Vision Rehabilitation International Feed

Orientation and Mobility Services for Students with Deafblindness: A Systematic Review

Tue, 20 Jan 2026 00:00:00 GMT

This study is a systematic review focusing on orientation and mobility services for individuals with DeafBlindness. It answers questions regarding the teaching strategies used with this population. Thirty articles provided thematic evidence under: instructional strategies, communication, assistance, assistive technology, and rehabilitation. 21 articles addressed one theme each while 9 addressed multiple themes each. This review identifies important guidelines for serving individuals with Deafblindness.

Exploring the lived experience of the National Disability Insurance Scheme for school students with disability in NSW Australia

Tue, 20 Jan 2026 00:00:00 GMT

To improve efficiencies in disability support funding, including support for people with vision impairment, in 2013 the Australian Government initiated the National Disability Insurance Scheme (NDIS). The impact on participants’ lives has been widely documented, however, many of these studies have focused on adults with disabilities and related issues. But what of the situation for school students? Five purposely selected recent studies which investigated the experiences of Australian parents of school students with disability as they sought to access NDIS support are reviewed. Common themes identified in these studies confirm that families are frustrated with the reality of accessing less (not more) school-based support for their children as they grapple with the rules of the NDIS scheme in NSW. Parents are seeking more choice, more control, and more school-based services.

Viewpoint article - Beyond Clinical Assessments: Advocating for Early Support for Children with Usher Syndrome in Australia

Tue, 20 Jan 2026 00:00:00 GMT

Usher syndrome is a genetic condition characterised by congenital hearing loss and progressive vision loss in childhood to early adolescence, resulting in prospective deafblindness; vestibular dysfunction may also occur. Advances in genomic testing now enable diagnosis well before vision loss is identified, highlighting families who could benefit from early psychosocial, educational, and practical support. However, eligibility for funded early-intervention, disability, and educational services in Australia remains largely tied to clinically measurable impairment. This misalignment creates a paradox: the earlier Usher syndrome is diagnosed, the longer families may wait for support, leaving children not yet deaf or blind ‘enough’ to qualify, despite a confirmed lifelong, multisystem condition.We argue that the prospective nature of deafblindness in Usher syndrome warrants early, specialised, and transdisciplinary intervention at the point of genetic diagnosis. We outline the risks associated with delayed support, highlight the benefits of early intervention, and propose a proactive model of care integrating deafblind specialists, education systems, genetic services, allied health, and family-centred supports. To ensure equitable and timely care, eligibility frameworks must evolve to reflect contemporary genomic capabilities and the future-focused needs of children with Usher syndrome and their families.

The Voices of Orientation and Mobility Specialists Who Instruct Individuals with Deafblindness

Tue, 20 Jan 2026 00:00:00 GMT

Deafblindness is a combined loss of vision and hearing that significantly impacts individuals access to environmental and communication information. Despite the complexity of Deafblindness, limited research exists about how orientation and mobility specialists use instruction for their learners. This qualitative study explored instructional strategies, assistive technology, and supports orientation and mobility specialists use when teaching individuals with Deafblindness. Six certified orientation and mobility specialists with one to 40 years of experience participated in semi-structured interviews conducted via Zoom. Interview data were transcribed, coded, and thematically analyzed using a phenomenological approach. Four major themes: teaching strategies, communication, supports, and assistive technology/equipment emerged. Participants emphasized individualized instruction integrating tactile and kinesthetic methods, Protactile communication (a socio-political movement grounded in constant physical contact, co-presence, and a continuous stream of tactile information), and consent-based touch (Lu et al., 2025). Protactile was developed by people with DB, and is a combination of American Sign Language and touch (Morrison & Voight-Campbell, 2017). Communication strategies included tactile and visual sign language, communication cards, interpreters, and technology-facilitated methods such as relay software and braille displays. Supports included intervenors, co-navigators, interpreters trained in instructional techniques, and interdisciplinary collaboration. Assistive technology ranged from traditional canes and tactile maps to smartphone-based GPS and relay apps, with an emphasis on individualized, flexible applications. Findings underscore the need for orientation and mobility curricula to be modified for learners with Deafblindness, prioritizing multimodal communication, collaborative support, and adaptive use of technology. Implications include the importance of training orientation and mobility specialists in specific strategies and conducting future research involving direct observation and input from individuals who are Deafblind.

