Title: Orientation & Mobility Compilation [Visual Description] The video opens with scenes from a busy airport. Many people walk through the terminal carrying or rolling bags. There are many related sounds that accompany the scene. Text appears on the screen that reads: “Putting O&M into action.” The airport scene shows people standing, looking at large screens with times and gates listed. It’s very noisy. Text appears that reads “What does it take to navigate in everyday environments?” The text then fades out and more text appears that reads: “We rely on our senses to give us the information we need to make informed decisions.” Again the text fades and new text appears: “Imagine navigating your environment with a visual impairment…” A new scene is shown. A noisy sports stadium, where many people are moving around in matching colors, then the screen blurs and little is visible. Difficult to make out shapes move around. Text appears that reads: “and without hearing.” The audio fades out. As people move around, only a blurry outline is visible. Text appears that reads: “Now imagine you experience this type of access from birth or a young age.” Still at the stadium only the blurry shapes moving around are visible as the screen fades to black. A new scene fades in. A deaf-blind adult wearing work gloves collects eggs from a hen house while holding a large basket of eggs. Narrator Brains are adaptable and people who are deafblind put together information and learn to move using multiple senses.Intervention is a process that facilitates mediation between an individual with deafblindness and their environment. The process of intervention must always provide the individual who is deafblind with the information required for anticipation, motivation, communication and confirmation. [Visual Description] The scene transitions to a blurry view of a busy public area, only the outlines of people are visible. Narrator O and M skills and instruction can look different for different children according to the person according to her access and developmental needs. [Visual Description] The scene transitions to a female student and her intervener sitting face to face. The student has her head straight down and the intervener is leaning down in order to see the student’s face. The student and intervener communicating using hand under hand. Next to them is a tactile calendar. The intervener signs and then guides the student’s hand to a tactile symbol. The student feels the symbol and removes it from the board. Narrator Intervenors can help a student learn specific movement patterns and strategies by implementing consistent practice as directed by occupational therapists, physical therapists, O and M specialists and other professionals throughout a student's daily routine. Narrator In the following video, intervener Corinne Milberger describes mental mapping. [Visual Description] A scene of a woman sitting in a chair in an office fades in. Corinne Milberger You want to be able to identify what your cane is touching you know, in the beginning he felt something with his cane but he didn't know what it was. You know, after we've taken the time to explore it, now he has that spatial map in his head. [Visual Description] The scene transitions to a young male student and his intervener walking through the hall of a school. The student and intervener are holding a cane together, the student with his left hand with intervener’s hand just behind the student’s hand. Together they feel the glass of a window set into the hallway wall. The student knocks on the window, rubs his open hand across the glass while the intervener guides him and knocks on the window. After exploring the window they start down the hallway. The student holds his cane in his left hand with the intervener’s hand behind his on the cane. The student also feels the wall with his right hand as he and his intervener walk down the hall. Corinne Milberger He knows, when I reach this spot there's going to be pots here and I know what they are, so when his cane touches them, oh okay, I don't have to explore them again because I know what they are and move on. With O and M it helps him understand, it can be a landmark in his route, it could be you know we're out at the swingset. [Visual Description] The scene fades out. Text fades in: “Orientation and Mobility is goal oriented.” The text fades out and a montage of photos showing students and educational support staff engaging in O&M activities is shown. Narrator Interveners have critical information to share. Every student's plan for orientation and mobility instruction is defined by the education plan that is unique to the student and takes into consideration the observations and the opinions of the whole team. The specific people most in direct contact with student in terms of observing and monitoring travel skills are typically the intervenor and the O and M specialist. Children with visual impairments in deaf blindness of all ages, have the right to receive an orientation and mobility evaluation as part of the process for determining their special education needs. [Visual Description] The screen fades and text appears that reads: “Early Stages of Development.” The text fades out and another montage of photos showing students and educational support staff engaging in O&M activities is shown. Narrator O and M instruction for children who are functioning at early stages of development, include developing understanding of one's body and it's orientation in space, as well as promoting safe and independent exploration while developing motivation. Students at this level are building the basic skills they need to accomplish development goals related to sequencing, gross motor, managing anticipation and identification. Students will develop concepts regarding their environments that can lead to greater access of critical information. [Visual Description] The screen fades black and text appears that reads: “In the community.” The text fades out and a montage of photos showing students and O&M specialists in the community is shown. In each photo the O&M specialist is shown at a distance from the student. Narrator O and M specialists often walk behind their students in community settings allowing them to feel more independent and responsible. The distance between an O and M specialist and the student is determined by safety considerations, the students skill level and the students communication mode. [Visual Description] The image fades and text appears on the screen that reads:” The Real Purpose of Orientation and Mobility.” Narrator O and M skills lead to participation in family life, enjoyment of the outdoors, concept development, self-determination, safe efficient travel and increased independence. [Visual Description] A new scene fades into view. A student sits in a supportive wheelchair while a female pushes him along the side of a road. The student holds a piece of mail in his left hand and a long white rectangle pipe in his right. One of the short ends of the rectangle is for the student to hold and the other short end touches the ground. As the adult pushes the student, he holds one of the ends while the other end drags across the ground. They approach two mailboxes in the grassy area on their left and stop at them. The intervener opens the mailbox with her left and hand guides the student’s left hand into the open mailbox with her right hand. The student leaves the piece of mail in the mailbox and the adult guides the student’s left hand to close the mailbox. Together they close the mailbox and the scene fades black. Narrator In this video clip O and M specialist Ellen Bowman and her son Andrew make their daily trip to the mailbox. Notice how Andrew uses an adaptive mobility tool so that he can be an active participant. [Visual Description] A new scene fades in. A woman sits in front of a black background. White text appears that reads “Mary Tellefson Orientation and Mobility Statewide Consultant, WI.” Mary Tellefson Well we make the mistake of thinking of orientation mobility as a thing instead of a process or an avenue to get to other things. O and M is not something in and of itself orientation and mobility skills are a means to get to the world beyond. And many times people get stuck in the skill development piece and they forget that the skill is to lead to the outside world. [Visual Description] The scene with Mary fades to black and “2015” appears on the screen.