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Describes the unique aspects of mobility training and the effects they have on travel in particular and rehabilitation in general. Discusses future options for the profession, and need to expand populations served.

Comprehensive review of almost all literature in past 25 years on group therapy with the visually impaired. Discusses uses of groups with different age groups, for adjustment and for relief of stress. Describes in detail several specific approaches to groups of the visually impaired and discusses some of the problems such as extreme diversity of groups, lack of means of measurement of change and identifies issues that need research.

The history, development, and role of a Code of Ethics for the profession of orientation and mobility for the visually impaired is discussed. The value of such a code for the profession itself, for the client, for the community, for administrators, is pointed out. Dissemination of, and dialogue about, the Code is urged.

This survey of the current status of the specialized field of orientation and mobility instruction—based on 317 questionnaires returned by the administrators of agencies and schools serving blind persons, day-school programs, hospitals, and residential schools for other handicapped persons—collected data on the number of specialists employed, the present and future need for specialists, desired level of training, starting salaries, and other duties. The authors conclude that because of the current and expected levels of employment in this field and the recruitment preferences of administrators, university-level training of orientation and mobility specialists should be expanded.

Auditory maps, recorded on cassette tapes, can be used to provide a visually handicapped person who is fully trained in the use of long-cane or dog-guide mobility skills with a verbal description to orient him to a specific travel area (district map) or step-by-step instructions to guide him to a particular objective (route map). It is suggested that the information included on such maps can best be prepared by an orientation and mobility specialist and that the content of the map can be best expressed using one or more of the following orientation reference systems: ego-centric, topo-centric, cartographic, and polar-centric. Suggestions are made for the use of specific mobility techniques and recordings of particular sound cues that might be encountered. Sample scripts for auditory district and route maps are included. The relative merits of auditory vs. other types of maps are fully discussed, as are the wide variety of potential uses of such recorded travel aids.

Intro -- Cover Page -- Title Page -- Copyright Page -- Contents -- Acknowledgments -- Contributors -- In Memoriam -- Introduction -- Part 1 Human Systems -- Chapter 1 Perceiving to Move and Moving to Perceive: Control of Locomotion by Students with Vision Loss -- Chapter 2 Establishing and Maintaining Orientation for Mobility -- Chapter 3 Low Vision for Orientation and Mobility -- Chapter 4 Audition for Students with Vision Loss -- Chapter 5 Kinesiology and Sensorimotor Functioning for Students with Vision Loss -- Chapter 6 Psychosocial Dimensions of Orientation and Mobility -- Chapter 7 Learning Theories and Teaching Methodologies for Orientation and Mobility -- Part 2 Mobility Systems and Adaptations -- Chapter 8 Adaptive Technology for Orientation and Mobility -- Chapter 9 Dog Guides for Orientation and Mobility -- Chapter 10 Orientation Aids for Students with Vision Loss -- Chapter 11 Environmental Accessibility for Students with Vision Loss -- Part Three The Profession of Orientation and Mobility and Its Development -- Chapter 12 Administration, Assessment, and Program Planning for Orientation and Mobility Ser vices -- Chapter 13 The Originators of Orientation and Mobility Training -- Chapter 14 The History and Progression of the Profession of Orientation and Mobility -- Chapter 15 The Development of the Profession of Orientation and Mobility -- Chapter 16 Research and the Orientation and Mobility Specialist -- References -- APPENDIXES -- A: Code of Ethics for Orientation and Mobility Specialists -- B: Clinical Practice Competencies for Orientation and Mobility -- Glossary -- Resources -- Index -- Narrative Descriptions -- Back Cover

This article discusses the development of self-report functional outcomes instruments in two years of a three-year large-scale national research project on the rehabilitation of adults with visual impairments. It describes the history of the effort, the process involved, and the methods used in establishing the instruments' reliability, validity, and responsivity and the results of intermediate analyses of the data.