldn’t know a good landmark unless I tell you what a good landmark is” walking into every teaching situation believing your student with visual impairments has no knowledge of landmarks, traffic sounds and parking lots is a negative assumption.
An O&M specialist prefers to meet and evaluate someone’s abilities prior to determining what skills and techniques are needed by them.
Hill (1997) continues, “Therefore, what most sighted specialists would feel is a problem, I consider an advantage. Many of these skills must be reinforced more than once, sometimes more than just orally. Often a hands-on method works best. The blind instructor is there to give immediate help and advice.”
In this generalization, Hill again shows that she has changed her tune – we go from saying a student with a visual impairment needs to have only self-confidence and problem solving skills to become a “good independent cane traveler”– to now saying that her students need to have an instructor use hand over hand instruction anytime they run into a little trouble walking outside with a cane.
Stereotype:
To enable problem solving I give Hill this advice – leave your student alone for a little while and allow her to think through the situation –solve the problem. Jumping in and saving your student will not result in independent cane travel.
Example of blind instructor using these methods
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