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VIDBE-Q Volume 63 Issue 4
both family and community educator. The O&M specialist can role release many
components (Hatton et al., 2003; McEwen, 2009) such as teaching others how to
facilitate items that will add to later O&M instruction, develop strategies for adults to
incorporate consistent terminology and routines, and monitor and provide feedback for
the other adults as they provide intervention. Cmar et al. (2015) agreed that O&M
specialists may role release some basic instructional duties (e.g., monitoring route
travel) to individuals who interact with students daily.
A transdisciplinary approach becomes the most appropriate option for working
with students with multiple disabilities because it allows different members of the team
to perform specific functions associated with another member's traditional role. That
role-release approach not only benefits the child but also enriches the professionals by
incorporating and sharing information, skills, and perspectives of a variety of disciplines
(Bailey & Head, 1993; Kelley et al., 1993). As a consultant, an O&M specialist may role
release some basic instructional duties (e.g., monitor route travel) to a teacher, parent,
or paraprofessional who interacts with a student daily (Griffin-Shirley et al., 2006).
The O&M specialist is responsible for designing and implementing ongoing in-
service education activities in O&M for teachers, other professionals, paraprofessionals,
administrators, parents, and consumers (i.e., individuals with visual impairments)
(Griffin-Shirley et al., 2000). In-service activities should provide information about the
role of the O&M specialist and the goals of the O&M program. O&M in-service activities
should also focus on the roles of all appropriate school personnel in the development
and reinforcement of concept development, sensory skills training, motor development,
and formal O&M skills. To be effective, O&M training should be infused into school
