Iowa Statewide System for Vision Services
Orientation and Mobility Assessment Summary
General Information:
v Name:
v DOB:
v Parent:
v Address:
v Date of Assessment:
v Date of Report:
v School:
v Evaluator:
v
Assessment Tools:
v TAPS
v Interview and Observation
Reason for Assessment:
v ___ is a 13-year-old 7th grader at Woodrow ___ Middle School and attends all general education classes with an associate present at all times.
v Most current eye report is dated 7/15/13 from Jane Doe, O.D. At that time, his uncorrected visual acuity was found to be 20/400 in the left eye and counts fingers at 3 feet in the right eye due to bilateral amblyopia (inability of one eye to focus as well as the other one), bilateral nystagmus (involuntary, rapid and repetitive movement of the eyes), pseudophakia (artificial lens implantation after cataract surgery), and bilateral cataracts--after. Visual fields were reported as “FTCF” both eyes, possibly meaning full to finger counting of both eyes.
v O&M (orientation and mobility) screenings were performed on 5/5/08 and 5/01/09. Both times, O&M was not recommended.
v This evaluation was requested as travel was a concern at his last IEP meeting as ___ had his first transition meeting where living, learning, and working skills were discussed.
Interview with Student, Parent, Teachers:
v ___ states he only walks to the end of the block at home and was lost one time when riding bikes with a sighted friend who left him behind. When asked if he has any concerns about walking inside or outside or crossing streets, he said he had none. He stated that bright light such as the sun or darkness does not cause him difficulty when traveling. He stated he runs into things at times because he is not looking.
v Parent states there are not many opportunities for ___ to cross the street alone or to cross busy streets as they are overprotective but that it is something he should begin to practice as
he moves to becoming independent. He is able to ride a bicycle in front of his home but when riding with a friend they lost sight of each other and ___ did not know how to get back home. Parents have taught ___ how to use landmarks to know where he is, but he does not pay attention to his surroundings much. When in a store, he is better at paying attention to others around them but still bumps into people at times when not pushing the cart and not paying attention to his surroundings.
v The paraprofessional and a teacher state that ___ walks too fast and bumps into things in the hallways and classrooms but that otherwise he gets around the school fairly well. He also has his head down most of the time when walking.
Observations:
v Laterality: ___ demonstrated left and right turns on request and answered questions about what side an object was in relation to his body.
v Color: He was able to distinguish between the colors of the hallways in the school.
v Cardinal Directions: ___ was not able to give cardinal directions and says he has difficulty with them.
v Personal and Community Information: ___ was able to give his address but needed coaxing for the town he lives in. He was able to give the state, what business he lives by, and the elementary school near his home which he attended.
v Mobility Skills: ___ did not use a cane or sighted guide.
v School Building/Classroom Travel: ___ traveled around the school to requested destinations (locker, art room, lunch room, and library) without any difficulties or bumping into obstacles. He walked at an appropriate pace. He was able to find an empty seat in classrooms which were empty and occupied with other students. There were no stairs in the school. He walked between two people talking instead of going around them. ___’s locker did not have any lock on it and demonstrated that he could find a given number on a combination lock on another locker at around 2” from the lock. He recognized a teacher at about 6’. He liked to talk while traveling.
v Residential Area Travel and Concepts: When asked to go to the street in front of the school, ___ first traveled to the parking lot on the side of the school where he is picked up. He required several verbal prompts throughout the walk in order to follow directions. He did travel to the end of the block and stated it was safe to cross when nobody was coming. He was able to see cars appear and disappear at a distance of about a block away. When crossing a residential street, at first he took one step out into the street before stopping and did not stop for long because he was looking for traffic before getting to the intersection. He became more careful of stopping when cars stopped on the perpendicular street at a stop sign, and then he waited until all the cars went. He was asked to get us back to the school, but he did not use landmarks to return. Again, ___ talked a lot while traveling.
v Semi Business Area Travel: ____ walked to 16th St. and G Ave. in Council Bluffs where there was a traffic light. He stated it was safe to cross when the stop light was red but did not indicate which light. He was shown the pedestrian signals and was able to identify the colors. The street was not crossed as he was unsure of when to cross.
v Business Area Travel: None was observed.
v Use of Transportation: None was observed.
v Visual Fields: ____ appeared to have full visual fields to confrontational testing.
An associate walks with ____ at all times when in school.
Summary:
v ___ walks independently with an adult present at all times in the school and was able to walk to given destinations. He walked outside with a few verbal prompts given to follow instructions. He stepped out into the residential streets at first, looking for traffic before arriving at the intersection. When there were cars present on the perpendicular street at a stop sign, ___ stopped and waited for all of them to go before crossing the street. Following that, he was more careful about stopping at the streets and looking. When presented with a traffic light, ___ said it was safe to cross when the light was red but was not sure which light. He was able to distinguish the color of the pedestrian signal. He did not use landmarks to reverse the route to the school and talked a lot while walking.
v ___ could benefit from O&M instruction in using a long white cane as identification that he is visually impaired while crossing streets and instruction in safe street crossings.
Suggestions:
v Allow ___ to be as independent as is possible for him.
v Encourage ___ not to talk so much when walking.
v Encourage ___ to attend to his environment and landmarks when traveling.