Orientation and Mobility domain 6 Study Set
Questions with Correct Answers
When teaching the use of sun as orientation environmental features, what
concept must the learner know.
compass directions, where sun is located in relation to person, where the sun sets and
rises, and is most of the day
What environmental features can be used for orientation
sun wind temperature landmarks compass directions
A learner veers when crossing a street, what environmental features might assist
the learner in maintaining a straight line of travel.
the apex (crown) of the road, proprioceptive sense, walking with the traffic, sound of the
traffic to find parallel road, where the curb is in relation to body
Given a scenario, identify the environmenal features that can be used as
landmarks
any familiar object, sound, odor, temperature or tactal clue that is easily recognized, is
constant and that has a known, permanet location. Fixed and identifiable objects
(visually, auditorily, or tactically) group of objects that are unique to the area that help
student become oriented to the environment.
Primary information point
Traveler can locate themselves relative to their surroundings. Primary landmarks
usually always there and you will come into contact with on that route.
Secondary information point
This is similar to the primary information point, however it is possible to miss this.
Secondary landmarks temporary things that are usually there are permanent items or
objects that you may or may not come into contact with.
cue
critical objects or sounds emitted from those objects that trigger instant recognition of
one's location.
Environmental cue
signals instant recognition of ones location. Sound of a particular machine, people
talking, etc may cue student to particular location.
Clue
any auditory, olfactory tactile (including temperature) Kenesthetic, or visual stimulus
affecting the senses which can be readily converted to give the student information
necessary to determine his position or line of direction. Generally added to other pieces
of information to arrive at a general conclusion. Must decipher to lead to a deduction to
one's relative location. Piece of the puzzle you put together to see where you are.
Landmark
distinctive shapes (McDonalds arches) elevators soda machine, rest rooms and
stairwells
Primary information point examples
, parking meter adjacent to fire hydrant where these items are together are the only
examples on the route where the fire hydrant and parking meter are adjacent to one
another. Stairs, fences when shorelining
Secondary information point example
rug in front of door, stop sign
cue example
someone drinking from a water fountain on the hall where the classroom is located on
(fountains on the campus that sound different, smells of food in the food court.
clue
Several water fountains on the hall but the class is located next to the water fountain
next to the nurse's office ( a corner where there is a rock, a retaining wall, and a fire
hydrant.
congnitive map
a mental representation of the layout of one's environment. A person's knowledge of the
layout of a specific place.
Spatial updating
ability to keep track of spacial relationships while moving to know the location of objects
in the environment and accurately monitor the changing relationships.
Route level cognitive map
this is the cognitive map that relies on rote routes egocentric frame of reference
Survey level congnitive map
here the student is not relying on a specific rote route. Here the child understands the
location of objects or places as related to one another (birds eye view) When traveling
around a room no longer needs to learn specific routes to get around.
cognitive map example how O&M would develp learner spacial orientation
making a mental map of a classroom, going from classroom door to closet (start point)
then teachers desk she passes (landmark) updates student on progress then lastly to
coat closet where there is a hook with her name in braille next to it (end point) Starting
point, Landmark Ending point
Spacial updating example how O&M would develp learner spacial orientation
room orientation skills, developing a cognitive map which is updated as the student
travels a route by exploring objects along the way and dialogue with O&M instructor.
Route level cognitve map example how O&M would develp learner spacial
orientation
rote route tactile book of landmarks passed along the route
survey level cognitive map example how O&M would develp learner spacial
orientation
tactile or large print map of an area traveled, for example school floor plan, with all the
landmarks and rooms pertinent on a map
What are the 4 travel patterns
I, L, U, Z
I route
straight line N/S E/W and the reverse
L route
an I route which then turns left or right so that the student my begin traveling N or S
then turn W or E
Questions with Correct Answers
When teaching the use of sun as orientation environmental features, what
concept must the learner know.
compass directions, where sun is located in relation to person, where the sun sets and
rises, and is most of the day
What environmental features can be used for orientation
sun wind temperature landmarks compass directions
A learner veers when crossing a street, what environmental features might assist
the learner in maintaining a straight line of travel.
the apex (crown) of the road, proprioceptive sense, walking with the traffic, sound of the
traffic to find parallel road, where the curb is in relation to body
Given a scenario, identify the environmenal features that can be used as
landmarks
any familiar object, sound, odor, temperature or tactal clue that is easily recognized, is
constant and that has a known, permanet location. Fixed and identifiable objects
(visually, auditorily, or tactically) group of objects that are unique to the area that help
student become oriented to the environment.
Primary information point
Traveler can locate themselves relative to their surroundings. Primary landmarks
usually always there and you will come into contact with on that route.
Secondary information point
This is similar to the primary information point, however it is possible to miss this.
Secondary landmarks temporary things that are usually there are permanent items or
objects that you may or may not come into contact with.
cue
critical objects or sounds emitted from those objects that trigger instant recognition of
one's location.
Environmental cue
signals instant recognition of ones location. Sound of a particular machine, people
talking, etc may cue student to particular location.
Clue
any auditory, olfactory tactile (including temperature) Kenesthetic, or visual stimulus
affecting the senses which can be readily converted to give the student information
necessary to determine his position or line of direction. Generally added to other pieces
of information to arrive at a general conclusion. Must decipher to lead to a deduction to
one's relative location. Piece of the puzzle you put together to see where you are.
Landmark
distinctive shapes (McDonalds arches) elevators soda machine, rest rooms and
stairwells
Primary information point examples
, parking meter adjacent to fire hydrant where these items are together are the only
examples on the route where the fire hydrant and parking meter are adjacent to one
another. Stairs, fences when shorelining
Secondary information point example
rug in front of door, stop sign
cue example
someone drinking from a water fountain on the hall where the classroom is located on
(fountains on the campus that sound different, smells of food in the food court.
clue
Several water fountains on the hall but the class is located next to the water fountain
next to the nurse's office ( a corner where there is a rock, a retaining wall, and a fire
hydrant.
congnitive map
a mental representation of the layout of one's environment. A person's knowledge of the
layout of a specific place.
Spatial updating
ability to keep track of spacial relationships while moving to know the location of objects
in the environment and accurately monitor the changing relationships.
Route level cognitive map
this is the cognitive map that relies on rote routes egocentric frame of reference
Survey level congnitive map
here the student is not relying on a specific rote route. Here the child understands the
location of objects or places as related to one another (birds eye view) When traveling
around a room no longer needs to learn specific routes to get around.
cognitive map example how O&M would develp learner spacial orientation
making a mental map of a classroom, going from classroom door to closet (start point)
then teachers desk she passes (landmark) updates student on progress then lastly to
coat closet where there is a hook with her name in braille next to it (end point) Starting
point, Landmark Ending point
Spacial updating example how O&M would develp learner spacial orientation
room orientation skills, developing a cognitive map which is updated as the student
travels a route by exploring objects along the way and dialogue with O&M instructor.
Route level cognitve map example how O&M would develp learner spacial
orientation
rote route tactile book of landmarks passed along the route
survey level cognitive map example how O&M would develp learner spacial
orientation
tactile or large print map of an area traveled, for example school floor plan, with all the
landmarks and rooms pertinent on a map
What are the 4 travel patterns
I, L, U, Z
I route
straight line N/S E/W and the reverse
L route
an I route which then turns left or right so that the student my begin traveling N or S
then turn W or E
