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Section 5: Applications!
Vignettes, Frequently Asked Questions, and Workshop Suggestions




VIGNETTES



VIGNETTE 1
Understanding crossing time



VIGNETTE 2
Safety vs. Confidence



VIGNETTE 3
Considering risks



VIGNETTE 4
Using vision and hearing:



VIGNETTE 5
Sample lesson



VIGNETTE 6
Understanding safety rules and concepts with a cognitive disability



VIGNETTE 7
Teaching hypothetical / abstract concepts to a concrete learner



VIGNETTE 8
Freaky findings


Freaky Finding #1:
Effect of a person's position / height


Freaky Finding #2:
Effect of background noise ("ambient sound level")


Freaky Finding #3:
Essential concepts


Freaky Finding #4:
Traffic disappears / appears






Frequently Asked Questions



Q: Do you teach these skills early in O&M training, or are they for advanced students, or interspersed within other curriculum topics?
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Q: How long does it usually take to teach the skills and concepts needed for these crossings?
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Q: Can students who are young and/or have cognitive disabilities learn these concepts?
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Q. What kinds of goals and objectives would be appropriate in the student's individualized O&M program for crossings with no traffic control?
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Q. Why should we avoid the word "safe" when teaching students to recognize Situations of Uncertainty for gap judgment?
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Q: Sixty years ago it was always "safe to cross when quiet" -- why is that not always true today?
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Q. Do quiet cars affect these crossings?
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Q: Are strategies such as crossing with a parallel car, or timing receding cars, safe and reliable for knowing when it's clear to cross these streets?
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Q: How did you get interested in this issue, and how did you figure out how to teach these concepts and skills?
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Q: Are these skills and concepts in our standard O&M curriculum?
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Return to Self-Study Guide: Preparing Visually Impaired Students to Assess and Cross Streets with No Stop Sign or Traffic Signal
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