This document contains the following sections:
Section 1: The Orientation and Mobility Assistant Program
Section 2: The Orientation and Mobility Assistant Academic Competencies
Section 3: The Orientation and Mobility Assistant Clinical Practice Competencies
Section 4: The Orientation and Mobility Assistant Code of Ethics
Section 5: Competencies Required of the Supervising COMS
Orientation and Mobility Assistant Model Program
Section 1: ORIENTATION AND MOBILITY ASSISTANT PROGRAM
Definition:
The Orientation and Mobility Assistant (OMA) is a paid employee who completes an approved OMA program and provides selected orientation and mobility (O&M) services specified in the OMA Clinical Practice Competencies under the direction of and in cooperation with a Certified Orientation and Mobility Specialist (COMS).
Model:
The COMS/OMA model is one where the OMA and COMS function as a unit. The COMS and the OMA work as a team to extend the reach of the COMS to provide quality services to consumers with visual impairments by increasing opportunities for guided practice and reinforcement of selected skills and techniques, delineated in the OMA Clinical Practice Competencies.
The COMS assumes total responsibility for developing, implementing, evaluating, and completing the O&M services that consumers receive. When the COMS determines that the consumer’s needs will be most appropriately met through the addition of OMA services, the COMS assumes responsibility for designing and directing the OMA’s activities. This includes conducting case review meetings for planning, evaluation, and program modification.
The COMS who works with and supervises the OMA should have the necessary competencies listed in Section 5. The COMS can achieve this through an AER-approved course or workshop, or the competencies can be verified with an AER-approved exam that tests for knowledge of the competencies required to supervise an OMA.
The qualified COMS is able to utilize the equivalent of up to two fulltime OMAs (80 hours per week) as part of the scope of his or her practice. This may include two fulltime persons or a number of parttime OMAs.
In order to help establish a quality OMA program, it is recommended that new OMAs be supervised by COMS who have had at least two years of teaching experience. If a supervising COMS leaves an ongoing OMA program, the COMS hired to replace the supervisor need not have prior teaching experience but should obtain the competencies required to supervise OMAs.
Scope of Responsibilities:
The OMA implements activities designed by the COMS for reinforcement and correction of orientation and mobility skills and concepts. These include: sensory training; sensory-motor development; and reinforcing and correcting body image, spatial and environmental concepts, the human guide technique, protective and directional techniques, trailing, room familiarization, building orientation, indoor travel, diagonal cane technique, touch cane technique, and sidewalk travel within a block or in protected outdoor environments selected by the COMS. Travel does not include street crossings.
Preparing the Orientation and Mobility Assistant:
OMAs receive preparation in three phases: didactic preparation; clinical skills (visual occlusion and visual simulation instruction); and supervised clinical practice. The didactic preparation is competency based and can be delivered through a 6-credit college or university on-campus or distance education program. Clinical skills instruction as well as a supervised practicum will be provided by a COMS who has completed an AER-approved course or workshop in supervision and training of an OMA, or who has passed an AER-approved exam that tests for knowledge of the competencies required to supervise and train an OMA. The COMS may be employed by the OMA’s university program or by the agency or school sponsoring the OMA.
OMAs will successfully complete:
Skill Competencies Expected of Competent Orientation and Mobility Assistants:
This list is a summary of the competencies listed in Sections 2 and 3. To be able to provide appropriate quality O&M services, the OMA will be able to demonstrate:
Competencies Expected of the Certified Orientation and Mobility Specialist to Supervise an Orientation and Mobility Assistant:
Supervision of an OMA requires some skills and knowledge that COMS do not traditionally have. For example, the COMS should know how to select appropriate candidates for hiring OMAs, plan appropriate lessons utilizing the OMA and schedule regular monitoring of the OMA, anticipate and explain to the OMA unexpected situations which might require the COMS’ permission before modifying the lesson and/or emergency situations that might occur and how to handle and report them, etc.
