Orientation & Mobility Evaluation

By: Carmen Willings
teachingvisuallyimpaired.com
Updated June 15, 2025
Orientation and Mobility (O&M) instruction is essential for students who are blind or visually impaired to develop safe, independent, and efficient travel skills. An O&M evaluation assesses a student’s ability to understand spatial relationships, navigate environments, and utilize tools and techniques to travel with confidence.
The O&M Specialist customizes each evaluation to meet the student's specific needs, taking into account their age, developmental level, cognitive abilities, functional vision, and mobility requirements. Evaluations may be conducted for students of all ages and abilities, including those who are non-ambulatory, use wheelchairs, or may never travel independently.​

Evaluation Components

Records Review

Prior to direct assessment, the O&M Specialist will review:
  • Medical and vision reports
  • Audiological evaluations (if available)
  • Functional Vision Evaluation (FVE)
  • Learning Media Assessment (LMA)
  • Clinical Low Vision Evaluation (CLVE), if applicable
​These records provide insight into the student’s visual functioning, residual vision, hearing support needs, and prescribed low vision devices.

Interviews

Structured interviews are conducted with:
  • Parents or caregivers
  • Teacher of Students with Visual Impairments (TVI)
  • General or special education teachers
  • The student (when developmentally appropriate)
    These interviews help identify current functioning, perceived challenges, and family and team concerns regarding independent travel and safety.

Observations

The O&M Specialist observes the student:
  • In familiar and unfamiliar environments (indoor and outdoor)
While traveling within the classroom, school campus, home (if appropriate), and community settings
Observations include how the student uses vision, hearing, and other sensory input to navigate and problem-solve.

​Key Assessment Areas

Body Image

Assessment of the student’s understanding and identification of major and minor body parts (e.g., forearm, thigh, ankle, forehead) to support movement awareness and directional understanding.

Laterality & Directionality

Determination of the student’s ability to:
  • Identify right and left on self and others
  • Demonstrate spatial concepts such as over/under, behind/in front, parallel/perpendicular, narrow/wide
  • Understand positional language in real-world contexts

Environmental Concepts

Assessment of the student’s understanding of near/far, up/down, shallow/deep, and how these apply in physical spaces and movement planning.

Orientation Skills

Evaluation of the student’s ability to:
  • Maintain orientation in familiar environments (classroom, school, home)
  • Use environmental cues (landmarks, auditory signals, tactile cues) to navigate
  • Recall and follow functional routes
  • Solve problems or adapt routes if obstacles arise
Note is made if the student requires supervision for safety, even if route knowledge appears intact.

Mobility Skills

Includes evaluation of:
  • Pre-cane skills (protective techniques, trailing)
  • Modified guide techniques (for students with physical or cognitive disabilities)
  • Full sighted guide techniques
  • Safe, efficient use of a mobility cane or pre-cane device
  • Use of adapted travel aids or GPS-based navigation tools (if appropriate)

Transportation and Travel-Related Tasks

Assessment of:
  • Entering/exiting vehicles (car, school bus, public transit)
  • Negotiating steps, curbs, and vehicle doors/mirrors
  • Understanding and using money for transportation
  • Responding appropriately to assistance
  • Route planning and navigating within structured settings (e.g., classroom, school campus, neighborhood)

Functional Vision and Lighting

Observation of how lighting, glare, or contrast affects travel. May include recommendations for:
  • Sunglasses, hats, or visors
  • Orientation to lighting conditions and sun positioning
  • Use of low vision devices during travel (if prescribed)

Fire Evacuation and Emergency Planning

Evaluation of the students:
  • Familiarity with emergency exits
  • Ability to navigate safely during drills
  • Understanding of designated meeting points
Recommendations often include regular practice of evacuation routes at both school and home.

​Recommendations

Following the evaluation, the O&M Specialist will provide individualized recommendations in areas such as:
  • Safety and Access: Stair use, drop-offs, cluttered paths, depth perception cues, and appropriate tactile or visual warnings
  • Environmental Modifications: Furniture arrangement, lighting adjustments, floor markings, or tactile maps
  • Instructional Needs: Suggested frequency of direct O&M instruction, goals for IEP, and collaboration with the TVI and physical education staff
  • Device Use: Recommendations for cane type, pre-cane device, tactile symbols, or technology tools like GPS or auditory landmark systems
  • Additional Support: Potential referrals for physical therapy, occupational therapy, or assistive technology consultations

Curriculum and Resources

Pogrund, Rona, et al. (2012). An Orientation & Mobility Curriculum for Students with Visual Impairments, 3rd Edition. Texas School for the Blind and Visually Impaired (TSBVI).
This comprehensive curriculum supports O&M Specialists working with students ages 3–21, including those with multiple disabilities. It includes teaching strategies, sample goals, functional tasks, and assessment resources across environments (e.g., home, campus, residential areas, commercial settings, and public transportation).

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