VIDBE-Q Volume 65 Issue 3
that included many features of different locations. We did trips to the zoo, the
beach, the jungle, and the local park. I would drop off or mail feathers, sea shells,
leaves, leather, and a monocular. Sometimes it was as simple as recording a video
trip to the school playground or a local park and discussing environmental
components or adding orientation and mobility concepts.
Lastly, I wanted to revisit the significance of building trust. Trust not only
related to how we as providers can try and re-establish trust with our families but
wanted to blend this in that as we try and figure out what services will look like
this fall. If we carefully weed through what worked and what didn't then there
likely will be a greater chance that families will buy in to what we are providing
especially if we open up those lines of communication. Here's a story I wanted to
share for last. I completed my last lesson with a student this week whom I never
would have suggested summer school for but hybrid models had already opened up
for a few districts here and both the student, district and family really wanted
O&M lessons for community travel in their neighborhood. Taking that into
account, it gave me the ability to re-establish my relationship with them and it was
amazing. The parent joined their child and I on lessons with lots of open air social
distancing, masks, etc. We had great conversations about routes the student walked
each day and the purposes for different types of accessibility features of sidewalks
and crosswalks. The family felt very empowered and sent me a great letter in that
