VIDBE-Q Volume 65 Issue 4
the price of item, and keep a running total to make certain items chosen stay within
the student's budget. For students who are not able to use low vision devices, we
work on using listening skills to locate registers or customer service, using smells
to identify areas of a store or stores within a mall, and using differences in surface
areas for orientation.
Some lessons provide opportunities for unexpected lessons, particularly
when working in an area with many pedestrians. Opportunities to work on social
interaction and self-determination come up frequently. Students must determine
how much interaction they want with other pedestrians who initiate conversation. I
often use some of the time driving to lesson locations to discuss hypothetical
situations or give examples of things that have happened on lessons with other
students to help students brainstorm how to handle different types of interactions,
such as someone trying to help a student cross the street when they do not need
assistance, someone trying to take hold of them and guide them, someone trying to
tell the life story of their cousin who was blind, and many other similar
possibilities. On the drive back from lessons, we may discuss any situations that
arose on that lesson and discuss how the student handled it, if they were happy
with the way they handled it, and other options for similar situation that may arise
in the future.
