Acknowledgments |
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vii | |
Contributors |
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ix | |
In Memoriam |
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xiii | |
Introduction |
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xv | |
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Chapter 1 Perceiving to Move and Moving to Perceive: Control of Locomotion by Students with Vision Loss |
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3 | (42) |
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Chapter 2 Establishing and Maintaining Orientation for Mobility |
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45 | (18) |
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Chapter 3 Low Vision for Orientation and Mobility |
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63 | (21) |
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Chapter 4 Audition for Students with Vision Loss |
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84 | (54) |
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Chapter 5 Kinesiology and Sensorimotor Functioning for Students with Vision Loss |
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138 | (35) |
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Chapter 6 Psychosocial Dimensions of Orientation and Mobility |
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173 | (38) |
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Chapter 7 Learning Theories and Teaching Methodologies for Orientation and Mobility |
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211 | (30) |
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PART TWO Mobility Systems and Adaptations |
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Chapter 8 Adaptive Technology for Orientation and Mobility |
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241 | (36) |
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Chapter 9 Dog Guides for Orientation and Mobility |
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277 | (19) |
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Chapter 10 Orientation Aids for Students with Vision Loss |
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296 | (28) |
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Chapter 11 Environmental Accessibility for Students with Vision Loss |
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324 | (65) |
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PART THREE The Profession of Orientation and Mobility and Its Development |
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Chapter 12 Administration, Assessment, and Program Planning for Orientation and Mobility Services |
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389 | (45) |
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Chapter 13 The Originators of Orientation and Mobility Training |
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434 | (52) |
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Chapter 14 The History and Progression of the Profession of Orientation and Mobility |
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486 | (47) |
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Chapter 15 The Development of the Profession of Orientation and Mobility around the World |
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533 | (36) |
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Chapter 16 Research and the Orientation and Mobility Specialist |
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569 | (28) |
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597 | (51) |
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A Code of Ethics for Orientation and Mobility Specialists |
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648 | (4) |
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B Clinical Practice Competencies for Orientation and Mobility |
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652 | (5) |
Glossary |
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657 | (22) |
Resources |
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679 | (8) |
Index |
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687 | |