Blending v-LiFE and O&M training to build self-confidence and self-determination for independent

Tue, 20 Jan 2026 00:00:00 GMT

Orientation and mobility programs are uniquely crafted training programs to support people with vision impairment to achieve daily living independence and social participation. Like any other learning tasks, they require self-motivation on the part of the learner to be able to successfully engage and experience the benefits of such programs. For many older adults, variables such as sedentary lifestyle, declining physical strength, fear of falls, feelings of perceived inadequacy or lack of competence, may impact negatively their willingness and confidence to keep moving. We are presenting the results of four case studies that have investigated the potential of pairing an Orientation and Mobility program with the benefits of the vision-Lifestyle-integrated Functional Exercise (v- LiFE) program; a unique functional exercise program designed to keep an individual active while performing everyday life tasks. Pairing the two programs together benefits individuals across several domains: moving and completing daily activities with improved confidence, increasing awareness of body posture and movement and developing overall self-confidence and independence.

Editorial - Looking Back to Move Forward

Tue, 20 Jan 2026 00:00:00 GMT

The hard learnt lessons – A personal reflection on O&M for adults with CVI (Editorial)

Fri, 20 Dec 2024 00:00:00 GMT

Yielding Behaviors of Right-Turn-on-Red Drivers to a White Cane User

Fri, 20 Dec 2024 00:00:00 GMT

This study tested the null hypothesis that drivers turning right-on-red will not yield (defined as declining to turn during an acceptable gap) more often when a pedestrian who used a cane was present. The researchers recorded and evaluated drivers’ gap acceptance (N=93) under three conditions: with and without a pedestrian presence at the crosswalk, and with a pedestrian present using a flagging cane strategy. Results: When there was no pedestrian present, drivers did not accept the gap (yielded) 46.7% of the time; when a pedestrian was present 25%, and when the pedestrian flagged with a cane was at the corner, significantly more at 90.3% (p < .001). Discussion: The findings indicate that even when drivers are monitoring for a traffic gap to their left side at a red signal, pedestrians who are blind using a cane with movement may increase the likelihood of vehicles yielding as they prepare and initiate a crossing.

Attitudinal Survey About Blind O&M Instructors

Fri, 20 Dec 2024 00:00:00 GMT

This study evaluated the attitudes of currently certified orientation and mobility specialists toward orientation and mobility specialists who are blind when teaching orientation and mobility to persons who are visually impaired. Based on the literature review, little to no research has been conducted on attitudes of certified orientation and mobility specialists towards colleagues who are blind. A survey was designed to address this gap by investigating attitudes and perceptions of these specialists toward their colleagues who are blind.The results were significantly positive in all areas except the item concerning accommodations. The accommodations statement was worded in such a manner that the data were actually positive in regard to perceptions about the abilities of blind certified orientation and mobility specialists. Participants gave the highest ratings to professional development. This was followed by the orientation and mobility skillsets for intersection and Q&A. The correlations of the attitude scores were generally positive and statistically significant as well.These findings demonstrate a positive trend in the attitudes of certified orientation and mobility specialists toward orientation and mobility specialists who are blind. The results are another step toward the realization that vision may not be a required component for orientation and mobility instruction.This study serves as a point of comparison for future research to determine if this attitude is truly a trend. Positive trends may indicate equitable opportunities for orientation and mobility specialists who are blind.

Using a Computer Application to Teach Body Awareness through Music and Movement to Students with Visual

Fri, 20 Dec 2024 00:00:00 GMT

This study tested the effects of a computer application that used music and movement to teach body awareness to students with visual impairments and additional disabilities. A single-subject research design was used with two female students who attended public schools in the United States of America. The study demonstrated the effectiveness of the app in teaching concepts related to body awareness as reflected in the results for both participants. The first participant improved from a 76.8% mastery of the concepts at baseline to 100% at intervention, and 100% at post-intervention, and the second participant improved from mastery of 33% at baseline to 54.3% at intervention and 76% at post-intervention. These results imply that the app is an important resource that professionals may use to facilitate the mastery of concepts related to body awareness in students with visual impairments and additional disabilities

Voices of Orientation and Mobility Instructors Who Are Visually Impaired: Results of a Focus Group

Fri, 20 Dec 2024 00:00:00 GMT

Four orientation and mobility instructors who are visually impaired participated in an online focus group. The themes that emerged included monitoring, instructor position, equipment/technology, accommodations, skills needed to become an O&M instructor, and what motivated the participants to become O&M instructors. The participants entered the O&M field to assist individuals with visual impairment for altruistic reasons. This study added to the past research focused on nonvisual teaching strategies and accommodations of O&M instructors who were visually impaired. Future research in this area should include a larger sample size, interviewing instructors with visual impairment, and observing them during their O&M lessons.

