A Framework for Independent Movement and Travel

Theme: Thriving in environments that are rich in Expanded Core Curriculum experiences/teaching. The focus is on sensory-motor development and experiential learning.

In the Kākano phase, ākonga develop foundational body awareness, refine their sensory skills, and build an intrinsic motivation to move and explore their immediate surroundings.

3.1a Motor Skills Development

Developing Postural Control

The journey of movement begins with establishing control over the body. This phase focuses on developing foundational postural control, starting with the ability to hold the head steady, then gaining strength and stability in the trunk, and finally coordinating control of the arms and legs. This sequential development provides the stable base needed for all future motor skills.

Integrating Reflexes and Achieving Milestones

Ākonga progress through the natural sequence of early developmental milestones. This involves integrating primitive reflexes and mastering fundamental movements such as rolling, reaching for objects, grasping, sitting unsupported, and progressing to dynamic movements like scooting, crawling, pulling to a stand, and eventually, walking. Each milestone builds upon the last, creating a solid foundation for more complex mobility.

Building Strength and Coordination Through Sensory-Motor Experiences

Strength, balance, coordination, and a sense of position in space (proprioception) are developed through rich, sensory-motor experiences. Engaging in ‘rough and tumble’ play, vestibular activities like swinging and spinning, and proprioceptive activities like pushing and pulling heavy objects, helps the brain and body work together, building the physical capacity required for confident movement.

Fostering a Motivation to Move

Movement must be motivated by a desire to explore. By placing interesting objects that provide sensory feedback, or sound-making toys just out of reach, we encourage ākonga to initiate movement, whether it be reaching, rolling, or crawling. These positive, rewarding experiences build curiosity, confidence, and an intrinsic motivation to explore the world, which is the driving force behind all O&M learning.

3.1b Orientation and Mapping

Learning Body Awareness

The first map ākonga learn is their own body. Through interactive songs (like "Head, Shoulders, Knees, and Toes"), playful games, and purposeful touch, ākonga begin to identify and name their body parts. This creates an internal ‘body map’ that serves as the primary reference point for all other spatial concepts.

Defining Personal Space

Ākonga begin to understand the concept of personal space through tactile and auditory feedback within a defined area. Environments like a Lilli Nielsen ‘Little Room’ or a resonance board provide a rich sensory space, where reaching out results in contact with an object. This helps to define the boundaries of their immediate world and their place within it.

Early Concept Development

This phase focuses on building foundational cognitive concepts through active exploration. Ākonga grasp object permanence by finding a hidden toy/object, learn cause and effect by shaking a rattle to make a sound, and explore the properties of objects using all their senses. Weight, Edges, Sound, Shape, Taste, Temperature, Texture, (The WESSTTT concept) provides a framework for this multi-sensory investigation.

Developing Sensory Orientation

Ākonga begin to use their senses for orientation. They are encouraged to turn their head to locate the direction of a sound and to identify what is making it. This simple act of auditory localisation is a foundational skill for using sound cues to navigate the environment later.

Building Environmental Awareness

The process of mental mapping begins by consistently labelling the immediate environment. By naming spaces ("We are in the kitchen"), rooms ("Let's go to your bedroom"), and key objects ("Here is your highchair"), we help ākonga build a mental blueprint of familiar surroundings, forming the first, most basic mental maps.

3.1c Travel Aids and Techniques

Experiencing Early Guiding

Ākonga are introduced to the concept of being guided by an adult in a safe and supportive way. This may involve an adapted guiding technique or the use of a walking strap, which allows the child to walk alongside an adult while maintaining a secure connection, providing a sense of freedom within a safe boundary.

Using Pre-Mobility Devices

To encourage independent movement and exploration in a safe manner, ākonga may be introduced to pre-mobility devices once balanced in walking. These devices, such as supportive walkers (with occupational therapist and/or physiotherapist support if required) or push toys, provide stability and an element of protection, allowing the child to move more freely and confidently as they explore their environment.

