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.
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