Habilitation - The Early Stages (0-5) and MDVI (0-18)
Allman, Carol B & Lewis, Sandra (eds)
ECC essentials: teaching the expanded core curriculum to students with visual impairments
AFB Press, 2014
Addresses the additional curriculum elements that visually impaired children have to learn in order to live independent lives, this includes curriculum access, assistive technology, mobility, independent living, social skills, careers and citizenship.
Blythe, Sally Goddard
Well balanced child: movement and early learning
Hawthorn Press, 2005
A practical resource to help parents and professionals understand why movement matters and how music combined with movement can help develop mobility and learning.
Brannock, Grant & Golding, Leo
6 step method of teaching orientation and mobility: a learning centred approach to competent travel for the vision impaired
G Brannock & Leo Golding, 2000
"The 6 step method"
Independent movement and travel in blind children: a promotional model
Information Age, 2007
An innovative guide to encouraging activity, movement and independence in the young blind child. Emphasises partnership and team approaches for parents, teachers, assistants, therapists and rehabilitation workers.
Fazzi, Diane L & Petersmeyer, Barbara A
Imagining the possibilities: creative approaches to orientation and mobility instruction for persons who are visually impaired
Jacobson, William H
Art and science of teaching orientation and mobility to persons with visual impairments
Knott, Natalie Isaak
Teaching orientation and mobility in the schools: an instructors companion
Loumiet, Robin & Levack, Nancy
Independent living: a curriculum with adaptations for students with visual impairments: Volume II: Self-care and maintenance of personal environment (2nd ed)
Texas School for the Blind and Visually Impaired, 1993
Part of three volumes concentrating on daily living, social skills and play & leisure.
Miller, Olga & Wall, Karl
Quality standards: delivery of habilitation training (mobility and independent living skills) for children and young people with visual impairment
Mobility 21, 2011
The term habilitation (not rehabilitation) is used in recognition of the distinct needs of children as they move towards independence and the acquisition of new skills. These standards are informed by current best practice and related international research to establish a baseline for habilitation practice.
MISE (Mobility and Independence Specialists in Education)
Mobility and independent assessment and evaluation scheme: early skills
A checklist for mobility and independence skills including: Functional vision, communication, awareness, motor skills, independence skills and play & social skills. http://www.mise.org.uk/
Guide to orientation and mobility for young children with vision impairments
Naish, Lucy; Bell, Judy; Clunies-Ross, Louise
Exploring access: how to audit your school environment, focusing on the needs of pupils who have multiple disabilities and visual impairment
Folder of information which deals with access and adaptations to the physical environment for children with multiple disabilities and visual impairments.
Pavey, Sue ... [et al]
Steps to independence: the mobility and independence needs of children with a visual impairment: full research report
University of Birmingham, 2002
Pogrund, Rona ... [et al]
Teaching age-appropriate purposeful skills (TAPS): an orientation and mobility curriculum for students with visual impairments (2nd ed)
Texas School for the Blind and Visually Impaired, 1993
Accompanied by "Comprehensive assessment and ongoing evaluation" (RN 3267)
Royal National Institute for the Blind (RNIB)
Get up and go!: fun ideas to help visually impaired children to move more confidently
For parents & carers who want to help their young visually impaired child to move confidently and safely. (Early Years Series).
Reviewing support: working with Mark
March/April 2011, No 32, p18-19
A teaching assistant talks about the independence skills they are working on with a visually impaired student with complex needs.
Toilet training with children who are blind or have very little vision
Jan/Feb 2008, No 13, p40-42
Advice for helping visually impaired children to become toilet trained.
Bain, Linda & Bisson, Angie
Making early mobility matter (part one)
March/April 2011, No 32, p9-12
Considers the important role of parents and carers in helping children to develop good early mobility and independence skills.
Bain, Linda & Bisson, Angie
Making early mobility matter (part two)
May/June 2011, No 33, p20-23
Considers the important role of parents and carers in helping children to develop good early mobility and independence skills. Includes meaningful experiences, staying safe and risk-taking.
Sep/Oct 2013, No 47, p26-27
Mobility specialist looks at using ponies and horses with children with limited ability to move due to other disabilities.
Dodds, Andrea; Harrison, Ruth; Walton, Lyndi
Spring 1996, No 14, p11-13
Describes use of rebound therapy can improve the mobility and communication skills children who have multiple disabilities. Rebound therapy utilises the moving surface and vibrations of a trampoline as an aid to mobility development. This also provides opportunities for improving communication.
Pre-requisites to movement
May/Jun 2007, No 9, p35-37
Practical ways for families to encourage early movement in their very young visually impaired children.
King, Liz & Bathie, Fiona
Squeaky shoes: motivating young children to move
May/Jun 2007, No 9, p31-34
Two families try out "squeaky shoes" on their young visually impaired children to see the impact this has on their child's motivation to walk.
Canes mean freedom: part one
Jul/Aug 2010, No 28, p38-40
Daniel Kish explains his ideas and methods for teaching cane use with very young children.
Canes mean freedom: part two
Sept/Oct 2010, No 29, p39-42
Daniel Kish explains his ideas and methods for teaching cane use with very young children. Includes a parent's perspective on her child's training with Daniel Kish.
Klein, Janice Fuller
Developing a spatial map
Mar/Apr 2013, No 44, p20-21
A children's mobility specialist explains how blind babies develop their spatial understanding.
Labbett, Simon; Auld, Rosie; Wall, Karl
Are our services for children good enough?
Sept 2010, No 57, p15-18
Three professionals give their views on current service provision for children with sight problems.
Mardsen, Janet & Labbett, Simon
Habilitation for children: the Mobility21 project
April 2010, No 52, p25-27
Outline of the habilitation studies course which concentrates on daily living and mobility skills for young children. Includes a 'student's perspective' section.
Nov/Dec 2014, No 54, p11-13
Providing extra motivation to visually impaired children to work on their mobility, technology and braille skills.
Nov/Dec 2012, No 42, p27
Tips for how children with visual impairments can be introduced to cutting and chopping food (ie preparing fruit and veg for cooking), and have fun in the kitchen.
ICT: making greater independence a reality
March/April 2011, No 32, p20-22
Henshaw's college show how they use ICT to help visually impaired children in everyday activities.
Norman, Elaine & Stanley, Debbie
Mar/Apr 2014, No 50, p10-11
Fun ways to motivate children to get up and about.
Jan/Feb 2014, No 49, p22-23
Second article on room familiarisation, this focuses on strategies for children with additional needs.
Mar 2000, No 29, p7-13
A report on a series of one-day workshops on 'wheelchair mobility' for people with visual impairments. It discusses the role of the person guiding the wheelchair-user.
I'm starting to walk: I can use a cane
May/Jun 2007, No 9, p24-26
In Western Australia, children who are blind start mobility training as soon as they begin to walk.
In the media spotlight
May/June 2013, No 45, p14-17
In February 2013 Jennifer posted a video of her 4 year old son using a white cane on YouTube. The video went viral very quickly which had an impact on their fundraising foundation. Discusses use of social media.
Thomas, Martin & Levy, Gill
You'll never walk alone!
Feb 1998, No 23, p1-10
Discusses the motivating factors for visually impaired people who are not independently mobile or active and outlines some strategies for giving people more options.
Minimising and managing risk
Jul/Aug 2010, No 28, p41
Learning about risks is a vital part of building independent living skills.