Slide 2: Let Me Tell You About My Childhood Experiences Texas Fo… · Web view“I have macular...
Transcript of Slide 2: Let Me Tell You About My Childhood Experiences Texas Fo… · Web view“I have macular...
Texas School for the Blind & Visually ImpairedOutreach Programswww.tsbvi.edu | 512-454-8631 | 1100 W. 45th St.| Austin, TX 78756
2018 Texas Focus: On the Move!No Wheels – Not a Problem! Ideas for Getting Your Teens Moving into the World of Nondriving Saturday, March 3, 20188:00-9:30 PM
Presented byL. Penny Rosenblum, Ph.D. [email protected] University of Arizona
Developed forTexas School for the Blind & Visually ImpairedOutreach Programs
No Wheels, Not a Problem! Ideas for Getting Your Teen Moving into the World of Nondriving
L. Penny Rosenblum, Ph.D. [email protected]
Figure 1 Student with cane in hand reaching up to explore controls on an airplane.
Figure 2 O&M instructor and student who has albinism and is using a monocular.
Figure 3 Student wtih cane boarding bus as O&M instructor looks on.
Slide 2: Let Me Tell You About My Childhood Experiences
Figure 4 Picture of a house
Figure 5 Picture of a strip mall
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Figure 6 Picture of an intersection
Figure 7 Newspaper clipping of man next to stdudent driver in a car.
Slide 3: My Experiences Today
Figure 8 Dr. Rosenblum at ATM Machine
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Figure 9 Lyft and Uber app icons
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Figure 10 Man with pick up truck and paper in hand.
Figure 11 bus
Figure 12 Dr. Rosenblum at back of taxi with bike hanging out back.
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New Environment: O&M Check-In
Figure 13 Far left: Dr. Rosenblum with cane crossing intersection.
Figure 14 Center: Cartoon of kangaroo with sign saying Australia
Figure 15Far right: Dr. Rosenblum with cane waiting to cross intersection.
Slide 5: Driving: A Cornerstone of Our Teen Culture "Driving in most of the American culture is an integral part of the adolescent way of life, and as such, it plays an important part in the teenager's mastering of certain developmental tasks." --Schlecter and Gump, 1983, p. 110
Slide 6: Teens Need to Understand and Explain Their Own Visual Impairment “I have macular degeneration which means I do not have any central vision and some peripheral vision. I use the vision that I do have well. My night vision is considerably worse than my day vision. I use devices like a CCTV, monocular and large print writing. Light plays an important role, and colors, in how well I can see things.” (12th grader)
Slide 7: Recognition Others Don’t Drive for Various Reasons: List of a 12th Grader
Visual impairment Learning disability Physical disability Mentally challenged Money Not a citizen Grades
Afraid of dangerous drivers Can’t pass the test Mass transit available to them in
a big city Don’t have enough experience Trouble judging distance Older person Inadequate hearing
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Slide 8: Amanda Found Those Teen Yaers A Challengevideo
Slide 9: But There’s Always the Flip Side“If I don’t drive it is not a big deal. I could be perfectly fine walking or taking city lines. Honestly, I won’t have to worry about a car, taxes, or payments so I’m ok without driving.” Sophomore who is legally blind
Slides 10-12: What Sacks & Rosenblum Learned From Talking to Teens
Many adolescents do not have accurate information they can share about their own visual impairment.
Though 50% of adolescents in the study received a clinical low vision evaluation, few used optical aids and only 3 of those interviewed knew about options for low vision driving.
Adolescents do not talk openly about their visual impairments to others. There is a need for support groups for adolescents to discuss their frustrations. TVIs, COMS, and other specialists must carve out time to discuss issues around
driving or not driving with adolescents. Adolescents and families often talk about driving and not driving – future
guidelines to aid families in these discussions may be of value. Adolescents with visual impairments often try driving – this can help take the
“mystery” out of driving. Adolescents may benefit from meeting adults who are nondrivers or low vision
drivers, to learn of their experiences. Transition planning must include units of instruction on driving & nondriving.
Finding Wheels (a curriculum under revision) may be a tool to assist in planning these units.
Youth need opportunities to “test drive” various options to travel in their current community and future communities.
Ophthalmologists and low vision specialists must become aware of the psycho-social issues regarding nondriving among adolescents with visual impairments.
Sacks, S.Z. & Rosenblum, L.P. (2006). Adolescents with low vision: Perceptions of driving and nondriving. Journal of Visual Impairment & Blindness, 100(4), 212-222.
