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VIDBE-Q Volume 64 Issue 2
meeting their state's vision requirements, receive the necessary instruction
as a prerequisite for bioptic lens training. For those who are required to
take the classroom portion of driver's education for graduation credit, they
may miss the important and relevant features of the class because they do
not view it as important. The social-emotional implications for requiring a
student with a visual impairment to partake in the classroom portion of
driver's ed. can also have long-lasting negative effects that may inhibit
positive identity construction (e.g. reinforcing visual limitations, bullying;
Pasley, 2019).
O&M with other curricula. Utilizing a nondriving curriculum in
addition to traditional O&M instruction can provide a systematic approach
to concepts specific to pedestrian travel and use of transit options. There
are three curricula that are, or previously were, available. Each curriculum
targets a different age group and driving history. This targeted approach to
a specific age demographic and the variance in curricular format may make
it difficult to find the appropriate option to meet your student's individual
needs.
Finding Wheels. Finding Wheels was written to address the unique
travel needs of adolescents with visual impairments (Corn & Rosenblum,
2000). Some of the topics discussed include transportation options for