The necessary skills and knowledge are listed in more detail in Section 5. Before working with and supervising an OMA, the COMS should take an AER-approved course or workshop which covers these competencies and/or pass an AER-approved exam designed to test for knowledge of these competencies
Section 2: ORIENTATION AND MOBILITY ASSISTANT ACADEMIC COMPETENCIES
Universities can use sections A-G and I-L to construct a six credit on-campus or distance continuing education sequence consisting of 90 instructional hours for preparation of Orientation and Mobility Assistants. Section H (Orientation and Mobility Skills and Techniques) is to be used by the COMS to construct a clinical skills training sequence. These skills go hand in hand with the clinical practice competencies required of the OMA which are described in Section 3. The clinical skills can be provided through a 25 contact hour program administered by a COMS.
A: MEDICAL ASPECTS OF BLINDNESS AND VISUAL IMPAIRMENT
The OMA demonstrates:
A-1 basic knowledge and understanding of the visual system and how it works.
A-2 basic knowledge and understanding of etiology.
A-3 knowledge about the use of low vision devices and their care.
A-4 a basic knowledge and understanding of use of hearing in relation to mobility.
A-5 awareness of other impairments and medical conditions that impact a visually impaired person.
A-6 awareness of the roles of the medical professionals involved with the student.
B: SENSORY MOTOR FUNCTIONING
The OMA demonstrates:
B-1 knowledge and understanding of perception as it pertains to the various sensory systems and how it affects safety in and access of travel environments.
B-2 awareness of the mechanics of human locomotion such as balance, posture, gait, endurance, and coordination.
B-3 awareness of the principles of non-visual locomotion including spatial orientation, veering and its remediation.
C: PSYCHO-SOCIAL ASPECTS OF BLINDNESS AND VISUAL IMPAIRMENTS
The OMA demonstrates:
C-1 awareness of the psycho-social consequences of congenital and adventitious blindness.
C-2 knowledge and understanding of the impact that motivation, fear, anxiety, self-concept, and social interactions have on the educational and rehabilitative processes.
C-3 knowledge and understanding of the importance of establishing appropriate communication, interaction skills and rapport with students.
C-4 awareness of the diversity of individual needs.
C-5 knowledge and understanding of society’s attitudes towards blindness and visual impairment.
C-6 knowledge and understanding of the importance of discussing the OMA’s own feelings and reactions in response to working with persons with visual impairments and persons with multiple disabilities.
D: HUMAN GROWTH AND DEVELOPMENT OVER THE LIFESPAN
The OMA demonstrates:
D-1 knowledge and understanding of the terms and concepts involved in sensorimotor training.
D-2 knowledge and understanding of the strategies that are used to teach O&M to students of all ages.
E: CONCEPT DEVELOPMENT
The OMA demonstrates:
E-1 knowledge and understanding of the role that body image, spatial, temporal, positional, directional, and environmental concepts play in moving purposefully in the environment.
E-2 knowledge and understanding of the effects of visual impairment and blindness on concept development and the manner in which persons who are blind or visually impaired acquire and utilize conceptual information.
F: MULTIPLE DISABILITIES
The OMA demonstrates:
F-1 awareness that other impairments may impact the orientation process and mobility.
F-2 awareness about the effects of deaf-blindness on communication, orientation, and mobility.
F-3 knowledge and understanding of the environmental demands that affect the mobility of visually impaired students.
F-4 awareness of adaptive devices needed to work with students who are multiply impaired.
G: SYSTEMS OF ORIENTATION AND MOBILITY
The OMA demonstrates:
G-1 knowledge and understanding of the use of the long cane as a mobility system.
G-2 awareness of the different types of long canes, adapted canes, and adaptive mobility devices.
G-3 knowledge and understanding of the construction, assembly, and maintenance of the long cane and adaptive mobility devices, and the nomenclature of the cane and its parts; and proficiency in maintaining and repairing canes and adaptive mobility devices.
G-4 awareness of optical and non-optical devices and their use and application as a supplementary mobility system; knowledge and understanding of how optical and non-optical devices are classified, their basic principles of operation, and the various ways persons with visual impairments can use these devices in travel environments.
G-5 awareness of the use of ambulatory aids such as support canes, walkers, crutches, and wheelchairs and the manner in which these devices are used by persons who are blind or visually impaired.
