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HOME
HISTORY
OVERVIEW
FORMS
DEFINITIONS
RESOURCES
FAQ
Phase 1
Assemble the Team
Phase 2
Review Current Settings and Activities
Favorable to Travel
Phase 3
Explore Environments and Select Travel Situations
Phase 4
Brainstorm All Possible Ways to Move To, From,
or Through an Activity
Phase 5
Travel Option
Comparison and Selection
Phase 6
List the Specific Steps of the Selected Option
Phase 7
Complete the
Discrepancy Analysis
Phase 8
Determine Supports to Address Discrepant Steps
Phase 9
Develop a Travel Plan
Phase 10
Implement the Travel Plan and Assess Progress
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DEFINITIONS
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Activity/Activities
Any event determined to be meaningful to a particular individual and performed by nondisabled chronologically age appropriate peers in natural environments
Adaptations
Any device or material used to accomplish a step, a sequence of steps, or a complete task more independently, safely, efficiently, or successfully. Adaptations are used with and by individuals with disabilities so that they can participate more actively or fully in home and community settings.
Collaborative Teams
This is team whose members share their expertise to generate ideas, and who come to consensus regarding decisions that effect a student's instructional program. These teams are usually made up from members of a student's Individual Education Program (IEP) or Individualized Program Plan (IPP) team.
Data Collection Schedule
An identified timeline for collection of data that helps guide the team to make regular reviews of decisions they have made.
Discrepancy Analysis
This is a form of assessment which takes an activity or task broken into a sequence of steps (see task analysis of a student without a disability) and uses it as a standard of comparison. The written sequence is then used to assess a particular student's ability to perform the activity or task. Discrepant steps in the sequence are those the student cannot perform independently or without help. Ideas on how to support, assist, or teach the student to complete particular steps are then generated to help the student overcome the discrepant steps and more successfully participate or complete the activity or task sequence
Environment(s)
Environments or settings are where activities take place. Environments are sometimes grouped together and referred to as a life domain. A domain represents a category of environments and activities in a person or student's daily life. A list of common domains are home, school, community, work, and recreation.
Family Inventory
This is a collection of information reported by family members about their children including preferred activities, current skills, and desired future outcomes that help give input toward the children's education.
General Environmental Inventory
This is a tool used to gather information about the types of activities that occur within a specific setting, location, or environment.
Modifications
A type of adaptation in which an alteration or adjustment is made to the way something is done. Modifications can include changing the typical sequence in which an activity is conducted, changing the way materials are presented, or changing the social environment in which an activity takes place.
Natural Supports
The use of co-workers, employers, peers and other naturally occurring
sources of assistance to aid an individual in an integrated, community-based setting.
Objectives or Benchmarks
These are one component of an Individualized Education Program and written by the IEP team to help break into specific parts what the student must demonstrate in order to accomplish the overall identified Individualized Education Program (IEP) Goal. Objectives are intended to be short-term and must include specific measurement criteria.
Occupational Therapist
A licensed health professional responsible for evaluating gross and fine motor function. An Occupational Therapist also designs and implements interventions to develop, improve or restore gross and fine motor and self-care skills. This includes designing or adapting materials, equipment, or the educational environment to meet a student's needs.
Orientation and Mobility Specialist
This specialist provides instruction to individuals with visual impairments on specific techniques, strategies, and modifications necessary to ensure safe and efficient travel in familiar and unfamiliar indoor and outdoor environments.
Partial Participation
Partial participation refers to the opportunity to participate in an activity, by an individual who may not have all the skills or abilities necessary to perform independently. Partial participation uses supports and/or adaptations at points (steps) in the activity sequence the student cannot complete without assistance
Preference Survey
This is a collection of information either reported by the student, family, or familiar team members who "stand in the student's shoes" about what the student likes and doesn't like. The information may cover a wide variety of settings, tasks, interactions, or materials. When analyzed, the information helps the team determine what is a good activity-to-student match.
Physical Therapist
A licensed health professional responsible for evaluating gross motor function, reflex levels, range of motion, muscular strength and respiratory function. A Physical Therapist also designs and implements activities to prevent, correct, treat, or alleviate impairments. This includes evaluating, designing, and recommending adaption of assistive devices and equipment.
Residual Vision or Hearing
The remaining vision or hearing capabilities that allow a student some sensory input while the student participates in activities within the environment.
Routes
The path taken between two points as identified by the terms starting point and final destination. A route may encompass a long distance as in the path between a student's home and school. Or, it may cover a very short distance as in the path between the kitchen sink and refrigerator.
Sighted Guide
This is a particular travel strategy found in the teachings of O&M training programs that involves making use of a sighted person as a travel aide by a person with a visual impairment while moving about the environment.
Supports
These are any modifications, adaptations, cues, or assistance the student needs to complete steps the student is currently unable to do independently but are necessary to the activity sequence
Task Analysis
A procedure in which all the steps of an activity or task are identified in the order they occur. That is the sequence of steps used to complete a specific activity or task (e.g., tooth brushing, eating cereal, opening a door).
Trailing
This is a particular travel technique found in the teachings of O & M training programs that involves extending the arm and the back of the hand along a boundary (e.g., wall) or flat surface (e.g., table) to detect obstacles, maintain a line of direction, or for location of a particular objective (e.g., doorway).
Travel Plan
A plan that includes a list of steps in the travel activity or route, including all skills, necessary materials, supports and adaptations required and where in the step sequence they will be needed.
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