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.

Asses 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).

Resource Access

Instructional articles on this site are open access and do not require an account. Free Members may access select free resources and goal banks.
Downloadable printable resources, lesson plans, recorded presentations, and ECC instructional units are available to Premium Subscribers.

Full Article List

Guide: Start Here
Tools (VI Basics)
Plan: Referrals & Eligibility
Referral & Eligibility​ ​Medical Vision Information 
FVLMALow Vision Evaluations
Other Evaluations
Plan: IEP Planning
Plan: Collaboration & Accessibility
​Collaboration Accessible Materials ​Classroom Access Instructional Access Technology Access ​Additional Supports Service Delivery Models  ​
Teach: Compensatory Skills
Compensatory Skills
Concept Development ​Alternative Communication ​Emergent Literacy ​Braille Code
​Beginning Braille ​ Braille Fluency & Comprehension  Writing Braille ​​​Nemeth Code Instruction 
​​​Tactile Graphics ​Print Concepts ​​Abacus  ​​Organization Skills​ ​​Study Skills ​​Time Management
Teach: Sensory Efficiency Skills
​Auditory & Listening Skills ​​Visual Efficiency Skills ​​Optical Device Use ​Tactile Readiness
Teach: Assistive Technology 
AT Overview ​AT Use & Maintenance Braille AT ​iOS Instruction Audio Access​ ​Video Magnifiers ​​​Basic Computer Use Computer Access ​Productivity
Teach: Social Skills
Social Skill Basics​
Non-Verbal Skills​​​​ Verbal Communication Skills Cooperative Skills Identity & Self-Awareness ​Interactions & Relationships Managing Challenges & Safety
Teach: Self Determination
Teach: Independent Living Skills
Personal Care ​Hygiene & Grooming ​Personal Health Mealtime Skills ​​​ Food Preparation
Household Skills Clothing Management ​Money & Budget Shopping & Consumerism Phone Use ​Safety & Emergency Preparedness ​​Services & Community Resources
Teach: Orientation & Mobility
Teach: Recreation & Leisure
Teach: Career & Vocational
Printables
Free Resources​ Premium Resource Library 
Teaching Strategy Printables 
​Premium Program Printables
​Premium FVLMA Printables
​ECC PrintablesCompensatory Skills Printables
Sensory Efficiency Printables
Assistive Technology Printables
Social Skills Printables
Self Determination Printables
Independent Living Printables
Recreation & Leisure Printables
Career & Vocational Printables
Evelyn Jane Stories 
Learn: Teaching Strategies & Planning
Learn: ​ECC Units
Beginning of the Year Units ​​Fall UnitsWinter Units ​​Winter Units ​​Spring UnitsAnytime Units
Learn: ​Interactive Activities
Learn: Recorded Presentations
Learn: Complete Set Bonus ​