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Being a Thinking Mover!

Being a Thinking Mover!. O&M is about. Encouraging the student to WANT to move WANT to engage WANT to master his body and world. WANT to do it on their own In a safe and efficient way!. Successful O&M. Is when the desire to move comes from the student.

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Being a Thinking Mover!

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  1. Being a Thinking Mover!

  2. O&M is about Being a thinking mover! • Encouraging the student to • WANT to move • WANT to engage • WANT to master his body and world. • WANT to do it on their own • In a safe and efficient way!

  3. Successful O&M • Is when the desire to move comes from the student. • Is not overly dependent on others to make it happen. Being a thinking mover!

  4. It’s about CONTROL • Of self: I have learned how and that I can move my body well to get where I want. Being a thinking mover!

  5. CONTROL • Of the world around me(I have learned and understand it and can get to where I want to easily by problem-solving and feeling confident about it). Being a thinking mover!

  6. Two ways we can give back control Being a thinking mover! We can use the same strategies to support the student’s travel: guiding and independent travel. Advocating for adding contrast and dealing with hazards.

  7. Using the same strategies Guiding and independent travel on campus Being a thinking mover!

  8. Guiding and supporting interaction • Approach: saying your name and offering to assist, taking time. • Contact: offering your hand is a socially acceptable and known method. The student then knows where you are without ‘groping’. Being a thinking mover!

  9. The yoke grip or other adapted grips Being a thinking mover!

  10. Other techniques Steps Narrow space Contacting objects Being a thinking mover!

  11. Encouraging connection with the world Being a thinking mover! Hand under hand if needed or Tap the ‘visual target’

  12. Feeling in control on campus: supporting independence Being a thinking mover! Use maps – make them together if possible. Simplify, make them bigger and use them together so the student relies on the map not the teacher! Point out large, bright, unique things in the environment. Point out hazards and ask for the addition of bright paint around them or on the edges of steps.

  13. Standard ‘handout’ campus maps can be easier to read if made large print and simplified Being a thinking mover!

  14. Advocating for change and letting the student know about hazards Would you try running around and having fun if there is nothing to warn you about obstacles and steps? Being a thinking mover!

  15. These are good examples of how some schools have highlighted hazards It makes a big difference! Being a thinking mover!

  16. Remember, every person with vision impairment has different abilities when it comes to travel. Being a thinking mover!

  17. Keeping in mind the problem-solving approach we can also give a sense of control in PE Being a thinking mover! Take time: familiarisation with equipment and landmarks Use clear directions Use colour and contrast Use tactile mats Ensure the student has sunglasses/hat if needed Slow the game down

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