3.1d Community Travel and Transport

Exposure to Different Environments

For ākonga, the world is expanded through real, detailed, and repeated purposeful experiences outside the home. A simple trip to the local playground or a walk around the block exposes them to new sounds, smells, textures, and spatial arrangements, broadening their sensory experiences and building a foundation for community travel.

Learning Early Transport Concepts

The concepts of transport and travel are introduced in a playful and accessible way. Through songs and rhymes about cars, buses, and trains, and by playing with toy vehicles, ākonga begin to build a conceptual understanding of how people move from one place to another in the wider community.

3.1e Self-Advocacy and Social Skills

Developing Awareness of Others

Through positive social interaction, ākonga begin to develop an awareness of other people in their environment, beginning the development of trust and relationships with significant others in their lives.

Encouraging Self-Exploration

A crucial element of this phase is providing ākonga with ample time and opportunity to explore their own body and their immediate surroundings with purposeful interaction. This independent, child-led exploration is vital for building self-awareness, confidence, and a foundational understanding of their physical self and its relationship to the world.

Theme: Expanding horizons of knowledge and collaborating. This stage involves the refinement of foundational skills and an introduction to formal O&M concepts.

In the Tupu phase, ākonga refine their motor skills and begin to use landmarks, pre-cane devices, and simple orientation strategies within familiar settings.

3.2a Motor Skills Development

Developing Gross Motor Skills

As ākonga strength and coordination improve, the focus shifts to exploring and developing more complex gross motor skills. They practise and improve their ability to run, jump, climb on playground equipment, and kick or throw a ball. These dynamic movements build the strength and control needed for navigating more challenging environments.

Improving Balance

Balance is a critical skill for safe travel, and it is actively developed through a variety of engaging activities. Playful games that challenge balance such as the simple act of walking barefoot on a variety of surfaces – such as soft grass, uneven sand, and stable carpet – provide rich sensory feedback to the feet and help the body learn to make constant, subtle adjustments.

3.2b Orientation and Mapping

Understanding Spatial Relationships

Ākonga understanding of body becomes more sophisticated as they learn key positional concepts. They begin to grasp the meaning of words like "in", "on", "under", "next to", and "behind", and can understand and describe the spatial relationships between objects and their body in space, e.g. my foot is forward/backward.

Using Landmarks and Clues

The concept of using landmarks and clues for orientation is introduced within a familiar context, e.g. home, marae, learning centre. Ākonga are taught to identify and use consistent sensory cues – such as a windchime by the door, a specific carpet square in the reading corner, or the smell from the kitchen – to figure out where they are and where they want to go.

Participating in Familiarisation

When moving into a new space, such as a new childcare centre or classroom, ākonga actively participate in the familiarisation process. They are given the opportunity to actively explore the room systematically, learning the location of key furniture, activity areas, and exits, thereby taking an active role in building their own mental map of the new environment.

3.2c Travel Aids and Techniques

Developing Pre-Cane Skills

Ākonga are introduced to pre-cane mobility devices, which serve as a bridge to using a long cane. Using a toy push-trolley, a small hoop held in front, or even a simple wooden spoon teaches the foundational concepts of clearing a path in front of the body and detecting obstacles before making contact, all within a playful context.

Learning Protective Techniques

To promote safe movement, ākonga are introduced to basic upper and lower body protective techniques. They learn to hold their arm in front of their face when moving through uncertain spaces and to extend a foot to check for drop-offs, providing a first line of defence in environments where a mobility aid is not being used.

Introduction to Formal Techniques

Ākonga are introduced to formal O&M techniques that will become essential for future travel. This includes learning the correct technique for hand-trailing along a wall to maintain a straight line of travel and experiencing the proper sighted guide technique with a partner, which provides a safe and efficient way to move through crowded or unfamiliar areas.