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Slide 13: When There are No Public Wheels Visit to a city where students pre-plan a trip Combine students so social opportunities occur Involve older nondrivers as role models Promote use of other skills
Figure 17 Two adults and 2 students gathered at city bus stop.
Slide 14: Amanda Shares the Value of the Experiencevideo
Slide 15: Interviewing: An Effective Tool Adolescents should interview more than one adult nondriver to gain multiple
perspectives. Consumer organization, program graduates, listservs etc. can be used to locate
adult nondrivers. Youth need to utilize a system to record the information gathered through
interview(s).
Figure 19 Group sitting in circle - teens and adults
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Figure 16 Student using monocular and another picture of two teen girls with albinism.
Figure 18 Girl boarding bus with boy and O&M instructor behind her.
Slide 16: One High School Group’s Experience
Slide 17: Questions to Ask the Panel
Do you read maps or do you hear directions verbally? What transportation do you prefer to use regularly? How did you accept the fact that you can't drive? How do you make a backup plan? How do you decide whether it is safe to accept a ride from someone? How do you decide whether to take the shorter route or whether to save money
and take the longer route?
Slide 18: What are Your Taxi Experiences?Video
Slide 20: What a 12th Grader Can Offer a Driver in Exchange for a Ride
I could tutor a sibling in Spanish or French in exchange for transportation. I could help someone with their music. I could pay them cash. I could treat them to a meal at a restaurant. I could throw a party, and I could invite my driver to the party. I could save them a trip by hiring an occasional taxi to take me from one point to
another. I could do some chores around their house for them.
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Figure 20 Teen and adult sitting next to each other.
Figure 21 Picture of 3 adults and 3 teens
Figure 22 Picture of 2 teens, one with a notetaker and one with paper on her lap.
Slide 21: Hiring a Driver: One Group’s Experience at InterviewingBefore the Interviews
Figure 23 Village Inn logo: Let’s go for breakfast on Tuesday at 9:00
Budgeted $6 an hour Agreed to pay a driver for a minimum of 3 hours Determined the driver would need to assist with sighted guide and reading the
menu Developed a list of questions to ask all interviewees Role played the interview Put up fliers on campus
Slide 21: Part of the Interview with One of the Three Candidatesvideo
Slide 22: What Are Mark’s Qualifications?
Figure 24 Mark and 2 sutdents, one using a notetaker.
He has many years of driving experience. He has a 2000 Suburban with plenty of room for passengers and a wheelchair. He has had one traffic ticket in the last 3 years because he has a “lead foot.” He works weekdays from 5:00 a.m. to 1:00 p.m.
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Slide 23: Joe: Doesn't Miss an Opportunity
Figure 25 Woman and Joe who is using his notetaker
He is a sophomore at a rural high school 1 hour+ from Tucson. He attended a NFB Summer Program in Denver previous year. He is the only student with visual impairment in his high school. Student teacher had been using the Finding Wheels curriculum. He conducted 2 other interviews via phone after this interview.
Slide 24: Learning About Hiring a Driver from a NondriverVideo
Slide 25: Options for Student who will not Travel Independently
Figure 26 Band drumline
Figure 27 Student with cane outdoors pointing towards car.
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Slide 26: Preparing to travel a Route from Home to McDonald’sIt's important to say, "1/4 mile on South Street and then turn left at the Texaco gas station."
Slide 27: Let’s Go Bowling!!!!
Figure 31 Paratransit van
Figure 32 Bowling pins and bowling ball graphic
Figure 33 Bus
Figure 34 ASDB Van 2
Slide 28: What Option is Most Efficient?video
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Figure 29 Student brailling on PerkinsFigure 28 Student reading what he has brailled.
Figure 30 McDonald's logo
Figure 36 Yellow cab
Slide 29: Low Vision Nondrivers Using Optical Aids
Figure 35 Student using monocular as O&M instructor and another student look on.
Slide 30: Brining It into Focus for Low Vision Drivers
Figure 36 blurry traffic signal
Figure 37 blurry work cones and work vehicle on road
Figure 38 blurry highway signs
Figure 39 blurry image of child running out in front of a moving car
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Slide 31: The First Step: Clinical Low Vision Evaluation “Clinical low vision evaluations should be recommended for all individuals with a visual
impairment regardless of their ages or the severity of their additional disabilities.” (Wilkinson, 2010, Foundations for Low Vision, p. 240)
“The optimum combination of optical, electronic, and nonoptical devices depends on the visual tasks a person wishes to perform, the person’s visual capabilities, and his or her attitude toward both devices and visual disability.”
