Parents and Canes

I have been considering an issue that recently came to my attention. First I want to say that I come from a consumer perspective when discussing education of blind children and parenting of blind children. I was a founding member of the National Organization of Parents of Blind Children in 1983. I have been a part of the organized blind movement since 1970. As a student of history I look at many issues with the past practices in mind. This helps me to analyze where I want to go after understanding where I have come from.

I recently heard a statement, which I paraphrase as “parents should not get a cane for their young child because it gives them a license.” I have frequently heard from Orientation and Mobility professionals that it is unwise for parents to be the first to introduce their young blind children to a white cane. Over the past 28 years I have heard parents express frustration at the lack of good mobility services available for their children. I hear expressions of frustration at lack of positive attitudes their children are exposed to about blindness. Parents tell stories of having been given a cane then having the mobility professional tell them that their child cannot use that cane.

The reasoning I have heard from some professionals is that the use of a white cane is a technical and highly specialized skill; that it is hard to unlearn bad habits in the use of the cane; that if a person is given a cane they have a false sense of invulnerability. Only a mobility specialist has the background to instruct children and adults in the skills for safe and efficient travel.

Movement is a primal urge for all humans. Parents are facilitating movement of their children from the first moments of life. Mobility is about movement first and foremost. Blind children begin to use the necessary components for efficient travel when they first hear their mother’s voice. When the parent is touching and cuddling their baby. When the baby is put into a pack on the parent’s back or front the baby is moving in concert with their parent. The parent is the primary motivator for rolling, crawling and walking. As a result, in a very real sense, the blind baby’s mother and father are her first mobility instructors. Whether an educational professional has seen this child or not the child is moving. As their child continues to progress from passive movement to self-monitoring active movement the child needs to be given the tools to proceed through the natural progression all children achieve.

History shows that the cane was not introduced to high school age students until the 1960’s. Canes were not introduced to elementary age students until the 1980’s. One of the first tasks the newly formed National Organization of Parents of Blind Children did was have manufactured and distributed canes that were specifically designed for children. This was the first cane that parents came into contact with that fit the needs of young children. Even today most canes called “Kiddie Canes” are just cut down versions of an adult cane. No effort is made to have a handle, which fits the small hands of a child or have a weight to length ratio, which allows for effective handling. The use of canes by students prior to school age was not even thought possible until the 1990’s. This still remains controversial. Most mobility specialists are still trained using an adult model. The refined skills we are taught to use in traveling with a cane are wholly inappropriate for young children. For young children their fine and large motor development is immature. Yet, very few university trained mobility specialists are trained in the natural progression of motor development of all children. So, the question begs how can we properly introduce a skill to a young blind children when we ourselves do not know what would be developmentally appropriate. The parents have a better understanding of these issues because they are observing and participating in the development of their children.

Blind children are already moving. By not providing them with an essential tool they will use their entire life we deny them positive experiences with movement and instead instill fear. In Independent Movement and Travel in Blind Children, Joe Cutter states that the “cane will be the most valuable tool for blind children to move, explore and travel. It is an extension of their sense of touch that puts them in contact with the world around them.” The cane is the only practical tool, which allows the blind child to preview and explore the environment before putting forth their body. By not allowing the blind child to preview where they are moving they have negative experiences of bumping and tripping which does not teach skills of independence but fear of what is out there.

It is unfortunate that many times the last professional brought onto the early intervention team is an orientation and mobility specialist. There are many reasons why this is the case. Mobility specialists are even more scarce than teachers of the blind. Not all mobility specialists feel comfortable working with babies or very young blind children. There still exists among educational specialists the idea that the need for an orientation and mobility specialist only begins when the child is walking or venturing out on their own. This is so far from the truth. The basic components of moving in a typical, developmental progression, is impacted when movement happens using non-visual input. Mobility specialists in work with the blind can help families and other professionals to promote typical movement using non-visual experiences. As a member of the early intervention team I view my role as primarily resource and consultative. The family plays an essential role in promoting movement. I work extensively with other therapists, occupational therapist and physical therapist, in providing intervention services. I promote the use of the “teaching cane”. The first experience a blind baby may have with a cane will be holding the cane while being held or holding onto the cane while an adult is using the cane to get the feel of what is out there.

Research has shown that when children are restricted, such as in the Romanian orphanages, of the 1980’s, learning and cognitive development is impacted. Blind children learn about their world by exploring and experiencing. Any way we as professionals can promote a positive note to parents and our peers that blind children deserve all of the tools necessary for progressing through life as their sighted peers is an ethical imperative.

Preparing for the Future

I have recently come across a number of mobility students who have prompted me to think about what my obligation is to the future independence of these students. Many times as mobility instructors we come across students who have not had a great need for intensive training but will, due to the nature of their eye condition, have a need in the future. As educators I believe that our goal is to prepare students for a successful and fulfilling adult life. That is why we teach reading, writing and other subjects which will allow students to continue to be lifelong learners. As many of us know independence is a situational concept. The achievement of independence is an ongoing process. Each step that is taken to the goal of being independent is based on the current situation and needs of that individual.