Efficient Use of Vision

For ākonga with usable vision, this phase focuses on teaching them to use their vision efficiently for travel. This is done through engaging games and activities that encourage visual scanning of the environment, tracking moving objects, and visually tracing a path or line on the floor, helping them get the most out of their available sight.

3.2d Community Travel and Transport

Experiencing Familiar Community Routes

Travel experiences expand into the local community along familiar and predictable routes. Regular trips to destinations, like the local supermarket or library, help ākonga become comfortable with the sensory input of the community and begin to build a mental map of their immediate neighbourhood.

Developing Safety Awareness

Basic safety awareness in the community is introduced. This includes simple, concrete rules such as "hold an adult's hand near the road" and "stop at the curb", which establish foundational safety habits for all future community travel.

Building Concepts Through Play

Concepts related to transport and community travel are reinforced through play-based learning. Using transport-themed toys, games, and puzzles helps ākonga solidify their understanding of different vehicles, traffic signals, and community locations in a fun and interactive way.

3.2e Self-Advocacy and Social Skills

Learning to Follow Instructions

Ākonga develop their ability to listen to and follow simple one or two-step instructions from an adult. This skill is critical for safety during O&M lessons and for participating successfully in guided travel activities.

Developing Social Skills

Foundational social skills are explicitly taught and practised through engaging methods including games, stories, role-playing scenarios, and fun challenges. With the support of parents and educators, ākonga practise how to greet others, ask for a turn, and interact positively with peers during play.

Beginning to Read Social Cues

Ākonga are introduced to the concept of reading non-verbal social cues. This involves explicit teaching about what different facial expressions and body language might mean, helping them to better interpret the intentions and emotions of others during social interactions.

Theme: Seeing ourselves in the wider world, advocating with and for others. This stage involves applying skills to less familiar environments and learning formal O&M techniques.

In the Kōhuri phase, ākonga learn to use a long cane, begin to navigate school environments independently, and start to travel in the local community with supervision.

3.3a Motor Skills Development

Mastering Complex Balance

Balance skills are honed to a level where ākonga can maintain control during more complex and dynamic movements. This includes the ability to confidently step up, down, and over obstacles without losing balance, and to perform challenging tasks like heel-toe walking along a line, which demonstrates a high degree of motor control.

Developing Physical Skills for O&M

Ākonga develop the specific muscle memory needed for more advanced O&M skills. This includes coordinating the smooth, rhythmic arc of a long cane with their footsteps and developing the physical stamina and posture required for longer periods of travel.

3.3b Orientation and Mapping

Introduction to Tactile Mapping

Ākonga are introduced to the use of tactile maps as a tool for orientation. They learn how to interpret different textures and symbols on a map to understand the layout of a space before entering it. This skill is paired with self-familiarisation techniques, empowering them to navigate new environments, like a new school campus, more independently.

Learning Systematic Search Techniques

Ākonga are taught systematic searching techniques to efficiently locate dropped objects or find specific items in a room. By learning to search in a predictable pattern (e.g. a grid search on the floor or a clockwise sweep of a tabletop), they can find what they need without becoming frustrated or disoriented.

Understanding Orientation Concepts

Ākonga are introduced to more abstract orientation concepts. They learn directions (north, south, east, west) and begin to use consistent environmental clues, such as the position of the sun at different times of day, to help them maintain their orientation during travel.

3.3c Travel Aids and Techniques

Beginning Formal Long Cane Training

This phase marks the beginning of formal instruction in the use of a long cane. Ākonga are taught the correct grip, arc, and rhythm for using the cane as a tool to detect obstacles and changes in ground surface, starting with travel within the familiar and safe environment of the school.

Using Low Vision Devices for Travel

For ākonga with usable vision, this is the time of introduction to low vision devices that can aid travel. They may learn to use a monocular to spot distant signs, street names, or bus numbers, and begin to use glare-reduction lenses (such as NOIR sunglasses) to manage changing light conditions and reduce visual fatigue.