The CVI Companion Guide – To the Developmental Guidelines for Infants with Vision Impairment: A guidebook for early intervention (2nd ed.), Amanda Hall Lueck, Deborah Chen, Elizabeth S. Hartmann

Thu, 28 Dec 2023 00:00:00 GMT

Assessment of optimal ambient lighting: Comparision of two methods

Thu, 28 Dec 2023 00:00:00 GMT

Optimal lighting is an essential part of visual rehabilitation.Generally, lighting levels are assessed depending on the amount of light that is required to fulfil a task. However, it is equally important to assess tasks that rely on ambient lighting. This study compares two different methods to assess optimal ambient lighting levels for people with visual impairment.MethodTwo different methods were used. During the first method, the 3D Lightlab, subjects were seated on the side of a room and asked to describe which objects they detected and which objects they recognised in the room during increasing illumination levels. In the second method, subjects were asked the same question, but the room and the objects were projected on a screen with a beamer. Illumination levels were controlled using ND-filters.ResultsIllumination levels for optimal lighting are comparable for both Lightlabs. However, patients have a higher confidence level in the outcome of a 3D Lightlab.SignificanceAlthough the 3D Lightlab is generally preferred by people with visual impairment, the 2D Lightlab is suitable for implementation in visual rehabilitation for clients who need to know their illumination levels for optimal lighting.

Teaching intersection analysis to students with low vision

Thu, 28 Dec 2023 00:00:00 GMT

As municipal engineers attempt to reduce pedestrian and vehicular accidents, and promote active mobility, they have incorporated several new elements at intersections that potentially diminish the safety of pedestrians with visual impairments. Orientation and mobility (O&M) specialists must adapt to these new situations and provide instruction that take into account the complexity at these intersections. This novel method allows individuals with low vision to develop a comprehensive risk assessment and analysis that is generalizable to nearly all intersections. This teaching strategy is modified accordingly if the individual is traveling at intersections controlled by stop signs or traffic lights. This strategy has been successfully applied to promote the safety and independence of numerous travellers with visual impairments.

Orientation and Mobility (O&M) specialist education: Reflecting on the University of New South Wales (UNSW) Graduate Diploma in O&M

Thu, 28 Dec 2023 00:00:00 GMT

Orientation and Mobility (O&M) is the practice of enabling and empowering people with low vision or blindness to know where they are (orientation), so they can navigate and move around their surroundings independently and safely (mobility) (Deverell and Scott, 2014). O&M specialists work with people of all ages, tailoring interventions to suit individual client needs. The first Australian trained O&M specialists graduated in 1971 (Deverell and Scott, 2014). Since then, programmes to train O&M specialists in Australia have migrated between universities and between states. Traditionally, industry supported their O&M workforce by selecting, managing, and supporting students financially during their training and in some cases providing in-house training. The introduction of the National Disability Insurance Scheme (NDIS) (rolled out from 2013–2020) has seen a shift in the O&M profession, with more O&M specialists moving to private practice or between organisations. This shift necessitated a change away from industry-driven training to independent student-initiated university training where the university is responsible for the selection, training, and competency of the graduate. Thus, the Graduate Diploma in Orientation and Mobility (Australian Qualifications Framework-8 level qualification), was established at UNSW, Sydney to create a sustainable programme to strengthen the Australian O&M workforce. This manuscript, written from the perspective of the UNSW O&M education team, which includes academic and professional staff with expertise in O&M, Optometry and Vision Science, will describe the initiation of the Graduate Diploma in O&M at the UNSW School of Optometry and Vision Science. It explores and describes the education agenda, including challenges, and innovative initiatives for teaching O&M preservice specialists.

Ensuring playground access for children with vision impairment

Thu, 28 Dec 2023 00:00:00 GMT

Play is critical to child development and children have the right to experienced meaningful and fun play. Playgrounds provide an environment where all children including those with vision impairment can experience joy, social interaction, physical challenges and stimulation. Participation in an accessible playground can also contribute to advancing specific developmental domains that can be impacted by childhood vision impairment. However, despite the importance of play being recognised by the United Nations and guidelines being legislated in Australia, access to inclusive playgrounds that meet the needs of people with vision impairment remains challenging. An urgent need exists to address the exclusion of children with VI and their families from playground participation. This paper aims to identify inherent benefits of play for all children and to investigate what is known about inclusive playground features, specifically those that meet the needs of children with vision impairment. The challenges of meaningful inclusion of children with vision impairment is explored, including those approaches that may progress design and facilitate inclusion. Playground features such as layout, pathways, equipment, sensory elements and use of technology are discussed, along with importance of consultation, listening and learning from the voice of users.