Wilkinson, 2010, Foundations for Low Vision, p. 270)
Slide 32: Sacks & Rosenblum Found…
Figure 40 Teen with monocular
32 teens had a CLVE 18 teens used optical aids 25 teens were shown optical aids By a TVI (n=7) By a COMS (n=3) By an eye care specialist (n=9) By multiple individuals (n=6)
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Slide 33: Use of Magnification for Near Tasks Motivation Functionality Storage of device(s) Uses during actual travel
o Review scheduleso Read directions
Use at destinationso Shoppingo Restaurantso Museum displays
Figure 41 een using hand held vdie magnifier to look at greeting card in store.
Figure 42 Teen using handheld magnifier to look at rock sample.
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Slide 34: Telescopes The stronger the degree of magnification (e.g., power) the smaller the field. It is more difficult to view a moving object than a stationary one.
Figure 43 Teen using monocular to look at menu board on wall of smoothy shop.
Slide 35: Megan’s O&M Lessonvideo
Slide 36:Video
Slide 37: Bioptic Telescopic Systems Telescopes mounted into prescription lenses. Telescopes mounted above or below the individual’s direct line of sight. Users spot with the telescope and when driving primarily use the carrier lens.
Figure 44 Highway sign to normal driver
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Figure 45 Simulated 5-degree filed view with 3X Galliean bioptic.
Figure 46 Simulated 12-degree
Slide 38: Considerations Work with eye care specialists to identify the appropriate aid(s). COMS and TVIs DO NOT prescribe! Start early!!! Give individuals functional reasons to use aids. Teach skills including focusing, spotting, scanning, and tracking. Provide opportunities to use optical aids in many environments to promote generalization. Make it fun (even for adults) to use optical aids. Introduce role models who use aids.
Slide 39: What’s the Connection Between Nondriving and Social Skills?
Figure 44 A young woman in a wheelchair uses a lift to enter a city bus.
Figure 45 Three girls travel in a line. The one in the middle uses a cane and holds the hand of a younger girl traveling with her.
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Slide 40: What Does this Commercial Say Socially?
Figure 46 Two emojis: thumbs up or thumbs down.
Slide 41:video
Slide 42: Checking in with Joevideo
Slide 43: Interacting with the Public & Safety…It’s a Balancevideo
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Slide 44: Learning from Other NondriversHow much do I tip a taxi driver? Where do you meet a taxi? Where are some safe places to be dropped off at night? How do you get a taxi at the airport? What do you do if your taxi isn’t there at the ordered time?
Figure 47 Dr. Rosenblum and teen using comptuer sitting in a restaurant.
Figure 48 Teen opening door of taxi.
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Slide 45: Working with Drivers: Social Skills on Overtime! Where to advertise? How to interview? What to pay the driver? Who pays for gas? Whose car do you use? Who plans the route? What does the driver do when a destination is reached? If it is a long period of time what do you do about meals? How do you “fire” a driver?
Figure 49 Cartoon drawing of a cab and driver with the caption "Wanted" above it.
Slide 46: Moving Towards Adulthood: Transition
Figure 50 Woman with dog guide.
Figure 51 man going down an escalator with a cane.
Figure 52 Woman and young girl travel in a department store; the woman has a cane and holds the hand of the child.
Slide 47: Sandy, A COMS, Shares Her Thoughts on Transitionvideo
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Slide 48: A Few Thoughts on Teens Transitioning to Adulthood Look at the skills and tasks needed in the next environment. Plan experiences that build on previous skills and incorporate new ones. Ensure strong communication between the teen, the family, and the COMS and TVI.
Figure 53 Teen with cane nearing door of business
Figure 54 Teen using ATM
Slide: 49: Maureen Shares What She is Learning as She Transitionsvideo
Slide 50: Recommendations Help youth develop a concise disability statement and ways to respond to questions. Work to minimize and replace stereotypical and/or inappropriate behaviors. Don’t answer for the adolescent, get the person in the community to redirect the
question/comment to the person with a visual impairment. Role play beginning at an early age. Introduce nondrivers to other nondrivers, including those who don’t drive for different
reasons.
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Slide 51: Technology and Nondrivers
Figure 55 Teen on cell phone
Figure 56 Uber screenshot
Slide 52: Strategies Youth Can Use to be Safe Give out the minimal amount of information. Check before entering any vehicle or public transit. Select pickup locations in public areas. Text/email information to a trusted person. Follow the driver with a map and let him/her know you know where you are at by making
comments, "Looks like Congress Street is coming up in about a quarter mile."
