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VIDBE-Q Volume 63 Issue 4
And in situations where they can be confident about
whether it's clear to cross ("Situations of Confidence"),
students also need to know how to reliably determine
when there's a crossable gap in traffic. I already
explained about the woman who was hit because even though she crossed when she
thought it was quiet, she didn't know how quiet it must be. Students who use vision to
cross also need to learn how to use that vision to detect vehicles (I had to save one of
my students from being hit by a car she didn't see because she was scanning too
quickly), and judge gaps in traffic (one of my colleagues with a visual impairment and
her husband were killed because she thought that the vehicles that she could see
approaching were slow and/or far enough to allow them to cross).
If you're thinking that there seems to be a lot to learn, you're right! And it's all in
this Self-Study Guide with lots of videos, pictures, and examples. To get started, just go
to www.sauerburger.org/dona/crosscredit.
Picture 3. A man is standing at a corner, facing a street
with a car moving along that street. There is a stop sign
for traffic on the street beside him, but not for the street
he is facing.
Picture 4. Photo shows a stick figure with question marks
around its head, facing a crosswalk across two lanes.
About 20 feet to the right, cars are going around a
roundabout -- it is unclear whether those cars will
continue to circle the roundabout, or approach the
crosswalk where the stick figure is waiting.
Picture 5. Photo shows two students facing a street and
listening to a car passing in front of them. Dona is behind
them, indicating that the car is in the third lane.
