Mobility training for the older blind: a common sense approach - Orientation and Mobility for Blind People

American Rehabilitation, Autumn-Winter, 1997 by L. James Witte

Common sense and creativity are the keys to teaching mobility to older individuals who are blind. The instructor must first be aware of two caveats, though. When teaching this skill to anyone who is blind, the teacher is often tempted to categorize that person and then to predetermine the type of training that will be offered based on such characteristics as age, physical condition, and mental capacity. In the past, specialized approaches have been developed for groups like children, the elderly, the diabetic, the traumatic brain injured, and the hearing impaired. But the experienced practitioner soon comes to understand that each person, both regardless and because of his unique combination of characteristics, does not fit into any of these specialized categories. There are blind persons in their seventies who are as independently mobile as anyone can be, and there are young persons who have great problems in mobility because of loss of balance, hearing, or tactile deficiencies. Therefore, the instructor must not look to specialized programs for the solutions to any given individual's problems in developing independent mobility skills but should be observant and creative in dealing with the factors that will impact on how well a particular individual may develop those skills. The incidence of additional disabling conditions within the older blind population is generally greater than among other groups, but this factor should only stimulate the teacher's ingenuity more and not cause that teacher to look for a special mobility program for this group.

The second caveat for the teacher to bear in mind is that much of the skill of independent mobility for blind persons of any age is self-taught. If the student is to teach him-/herself, the teacher must then serve as an observer, a suggester, and a motivator, giving the student the necessary leeway to explore and experiment on his or her own so that the student can reach the highest skill level possible. A student who is not allowed to do so will be tempted to restrict him-/herself unnecessarily when no longer under the watchful eye of his/her instructor.

This discussion is focused on the long cane method of mobility instruction. Both the use of the guide dog and the use of electronic devices are very specialized areas that would require separate treatment. Mobility instructors must familiarize themselves, however, with these areas so that they can provide their students with meaningful information about them. This is particularly true of electronic mobility aids, an area where there are likely to be more technological advances. As such developments occur, more blind people will become interested in receiving training with such devices and mobility instructors must be in a position to provide or to help them find this training.

Many types of long canes are available. The teacher needs to point out the advantages and disadvantages of each, mindful that the student may try out several before finding a favorite. The teacher must keep in mind, though, that a white cane may be the last thing a newly blinded person of any age wants. To most people the white cane symbolizes all the unfortunate misconceptions many hold about blindness, which is why many blind persons try to hide the cane or get along without it as long as possible. This situation can be especially true for a newly blinded older person, who may be resistant to learning new skills and whose negative notions about blindness are deep seated. As encouragement, the teacher may have to point out that the cane is not just a useful tool but also a positive symbol of the fact that a blind person can be independent and mobile in an efficient and safe manner. If the teacher helps the student adjust to having a cane, that student will be more likely to use it properly and with self-confidence.