Some blind people can function as a sighted person with efficiency and safety in many areas of their life. These same blind people must also function as a blind person in substantial areas of their life. Dr. Kenneth Jernigan, in A Definition of Blindness, very clearly states that “An individual may properly be said to be ‘blind’ or a ‘blind person’ when he has to devise so many alternative techniques--that is, if he is to function efficiently--that his pattern of daily living is substantially altered”. He continues to state “blindness can best be defined not physically or medically but functionally or sociologically”. Let us consider a high school student who is night blind. This student has a condition which makes the use of vision not viable in low lighting conditions. Yet, this student during the day functions well and is able tp use vision effectively in daily activities. The question is whether this person can be considered to be blind. Here in the Pacific Northwest this question is very important. This student will encounter darkness during the winter from approximately 6:00 in the evening to 8:00 or 9:00 in the morning. Due to overcast weather interior areas need to be lit a good part of the day. So buildings will have darkened areas if they are not lighted. This individual will not be able to use vision to travel to and from school. Social activities will be greatly limited. In the area of orientation and mobility this situation is more serious than in the classroom. When a person is traveling the environment cannot be controlled. In the classroom lights can be depended on. The student can have preferred seating for distance viewing. Reading materials can be provided in the way the student can best use them. While participating in other areas of their lives, these individuals will not be able to control any of these factors.

Another issue can be that some individuals have an unknown prognosis. Many eye conditions which may impact an individual’s life may not be apparent until they reach adolescence or adulthood. Again, as an educator I must factor in the changes which will impact my student’s future needs. As educators we have an obligation to equip our students with all of the tools necessary to be successful. This may mean that I will teach skills which may not be needed today but will be needed in the future. My experience and acquaintance with a large number of blind adults has given me an insight into these needs.

I have found that students are grateful to have an educator acknowledge that as they move towards adulthood they want to be prepared. Many times these young adults have not had anyone to work through these concerns. Blind young adults and adolescents want to talk about the future. They want to process the changes that are taking place. They want to expand their opportunities. Many of them have limited their lives because of the situations where vision does not work well for them. They are beginning to think about when they are on their own what will they do about the unexpected situations which they will have to deal with. Many are frustrated with the limitations they have put upon their lives due to not being able to use vision in many situations. When I ask, “what do you do after school”, many times I hear that they just like to stay at home, they do not like to socialize or they do not do much in the winter because of the weather. This is not typical of an American adolescent. So I must dig to find out if this is because of a conscious choice or because of the fact that their vision is limiting their options.

So many of these students do not have contact with adults who have experienced these same issues. These students hunger for someone to talk with who have had the same experiences. I have an obligation to give my students contact information so they can problem solve and relate to one of only a few who truly understand what they are going through. Obviously, as you can see, I am affected by the needs of these students. I know that as an instructor I cannot prepare my students to meet each and every challenge. But I can give them the tools to get the support and the knowledge which will allow them to travel this path towards adulthood with support from the larger community of blind people.

Belief

I recently spent time working with a group of blind adults who were training at a center. It was a rewarding experience. I worked with a group of 5 people for 5 straight days. This kind of intensive program allows me to see progress much faster than as an itinerant who may see students once a week if I am lucky. As I was working with these students in a condensed time I pondered about what was the most important learning experience I can leave my students with. The traditional method of monitoring a student is to always be within sight of a student and to follow them throughout their route. The student is well aware that the instructor is always available if the student has difficulty. It is then up to the instructor to determine when or if they should intervene. Many times experience and knowledge of the student are the determining factors for when to intervene. However, using the Structured Discovery Method there has to be a time when the student is not directly monitored by the instructor. I have learned over the years that even with children we can offer experiences where the student is completely dependent on their own skills and problem solving ability to travel a route independently. These opportunities are essential for the student to begin to truly believe in their ability to travel independently as a blind person.
These experiences start with what may appear to be small steps. But small steps lead to the greater experience. Opportunities to use new found skills in unfamiliar environments internalize the belief in their ability to use these skills functionally. A blind person is truly independent when they can problem solve every situation using a full complement of basic skills. The traditional approach is to plan every contingency to the nth degree without experiencing the unexpected. A route may be new and unplanned but still be a successful experience. Every route cannot always be planned. Spontaneity is a part of everyday life. I clearly remember when an 8th grade student circumnavigated a city block for the first time. The look on her face, a look of utter joy, is forever imprinted on my mind.
My first step during this recent experience was to explore other areas of the building that they had not visited. They knew the basic structure of the building and could easily go to these unfamiliar areas. This task had never been suggested to them. This was the first step. It began to dawn on these students that because they could successfully complete this task more complex tasks could also be within their reach. The next step was to circumnavigate a residential block. This route was uncomplicated and very straightforward. I did not accompany them. They were amazed that I would not be behind them to monitor. By not accompanying I told them in a very concrete sense that I believed in their ability to succeed. This seemingly simple act had a profound effect on these students. I will have to admit that as an instructor who was trained under the traditional sighted approach this is not always easy for me. I am constantly checking my own belief system concerning the ability of blind people to travel independently. Each of the students who walked the block demonstrated a clear belief that it was truly possible to travel independently.
Is this truly a profound notion? No, so why is this approach not used more often. Perhaps, the instructor does not have a deep understanding of what it means to be truly independent. Demonstrating the use of repetitive skills is rote learning. Rote travel is just a mechanical use of separate skills. Independent travel is all about problem solving and belief. As mobility instructors we must always be conscious of our own belief in blind people moving throughout the community in an efficient manner.
The topic of our belief system as sighted instructors is never addressed in professional literature or in our training. How can we possibly train blind people to travel independently if we are not aware of our own biases? And yes, we all have a bias. We are a product of a society that sees blind people as dependent individuals. How can we possibly believe in blind people as independent individuals if we as mobility professionals do not work with and know a number of peers who are blind? This is the true crisis in the instruction of blind students in the area of orientation and mobility. Until we as a profession are completely on board with blind people as O&M professionals we will never truly believe that our students can be independent.
Just some musings.