H: ORIENTATION AND MOBILITY SKILLS AND TECHNIQUES
The OMA demonstrates:
H-1 knowledge and understanding of human guide techniques and their applications including: position and grip, transferring sides, narrow passageways, accepting or refusing assistance, doorways, stairways, and seating.
H-2 knowledge and understanding of basic skills and their applications including: upper hand and forearm, lower hand and forearm, trailing techniques, squaring off, taking direction, and locating dropped objects.
H-3 knowledge and understanding of the cane techniques and their applications in indoor and outdoor environments including: diagonal cane and touch cane techniques, constant contact technique, and the use of the cane for shorelining.
H-4 knowledge and understanding of the techniques for using adaptive mobility devices for children and adults.
H-5 knowledge and understanding of the methods used to handle the long cane including: cane grip, placement, and manipulation; utilizing the cane to contact and examine objects, and handling the cane when switching from one side of a human guide to another.
H-6 knowledge and understanding of techniques used for familiarization to indoor and to controlled outdoor environments including: the use of landmarks, information points, clues and cues, search patterns, and numbering systems.
H-7 knowledge and understanding of the techniques used in controlled settings for soliciting assistance and declining assistance, when necessary.
H-8 knowledge and understanding of orientation and travel skills including: student route planning, direction taking, distance measurements and estimations, utilization of compass directions, and sidewalk recovery techniques.
H-9 awareness of the modifications to O&M skills and techniques that are recommended by the COMS for students with unique individual needs.
I: INSTRUCTIONAL METHODS and STRATEGIES
The OMA demonstrates:
I-1 awareness of the basic principles of learning theory including guided and discovery learning.
I-2 knowledge and understanding of the media and materials that are used to support O&M instruction, (e.g., visual, tactile, and auditory maps and models, graphic aids, and tape recorded information), proficiency in designing and producing instructional materials.
I-3 knowledge and understanding of the observational techniques that are used by the OMA.
I-4 knowledge and understanding of the strategies and methods used to implement instructional programs using the optical and non-optical devices recommended by COMS for use in travel environments.
I-5 knowledge and understanding the implications of environmental accessibility.
I-6 knowledge and understanding of the strategies and methods for selecting an appropriate position (i.e. in front of, behind, or to the side of the student) for effective instruction and student safety as the student advances through the O&M program.
I-7 knowledge and understanding of how the distances between the OMA and the student affect ability to monitor: close (arms length), intermediate (from approximately beyond arm’s length to 13'), and distant (approximately 13' to 20').
I-8 knowledge and understanding of the role of the rehabilitation counselor, rehabilitation teacher, special education teacher, adapted physical education teacher, occupational therapist, physical therapist, social worker, and other related professionals.
J: HISTORY AND PHILOSOPHY OF O&M
The OMA demonstrates:
J-1 knowledge and understanding of the major historical events leading to the establishment of the profession of orientation and mobility.
J-2 knowledge and understanding about the history, philosophy, and roles of the Orientation and Mobility Assistant.
J-3 knowledge and understanding of the Code of Ethics for O&M Assistants.
K: PROFESSIONAL INFORMATION
The OMA demonstrates:
K-1 awareness of the sources of current literature pertinent to the profession of O&M.
K-2 awareness of the professional organizations relevant to the practice of O&M, and knowledge about the services they provide.
K-3 knowledge of how to maintain professional competence and stay abreast of new information.
L: OPERATION OF O&M PROGRAMS
The OMA demonstrates:
L-1 awareness of the various O&M service delivery and practice models.
L-2 knowledge and understanding of the role of the O&M specialist, the O&M Assistant, and other related personnel.
L-3 knowledge and understanding of the issues involved with student safety and OMA liability.
L-4 knowledge and understanding of how to follow O&M instructional goals, objectives, and implement instructional programs.
L-5 knowledge and understanding of the systems used for appropriate OMA record keeping in the provision of O&M programs and services.
L-6 knowledge and understanding of appropriate communication about student’s O&M program.
