The level of mobility skills can, to a large extent, determine a visually impaired person’s quality of life. The ability to move around can impact both physically and emotionally in relation to confidence and self-esteem. Although these points are recognised by many, it is estimated that only a fraction of children or young people needing mobility training receive it.

Two fundamental skills are required

The two skills necessary for independent travel are,

• Orientation: which means having an awareness of space and an understanding of your body within that space
• Mobility: which is the ability to move without harming yourself or others

A child or young person must therefore learn about how information relates within an environment. Unfortunately, many find this a laborious exercise.

Understanding the world

We develop an understanding of the world by moving around. Disabled children and young people who find it hard to move around can be severely restricted. The variety and quality of opportunities to experience and explore the world independently is missed. Consequently, knowledge of the world can be second hand and only perceived via what they read, TV, the internet or described by someone else.

There is a connection between movement and learning. If individuals are able to move independently their world develops. Learning is stimulated through being exposed to a wider range of real experiences.

Social understanding

Mobility also helps to develop social understanding. It is in the wider community that new social interaction and contacts are made. Through this, confidence and self-esteem are potentially developed.

Risk taking, self-esteem and confidence

Moving around independently involves problem solving and risk taking. Assessing risks and taking responsibility for your own actions is an important part of development.

Movement and posture

A visual impairment can impede relaxed and quick movement. A lack of movement undermines good physical development, flexibility, suppleness and stamina. It is this type of movement which develops posture and builds muscle tone especially in legs and feet. Walking gait is improved this way too.

Physical development

Poor physical development also restricts the development of coordinated movement. Low vision may result in a lack of visual feedback about the way non-visually impaired peers move. This can restrict the development of fluent movement. Consequently, a more refined way of walking may for example require continual feedback on movement. A correct posture may require explanation and encouragement too.

Early training

The needs of those born with low vision can be very different from those who lose their sight later in life. Losing sight later usually means that the individual has a visual memory of the environment and is able to form mental concepts of the surrounds; for example, s/he will,

• Know what buildings are like and how corridors and stairs fit together
• Have an understanding of space and how someone fits within it

Those born with low vision may have a poor mental mapping system and thereby have problems forming a correct mental concept of them self in space.

Consequently, a learner’s position within her or his world can be limited and confusing. Concepts such as distance and direction may be difficult to grasp. Then, if not addressed, these underdeveloped concepts can impact on other areas of development and continue throughout school life and beyond.

Mobility and employment

Poor mobility skills can mean having to rely on others. Independent travel is extremely important to find, secure and maintain employment. Without being able to travel independently journeys are expensive. This is especially the case when taxis are constantly necessary.

Personality, confidence and independent travel

Personality greatly affects an individual’s attitude towards independent travel. Getting lost for some might be fun whilst others might find it upsetting. Even setting out might be accompanied with positive or negative thoughts.

As a result, simulating low vision is of limited use. If you are wearing simulation glasses and get lost you can simply take them off. For someone with low vision this isn’t an option..

Motivation

Motivation is a major factor in learning. You can unintentionally discourage learners from moving around by for example doing everything for them or preventing them going out.

Unless children are encouraged to move early in life motivation can be difficult later. Conversely, the child who has been actively encouraged to move, explore, develop and satisfy curiosity is more likely to face challenges later in a progressive way. 

It should be remembered that all children trip over when walking and running. Whilst doing all we can to keep them safe, bumps and bruises are to be expected.

A program

For those with low vision mobility is an educational necessity. They need independent access to the learning environment, curriculum, social environment and wider community.

Transferable skills

Mobility skills need to be transferable so that a child or young person can become independent. It would be silly to say that an individual only learns numeracy for use in school. Numeracy is taught and designed for application in the wider world outside school. Consequently, the same principle applies to mobility.

Underpinning skills

A functional grasp of the following is ultimately required,

• Sighted guide techniques
• Knowledge of environmental clues
• Indoor orientation and safety clues
• Appropriate cane skills

Then, dependent on age and assessed ability the individual can learn to,

• Travel safely and independently indoors and outdoors
• Follow instructions, use maps and access travel information
• Negotiate shopping areas
• Use public transport
• Interact appropriately with the general public

An up to date knowledge of mobility aids is useful too and especially if combined with,

• Effective interpersonal skills
• A general situational awareness

For example,

• Being able to use a cell phone and access an audible Uber app
• Interpersonal skills effective enough to ask an Uber taxi driver for assistance
• Aware enough to realise if being guided to the wrong place

Then, travelling can become an adventure and not something to be feared.

THEY WANT HIM TO GO OUT IF ONLY SHE COULD

My book of this name is a manual. It is designed to augment specialist training. If an instructor isn’t available, the information will enable a non-specialist to start showing a child or young person mobility and orientation skills. Even if specialist input is received the manual provides enough understand of techniques to support a learner’s progress and prevent bad habits developing.

Other books in the series hone in on these skills for pre-school children.