Expectations

Each time I am assigned a new student I have to reconsider conventional wisdom concerning what this individual student can accomplish. I have two precepts which govern how I approach a new student. These precepts are “all students can learn” and “always expect the unexpected”. As an educator I learn more from my students than I learned in all of my training. The learning process is collaborative. My life experience and skills enable me to pass on skills and attitudes to my students. A student progresses at his own pace. It is my responsibility to allow this progress to take place and to develop a framework which will encourage learning. I must not become wedded to a prescribed learning process or sequence of instruction. Learning is spontaneous and I must take advantage of this at any time. Learning takes place across all environments and situations. I must be prepared to recognize this and to take constructive advantage of these opportunities.

Too many times the label multi-handicapped has been used to limit expectations. Blind students with additional disabilities are as varied as any other member s of society. In the area of orientation and mobility it has been said that if a student is struggling he will be a “route” traveler. The instructor limits their own creativity and intuition in finding ways for their student to be able to accomplish tasks in an unconventional way. The techniques and educational strategies may be unconventional in relation to the approaches advocated by the more traditional university training programs. However these strategies are not unconventional in relation to the philosophy and practices advocated by the National Federation of the Blind. What is important to keep in mind in working with these students is that blind multi-handicapped adults have found innovative and sound ways to accomplish tasks thought to be impossible. These adults are the experts of what can be done in challenging circumstances.

In order to have an expectation a framework needs to be in place. To work towards a goal which cannot be visualized is a difficult task. Therefore, instructors must have examples of successful blind adults in similar circumstances as their students in order to know what they must work toward. This picture can only be formed when instructors have had extensive exposure to adult blind people who are living a full and productive life. These are the real experts. Only through meetings and conventions of the National Federation of the Blind can this be accomplished. There is a myth that only the most successful and highly skilled blind people are a part of the NFB. This is false. Our membership is a cross section of society and of the thousands of blind people who live in this country. What makes members of the National Federation of the Blind different are expectations which they hold for themselves and for other blind people. Belief in the inherent ability of blind people to be self determining and to succeed on terms of equality is the benchmark we must stride towards in working with students who are blind and have additional disabilities.

Independence and the Blind Student

For about 10 years I worked as a paraeducator for blind children. I did brailling, adapting and classroom support. At the meeting of the National Organization of Parents of Blind Children I made a presentation on what I felt was needed to make a blind student as independent as possible. I probably would add or subtract ideas today but I wanted to post what I wrote at that time.

....can independence be taught to a blind child? I believe the answer is no. Independence cannot be taught. Only by providing good training in the skills that the blind child will need to compete in an essentially sighted world will the child be able to choose independence over dependence. As educators and parents we need to reflect upon our expectations. When competence and independence are expected, children will strive to meet those expectations. Even though society may give mixed messages about the blind achieving true independence, the blind person knows that to be successful in society one must live a life with meaningful choices. The basic tenet of Federation philosophy is the belief that, with equal opportunity and proper training in the alternative techniques of blindness, blind people can make good choices about the lives they lead.

We need to expose our blind children to adult blind people who can act as heroes and role models. Other blind people can help the blind child deal with the feelings that often come when one lives in a world that does not cater to the needs of blind people. Only by teaching life skills to our blind children to the same degree that we teach them to our sighted children, can we hope that they will be able to make their own life choices successfully.

Introduction

This is the inauguration of my personal blog. I have been wanting to do this for some time. I have so much I want to say about my career as an orientation and mobility instructor for blind children and adults. I am a part of a community of blind people who believe that independent travel is an essential ingredient for a fulfilling and productive life. We also believe that blind people have the capacity to travel using whatever tool they wish where they want, when they want, by whatever means they wish. This is a core belief which I bring to my teaching. I also believe that as a sighted person I must be constantly vigilant that society's belief that blind people are inherently less independent than those people with sight does not influence my interaction with my students. Hopefully, this blog will be thought provoking and instructive to those who are interested in the ability of blind people to travel the world independently.