L-7 knowledge and understanding about how to assist with and conduct in-service presentations and workshops about O&M skills.
Section 3: ORIENTATION AND MOBILITY ASSISTANT CLINICAL PRACTICE COMPETENCIES
The OMA is sanctioned by the O&M Division to provide the following clinical practice competencies. Provision of competencies beyond those listed is in violation of the OMA Code of Ethics in Section 4.
Below is a listing of the clinical practice competencies required of the Orientation and Mobility Assistant:
The OMA demonstrates proficiency in:
CL-1 establishing effective communication and rapport, and interacting with students while respecting individual needs and diversity .
CL-2 implementing activities designed by the COMS to maximize the use of functional vision both with and without optical and adaptive devices in travel environments.
CL-3 implementing activities designed by the COMS to maximize the use of functional hearing and sensory motor skills.
CL-4 implementing activities designed by the COMS to maximize use of auditory information.
CL-5 understanding and implementing lessons designed by the COMS and reporting back to the COMS the progress made by the student in regard to stated goals, objectives, and expected behavioral outcomes.
CL-6 constructing, ordering, and utilizing instructional materials.
CL-7 observation skills.
CL-8 writing and maintaining anecdotal and progress notes that are concise and contain pertinent information.
CL-9 the application of universal precautions and in implementing medical, health, and safety procedures.
CL-10 utilizing effective teaching strategies.
CL-11 providing timely, accurate, and effective feedback to a student regarding progress within a lesson.
CL-12 respecting agreed upon parameters of confidentiality.
CL-13 judging when it is necessary to modify, adapt, or discontinue instruction in situations or environments that may affect an O&M lesson, such as adverse weather, fatigue, emotional upset, unexpected noise, construction, etc.
CL-14 establishing and maintaining an appropriate position and physical distance between the OMA and the student for effective instruction, while maintaining a level of awareness for student safety considering the instructional circumstances, lesson site, and student skills.
CL-15 using appropriate judgment in the timing of interventions with students.
CL-16 monitoring students’ use of their remaining senses in establishing their position, location, and direction in relationship to the travel environment.
CL-17 implementing activities designed by the COMS to develop and use body awareness, body image, body parts, and body movement.
CL-18 implementing activities designed by the COMS to develop environmental concepts.
CL-19 implementing activities designed by the COMS to develop laterality, directionality, positional/relational, spatial, measurement, temporal concepts, and understanding common route shapes.
CL-20 distinguishing between a clue, information point, and a landmark to assist with orientation.
CL-21 implementing activities designed by the COMS to develop the use of kinesthetic, visual, and auditory awareness.
CL-22 implementing activities designed by the COMS to develop the use of compass directions.
CL-23 implementing activities designed by the COMS to use indoor and outdoor numbering systems.
CL-24 implementing activities designed by the COMS to develop the use of human guide technique, protective techniques, organized search patterns, direction taking, retrieving dropped objects, trailing, and self familiarization to a room.
CL-25 implementing activities designed by the COMS to develop the use of diagonal cane techniques and handling and storage of canes in appropriate indoor and outdoor travel environments.
CL-26 familiarizing the student with new environments and routes in indoor settings identified by the COMS.
CL-27 reinforcing and correcting the following techniques taught by the COMS: touch technique, continuous contact technique, trailing, shorelining, techniques for ascending and descending stairs, cane techniques for object negotiation, entry and exit through doors, and manipulation of the cane when traveling with a human guide.
CL-28 reinforcing and correcting techniques taught during sidewalk travel (not to include street crossings) within the well controlled or protected area selected by a COMS.
CL-29 reinforcing and correcting teaching students to identify the location of intersecting sidewalks.
CL-30 reinforcing and correcting corner detection.
CL-31 when monitoring at close (arm’s length) distances, determining that a student has arrived at a drop off in any travel environments including stairs and curbs.
CL-32 when monitoring from close (arm’s length), intermediate (from approximately beyond arm’s length to 13') and distant positions (approximately 13' to 20'), in determining effectively, in any manner, the position, movement, and safety of the student at all times.
