Division on Visual Impairments

DVI Quarterly Volume 59(1)

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

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sound (pitch, etc.) without formal instruction because he has had his hearing tested so extensively since birth. The task of identifying, interpreting, and describing the sounds emitted by the K-Sonar is not wholly unlike the tasks an audiologist asks a patient to perform. Thus, the student's experience with hearing assessment may have benefitted his ability to identify and interpret sounds make by the K-Sonar. Next, we had the student navigate an obstacle course to see how the student did without any training on the device. We set up common objects from the school in a hallway and had him tell us when he detected an object. We noted whether he found the object with his cane, with the K-Sonar, or not at all. Then we proceeded to teach the student how to use the device. After teaching him how to use the device, we had him navigate the obstacle course again. After instruction on how to use the device, he did much better. He found more of the objects with the K-Sonar than he did with the cane After finding an object with the K-Sonar, he was able to confirm what he found and learn more about the object with his cane. After some basic instruction in how to use the device, we had the student practice walking down the hallway identifying open doors/intersecting hallways using the K-Sonar. We thought this could be a useful skill for the student. That way, he could count the number of openings on the opposite side of the hall when traveling down the hall with the flow of traffic. The student was pretty 35

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