A critical literature analysis of the Orientation and Mobility paradigm. (September 2021)

• Record Type: Journal Article
• Authors: Blake, Katrina
• Is Part Of: British journal of visual impairment. Volume 39:Number 3(2021)
• Page Start: 231
• Page End: 238
• Publication Date: 2021-09
• Subjects: Literature analysis -- Orientation and Mobility -- paradigm -- transformation -- visual impairment; People with visual disabilities -- Periodicals; Blind -- Periodicals; Vision disorders -- Periodicals; Blindness -- Periodicals; People with visual disabilities -- Services for -- Great Britain -- Periodicals; Blind -- Services for -- Great Britain -- Periodicals; 362.4105
• DOI: 10.1177/0264619620920901
• Languages: English
• ISSNs: 0264-6196

Abstract

Orientation and Mobility is a specialist field of knowledge, skills, and understandings specific to people with visual impairment. Blending traditional and developmental disability-specific eruditions, Orientation and Mobility focuses on the sensory, spatial, perceptual, and environmental concepts and skills for people with visual impairment. Linked to well-being, social participation, employment, and self-determination, Orientation and Mobility, therefore, is the cornerstone of equity and access for people with visual impairment. Despite this, there is little explicit discussion about the dominant discourses prevalent within the professional field of Orientation and Mobility. Drawing on theories of paradigms and grand narratives, a critical review of the dominant discourse on Orientation and Mobility learning and teaching was undertaken. The aim of this critical literature review was to identify 'if and how' the privileging of important intellectual traditions guides the professional field of Orientation and Mobility. Results confirmed that there is a consistent philosophical world view underlying much of the activity in Orientation and Mobility research. This paradigm of Orientation and Mobility professional attitudes, perspectives, and interests impedes a shared commitment to studying and improving the fundamentals of Orientation and Mobility learning and teaching. An important finding of this review was the effect that gaps in research and literature have on the future profession and perception of Orientation and Mobility. Alternative discourses to the traditional Orientation and Mobility learning and teaching are considered and discussed in terms of the longevity and growth of the Orientation and Mobility professional field.