Systematic Review Teaching Strategies and Mobility Orientation Skills For the Visually Impaired
DOI:
https://doi.org/10.46799/adv.v4i8.587Keywords:
orientation and mobility, blindness, non-visual skills, task-based training, haptic technologyAbstract
Orientation and mobility skills enable individuals with visual impairments to travel safely and independently. However, conventional instruction may not adequately address diverse learner needs or incorporate emerging assistive technologies. This study aimed to review teaching strategies, nonvisual skills, accommodations, and technologies used in orientation and mobility training and to identify their effectiveness, challenges, and development opportunities. A systematic literature review was conducted using articles retrieved from Sage, Taylor & Francis, and Google Scholar. Studies were screened based on titles and abstracts according to predefined inclusion criteria, assessed for methodological quality, and examined through data extraction and thematic synthesis. Six studies were included. The findings showed that Structured Discovery Cane Travel, immersion training, role modeling, open communication, guided-touch demonstrations, and problem-solving activities supported practical skill development and learner confidence. Haptic and audio-based applications, as well as three-dimensional tactile maps, improved environmental understanding, cognitive-map formation, landmark recognition, and independent navigation. Combining tactile and auditory information was generally more effective than verbal explanations alone. Nevertheless, several technology-focused studies used small sample sizes, which limited the generalizability of their findings. In conclusion, effective orientation and mobility instruction requires adaptive and collaborative strategies that integrate nonvisual teaching methods with accessible technologies, while larger and more diverse studies are needed to confirm their effectiveness
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