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Slide 53: Use Your Tools Smartphone Tablet Apps Portable Bluetooth keyboard Bluetooth ear piece Portable notetaker GPS System (e.g., Trekker Breeze) Extra battery/charger Low vision aids
Figure 57 Student using the Garmin Oregon 450 GPS device.
Figure 58 Young female student using a Trekker Breeze GPS device.
Slide 54:
Figure 59 Cartoon of a little boy with an elaborate "thinking cap"
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Reference List for Nondriving
Compiled by L. Penny RosenblumMarch 2018
CHILDREN
Rosenblum, L. P., & Corn, A. L. (2003). Families promoting travel skills for their children with visual impairments: It’s never too early to start.RE:view, 34, 175-180.
Corn, A.L., & Rosenblum, L.P. (2002). Strategies to promote travel independence for future nondrivers who have visual independence. Awareness, Special Issue, 46-47. Journal of the National Association of Parents of Children with Visual Impairments.ADOLESCENTS AND YOUNG ADULTSCorn, A. L., & Rosenblum, L. P. (2000). Finding wheels: A curriculum for non-drivers with visual impairments to gain control of their transportation needs. Austin, TX: PRO-ED. (www.proedinc.com )
Sacks, S. Z. & Rosenblum, L. P. (2006). Adolescents with low vision: Perceptions of driving and nondriving. Journal of Visual Impairment & Blindness, 100(4), 212-222.
WORKING AGE ADULTSCorn, A .L. & Sacks, S. (1994). The impact of nondriving on adults with visual impairments. Journal of Visual Impairment & Blindness, 88, 53-68.
Corn, A. L. (1990). The challenge of mass transit. In M. M. Usland, W. R. Peck, W. R. Wiener, & A. Stern (Eds.), Access to mass transit for blind and visually impaired travelers (pp. 13-18). New York: American Foundation for the Blind.
Rosenblum, L. P., Hong, S., & Harris, B. (2009). Experiences of parents with visual impairments who are raising children. Journal of Visual Impairment & Blindness, 103(2), 81-92.
OLDER ADULTSRosenblum, L. P., & Corn, A. L. (2002). Transportation experiences of adults age 60 and older who have become non-drivers due to a visualimpairment: Part I. Journal of Visual Impairment & Blindness, 96,389-398.
Corn, A. L., & Rosenblum, L. P. (2002). Transportation experiences of adults age 60 and older who have become non-drivers due to a visualimpairment: Part II. Journal of Visual Impairment & Blindness, 96,485-500.
Rosenblum, L. P., & Corn, A. L. (2002). Transportation experiences of adults age 60 and older who have become non-drivers due to a visual impairment: Part III. Journal of Visual Impairment & Blindness, 96,701-710.
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Rosenblum, L. P., Terlau, T. & Rucker, E. (2007). Reclaiming Independence: Staying in the Driver’s Seat When You No Longer Drive. Louisville, KY: American Printing House for the Blind.(video/DVD & resource guide)
Rosenblum, L. P. (2004). Going Places. Distance education course. (Available from The Hadley School for the Blind, 700 Elm Street, Winnetka, Illinois 60093).
LOW VISION DRIVINGHuss C. & Corn. A. (2004). Low vision driving with bioptics: An overview. Journal of Visual Impairment & Blindness, 98(10), 641-653.
Peli, E. & Peli, D. (2002). Driving with confidence: A practical guide to driving with low vision. River Edge, NJ: World Scientific.
MULTI MEDIA RESOURCESPhillips, C. Global Positioning Systems and the Traveler with a Visual Impairment. Perkins eLearning. http://www.perkinselearning.org/videos/webinar/global-positioning-systems-and-traveler-visual-impairment
Rosenblum, L. P. Nondriving strategies for preparing youth who are visually impaired. Perkins eLearning. http://www.perkinselearning.org/videos/webcast/nondriving-strategies-preparing-children-and-youth
Rosenblum, L. P. & Duarte, B. (2013). The keys to successful nondriving. Seminar@Hadley, Winnetka, IL: Hadley School for the Blind. http://www.hadley.edu/seminarsAtHadley.asp
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Texas School for the Blind & Visually ImpairedOutreach Programs
Figure 60 TSBVI logo
Figure 2 IDEAs that Work logo and US Dept. of Education OSEP disclaimer
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