Room 2 - Curriculum Room (Section 4 of 8)
Section 4 - Travel skills
Description of travel skills
The development of travel skills, in their broadest sense, is a key part of the mobility and independence curriculum. The ability to travel relies upon many skills, some of which have been identified as ‘early and foundation mobility and independence’ skills (in terms of understanding of space, moving through it, as well as social aspects of travel). This section of the curriculum focuses upon more advanced skills including mobility techniques (such as cane technique, avoiding hazards and recognising landmarks) and orientation concepts (such as understanding routes and making use of maps). When people talk about ‘mobility training’ or ‘orientation and mobility’ (O&M), they are often r
A list of key skills
In our research we spoke to many professionals involved in working with visually impaired children. Here we present a list of some of the key travel which they felt were important. This list is a useful start, though it does not necessarily cover everything.
List: Advanced mobility and independence – travel skills
- Cane skills / technique, cane choice
- Landmarks
- Various common hazards / furniture – stairs, escalators, rotating doors, gates
- Various common cues – hedges, trees, etc.
Routes:
- Home area, school area.
- Particular routes relevant to child
- Getting to and from school (especially at transition)
- Going to the shops
- Work experience placements
- Routes around the school campus / grounds
- To and from taxi points
- Road safety, outdoor crossings, sounds of traffic
- Public transport
- The use of maps – tactile, high contrast, and models
- Using Low Vision Aids enroute
- Experience of a variety of different environments
- Give children experience of urban travel even if it is not part of their usual experience (e.g. escalators, public transport)
- ‘Transferability of skills’ and ‘problem solving’
As with all parts of the M&I curriculum, this overlaps with other curriculum areas, and work carried out by other professionals. In the case of travel skills the following may be useful:
- Physical education curriculum
- Geography
- Low Vision Team
Good practice: Some examples of ‘travel skill’ activities
The following are examples of good practice carried out by services that were identified in the research project:
When the mobility and independence educator takes on the role of personal tutor/instructor one-to-one with the child, sessions might include the introduction of teaching a child a route to the local shops, teaching a route around the school, routes around the child’s home. VARIOUS SOURCES
Since there isn’t a full range of mobility experiences in the geographical area in which he works, the rehabilitation officer takes children to a nearby city to experience them – for example, escalators, trains, and bus depots. CORNWALL
Children are taught outdoor crossings when in year 5 (9-10 years old) as by this age many can learn to judge the speed of traffic. With older children, travel skills covered include wider route learning and public transport to enable inclusion in social life, for example routes to the library, sports centre, work experience and other local facilities as independence is key. MISE
Activity 5
Think about a variety of children you know. Try to think about all the routes they might take in a given day – try to think abut children young and old, and routes indoors and outdoors. Now think about visually impaired children (these might be blind or partially sighted). Consider the challenges for them negotiating such routes. Write down some of the key factors.
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