CL-33 implementing activities designed by the COMS to develop alignment skills that improve straight line walking.
CL-34 determining the effectiveness of the student’s interaction with the public in controlled settings.
CL-35 demonstrating respect for student confidentiality.
CL-36 developing and maintaining professional relationships and working as a member of a team.
CL-37 providing in-service education under the direction of the COMS.
CL-38 demonstrating conduct consistent with the Orientation and Mobility Assistant’s code of Ethics.
Section 4: CODE OF ETHICS FOR ORIENTATION AND MOBILITY ASSISTANTS
PREAMBLE
Orientation and Mobility Assistants recognize the significant role that independent movement plays in the overall growth and functioning of the individual. Orientation and Mobility Assistants are dedicated to assist the orientation and mobility specialist in training the individual with impaired vision to reach his or her full potential. The Orientation and Mobility Assistant agrees to protect the rights of the individuals who may avail themselves of the particular service of orientation and mobility instruction. To assure the public of our awareness of this obligation, we commit ourselves to this Code of Ethics.
In order to fulfill this obligation, Orientation and Mobility Assistants pledge themselves to standards of acceptable behavior in relation to commitment to student safety and commitment to the provision of services within the limits he or she is trained to provide. It is the duty of each Orientation and Mobility Assistant to adhere to the principles in the code and encourage his or her colleagues to do the same.
1. COMMITMENT TO STUDENT SAFETY
1.1 The Orientation and Mobility Assistant will value the worth and dignity of each individual student.
1.2 The Orientation and Mobility Assistant will take all reasonable precautions to ensure the safety of the student and to protect the student from conditions which interfere with learning.
1.3 The Orientation and Mobility Assistant will respect the confidentiality of all information pertaining to the student. He or she will refer all inquires regarding a student to the orientation and mobility specialist who is supervising the Orientation and Mobility Assistant.
2. COMMITMENT TO THE PROVISION OF SERVICES WITHIN THE LIMITS THAT THE ORIENTATION AND MOBILITY ASSISTANT IS TRAINED TO PROVIDE
2.1 The Orientation and Mobility Assistant will assume only those responsibilities which have been assigned to him or her.
2.2 Instruction to a student will be directed and supervised by a COMS who has the competencies required to administer an OMA program
Section 5:
COMPETENCIES NECESSARY FOR CERTIFIED ORIENTATION AND MOBILITY SPECIALISTS TO SUPERVISE ORIENTATION AND MOBILITY ASSISTANTS
The following competencies are considered necessary for the Certified Orientation and Mobility Specialist (COMS) to have in order to use and supervise Orientation and Mobility Assistants (OMAs) to provide quality orientation and mobility services:
1. Able to communicate with the OMA so that essential information about prescribed lesson plans, and the expected performance and behavior of the student is understood.
2. Establish the role, function and scope of the OMA which is consistent with the organization’s missions and O&M Division’s guidelines and communicate this to the OMA.
3. Educate important people such as consumers, administrators, families, and support people about the role of the OMA.
4. Based on the assessment of the student, plan an appropriate mobility program and lessons utilizing the OMA including designing the activities to be implemented by the OMA and communicate this effectively to the OMA.
5. Be able to select appropriate candidates for OMAs.
6. Create an effective work schedule for the OMA that allows for regularly scheduled monitoring of the OMA, accessibility of the specialist, completion of administrative duties associated with reporting and scheduling, conference time, and special needs and unanticipated requests.
7. Identify and communicate with the OMA emergency situations which might occur and procedures for the efficient and effective response to and reporting of these situations.
8. Identify and communicate situations which might require the OMA to secure permission from the COMS to modify the lesson.
9. Help the OMA in reporting verbally and in written form.
10. Evaluate the performance of the OMA based on direct observation of lessons and other measures and provide appropriate follow-up to the performance evaluations.
11. Provide professional development opportunities to the OMA to upgrade his or her skills and performance.
12. Direct and monitor the daily activities of the OMA.
13. Conduct an effective program evaluation for the OMA program.
14. Adjust the style of COMS interaction with the OMA to meet the individual’s needs and capabilities.