Supplementary activities for the teachers and teachers' aides working together modules. Supporting students who are blind, deafblind or have low vision.

1. Being a
Thinking
Mover!

2. O&M is about
» Encouraging the student to
– WANT to move
– WANT to engage
– WANT to master
his body and world.
» WANT to do it on their own
» In a safe and efficient way!
2Being a thinking mover!

3. Being a thinking mover! 3
Successful O&M
» Is when the desire to move
comes from the student.
» Is not overly dependent on others
to make it happen.

4. Being a thinking mover! 4
It’s about CONTROL
» Of self:
I have learned how and that
I can move my body well to
get where I want.

5. Being a thinking mover! 5
CONTROL
» Of the world around me
(I have learned and understand it
and can get to where I want to
easily by problem-solving and
feeling confident about it).

6. Two ways we can give back control
» We can use the same strategies to support the student’s
travel: guiding and independent travel.
» Advocating for adding contrast and dealing with hazards.
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7. GUIDING AND INDEPENDENT
TRAVEL ON CAMPUS
Using the same strategies
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8. Being a thinking mover! 8
Guiding and supporting interaction
» Approach: saying your name and
offering to assist, taking time.
» Contact: offering your hand is a
socially acceptable and known
method. The student then knows
where you are without ‘groping’.

9. The yoke grip or other adapted grips
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10. Steps
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Other techniques
Narrow space Contacting objects

11. Encouraging connection with the world
» Hand under hand if needed or
» Tap the ‘visual target’
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12. Feeling in control on campus:
supporting independence
» Use maps – make them together if
possible. Simplify, make them
bigger and use them together so
the student relies on the map not
the teacher!
» Point out large, bright, unique
things in the environment.
» Point out hazards and ask for the
addition of bright paint around
them or on the edges of steps.
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13. Standard ‘handout’ campus maps can be
easier to read if made large print and simplified
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14. Advocating for change and letting the student
know about hazards
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Would you try running around and having fun if there is
nothing to warn you about obstacles and steps?

15. These are good examples of how some
schools have highlighted hazards
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It makes a big difference!

16. Remember, every person with vision
impairment has different abilities when it
comes to travel.
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17. Keeping in mind the problem-solving
approach we can also give a sense of
control in PE
» Take time: familiarisation with equipment and landmarks
» Use clear directions
» Use colour and contrast
» Use tactile mats
» Ensure the student has sunglasses/hat if needed
» Slow the game down
Being a thinking mover! 17