Teaching students to recognize and deal with Situations of Uncertainty at uncontrolled crossings

Tue, 27 Dec 2022 00:00:00 GMT

A significant aspect of Orientation and Mobility is teaching travellers with visual impairments systematic methods to access their environment and evolving these methods to match the complexity of the world around us. At crossings where there is no traffic signal or stop sign, there are increasingly many situations where it is no longer best practice to assume it is clear to cross when quiet, or simply re-route and avoid. This article explains a step-by-step method O&M specialists can use for teaching travellers with visual impairments how to determine if a crossing is a “Situation of Uncertainty” or a “Situation of Confidence” by helping them develop an intuitive understanding of their own crossing time; learn to intuitively and accurately compare their crossing time with the warning time of approaching vehicles; and judge whether or not they can be confident that it is clear to cross whenever it is quiet in that situation. Following this, the article discusses a method that learners can use to determine the level of risk at any given crossing so they can decide if the level of risk is acceptable or unacceptable to them.

If Late, then Never or Not likely: Uptake of Orientation and Mobility Rehabilitation Training (OMRT) Among Visually Impaired Older Adults

Tue, 27 Dec 2022 00:00:00 GMT

Background: Visually impaired people have challenges with outdoor mobility, which underscores the need for orientation and mobility rehabilitation training (OMRT). However, awareness and uptake of OMRT among blind people remain very low in Nigeria. The study investigated the association of demographic, physical, and visual impairment-related variables with awareness and uptake of orientation and mobility rehabilitation training (OMRT) in NigeriaMethods: A cross-sectional survey of 361 visually impaired people aged 60 years and over, with best-corrected visual acuity ≤ 20/80 (0.6 LogMAR). The Timed Up and Go (TUG) test was used to assess the risks of falling. Multiple logistic regression was used to analyse predictors of awareness and uptake of OMRTResults: Only 26.88% of those who were aware of OMRT reported accessing Orientation and mobility rehabilitation training (OMRT). The duration of visual impairment (p=0.016), awareness of the cause of Low Vision (p=0.043), and being at the risk of falls (p < 0.001), were significantly associated with taking-up OMRT.Conclusion: Prolonged delays in referrals for OMRT are a potential cause of apathy towards the uptake of OMRT.

Intelligent Guide Robots for People who are Blind or have Low Vision: A Review

Tue, 27 Dec 2022 00:00:00 GMT

According to the World Health Organization, at least 2.2 billion people worldwide are blind or have some degree of near or distance vision impairment. Guide Dogs and other existing mobility aids are valuable tools to support travel and independence for these individuals. Nevertheless, the process of training dogs to be effective mobility aids is expensive, time-consuming, and requires highly specialised expertise. With technology making significant inroads into modern society, intelligent robots that are powered by smart sensing and advanced artificial intelligence present an opportunity to improve the mobility of those with blindness or low vision where access to a Guide Dog is not available. However, developing robust and effective robotic mobility aids with static and dynamic settings for use in both indoor and outdoor environments has remained a difficult task to accomplish. This article compares the capabilities of both existing robotic mobility aids, and existing cutting-edge robotic technologies, against a set of fundamental functional mobility aid characteristics with the aim of proposing a minimum viable product to support people who are blind or have low vision in everyday mobility and navigation tasks. The functional qualities identified and examined were sensing and interpretation, obstacle avoidance and object targeting, fluid and adaptable movement and navigation, interlink of device interface and sensing-interpretation unit, device interface to user, form factor and design. The outcomes of our study indicate that while existing robotic aids are limited in scope and focused on a narrow range of functions, existing cutting-edge robotic technologies have the potential to combine to create a fully-functioning robot guide. We propose a minimum viable product using these technologies as the next step towards a fully-functioning robot guide supporting the mobility and navigation of people who are blind or have low vision.

Social-cognition and dog-human interactions: Is there potential for therapeutic-interventions for the disability sector?

Fri, 01 Jan 2021 00:00:00 GMT

The notion that dog-human interactions have the potential to mitigate impacts concerning the delay of typical development of social skills in humans is a novel concept. Research evidence concerning three aspects of social-cognition: sensory perception of social-cues, theory of mind and learning social-schemas, were reviewed with the scope to explore this notion. Literature from two different fields of research inquiry: animal-behaviour and neuroscience, was evaluated. Emerging from the animal-behavioural studies’ review was that aspects of dog behaviour could be a functional analogue of human behaviour (e.g. perception of social-cues). Neuroscience research theories concerning the functional role of the mirror neuron system in social-cognition in humans were evaluated against evidence from animal-behavioural studies investigating the relationship between dogs and children with socio-communicative developmental delays (e.g. vision impairment, Autism). It emerged that both fields of research suggested that through “embodied simulations” an alternative (e.g. to language and/or vision) approach to acquiring knowledge concerning the world of social interactions may be possible for individuals who present with developmental delays of social-competence. Within this context it is suggested that dog-human interactions may provide learning opportunities for development of social-competence in individuals with vision impairment. Implications for practice for the disability sector and specific examples for professionals who work with individuals who have vision impairment and assistance/therapy dogs are discussed.