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VIDBE-Q Volume 64 Issue 2
insurmountable. Supporting the student during this life stage may cause
your lesson plan to change to meet his/her needs in the moment. Having
purposeful lessons, such as taking the bus to the movie theater for an
upcoming date, may help mitigate some of the social-emotional effects of
nondriving for youth with visual impairments as they work through the grief
cycle.
Moving Forward
We challenged our attendees and now you, the reader, to consider
and potentially answer the following questions:
1. What are the most important parts of O&M instruction leading up to
age 16?
2. What are the most important parts of O&M instruction after age 16?
3. If you had all the time in the world with your student, what would you
include beyond street crossings, route planning, and transit options in
O&M instruction?
4. What do we need, as a field, to ensure that nondriving students keep
moving forward?
