International Journal of Academic Research in Education and Review
 

International Journal of Academic Research in Education and Review

Vol. 5(3), pp. 95-100. June, 2017.

ISSN: 2360-7866

DOI: 10.14662/IJARER2017.016

Full Length Research

Orientation and Mobility Programmes for Students With Visual Impairmement: Implication For Inclusive Education

¹YAKUBU, A. F., ²BODANG, J. R. &³AMWE, R. A

¹Prof., Department of Special Education and Rehabilitation Sciences, Faculty of Education, University of Jos

²Senior Lecturer, Department of Special Education and Rehabilitation Sciences, Faculty of Education, University of Jos

³ Lecturer II, Department of Special Education and Rehabilitation Sciences, Faculty of Education, University of Jos

E-mail: ¹yakubua2010@yahoo.com,  ²bworot@yahoo.com,  ³amweracheal44@gmail.com

Accepted 29 June 2017

This paper examined orientation and mobility programmes for students with visual impairment and its implication for inclusive education. The concepts of orientation and mobility were conceptualized to serve as a basis for this discussion. Similarly, orientation and mobility programmes for students with visual impairment and inclusive classroom were discussed. The content of a typical orientation and mobility programme in Nigeria was highlighted. In addition the benefits of orientation and mobility programmes for students with visual impairment were also outlined. It was however recommended that teachers, parents as well as school administrators should understand the benefits of orientation and mobility programmes for students with visual impairment in order to enable them become aware of their surroundings promote safe and independent movement as well as ensure full inclusive community participation.

Keywords: Orientation and Mobility (O&M), Visual Impairment, Curriculum, Inclusive Education, Programme.
 

Cite This Article As: YAKUBU AF, BODANG JR, AMWE RA (2017). Orientation and Mobility Programmes for Students With Visual Impairmement: Implication For Inclusive Education. Inter. J. Acad. Res. Educ. Rev. 5(3): 95-100
 

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