3.3d Community Travel and Transport

Learning Pedestrian Skills

Ākonga begin formal instruction in pedestrian skills. This includes developing acute traffic awareness, understanding key environmental concepts like T-intersections and roundabouts, and learning the crucial difference between controlled (with lights or signals) and uncontrolled crossings.

Introduction to Road Crossings

Under close supervision, ākonga are introduced to performing simple, direct road crossings at quiet intersections. They learn to stop at the curb, listen for traffic, and make a judgment about when it is safe to cross, a foundational skill for all future independent community travel.

Accessing the Community

Travel expands to include accessing a wider range of community locations with support. Ākonga practise navigating places such as shops, libraries, and malls, and learn to use common architectural features, for example, escalators and lifts, safely and confidently.

Preparing for a Journey

Ākonga begin to take on more responsibility for preparing for a journey. This includes not only thinking about the route but also practical considerations like ensuring they have the necessary money for a purchase or bus fare, which adds a layer of life skills to the travel experience.

3.3e Self-Advocacy and Social Skills

Learning to Manage Assistance

Ākonga develop the crucial self-advocacy skill of managing help from others. They are taught and practise how to solicit help when needed, how to politely ask for assistance in a specific way (e.g. "Can you please give me directions to the library?"), and, just as importantly, how to confidently and politely decline an offer of help when it is not needed.

Interacting with the Public

Ākonga are taught strategies for dealing with the public and navigating social interactions with strangers. This includes understanding the concept of "stranger danger" and learning clear, safe protocols for who to ask for help and what information is safe to share.

Developing Self-Awareness and Explanation

Ākonga develop a deeper understanding of their own vision impairment. They are supported to create a simple social story or a short, rehearsed ‘elevator pitch’ that they can use to confidently and comfortably explain their vision condition to peers and other interested individuals.

Building Resilience

Through guided discussion and problem-solving, ākonga begin to understand the potential consequences of unsafe travel. This understanding is used not to create fear, but to build resilience and reinforce the importance of using their O&M skills. They learn to problem-solve when they make a mistake or get disoriented, viewing it as a learning opportunity.

Theme: Having a purpose, being empathic and resilient. This stage involves applying skills to more complex environments and gaining greater independence.

In the Rākau phase, ākonga travel independently on familiar routes, begin to use public transport, and integrate technology to support their travel.

3.4a Motor Skills Development

Demonstrating Proficient Balance

Ākonga demonstrate proficient and confident balance in a variety of challenging environments. They can navigate stairs, curbs, and uneven ground with ease and can perform advanced balance tasks like standing on one foot, which indicates a high level of motor control and physical confidence.

Participating in Physical Activities

With a strong foundation of motor skills, ākonga are encouraged to participate fully in challenging Physical Education classes and other physical activities. This not only builds physical fitness and endurance but also provides opportunities to apply their O&M skills in dynamic and fast-paced environments.

3.4b Orientation and Mapping

Using Mental Maps of Complex Environments

Ākonga develop the ability to create and use detailed mental maps of large, complex environments, such as a multi-building high school campus. Their mental maps are supported and reinforced using tactile maps, which they can use to plan routes and orient themselves.

Beginning Route Planning

Ākonga transition from simply following routes to actively planning them. They begin to independently plan their routes to familiar destinations, considering the most efficient path, potential hazards, and key landmarks along the way, demonstrating a higher level of cognitive engagement in their travel.

Developing Time Management Skills

Independent travel requires effective time management and organisational skills. Ākonga develop the ability to estimate travel time, plan to leave with enough time to reach their destination, and organise any necessary equipment (cane, monocular, bus pass) before starting a journey.

3.4c Travel Aids and Techniques

Transferring Cane Skills to New Environments

Ākonga demonstrate the ability to transfer and adapt their long cane skills to a variety of new and complex environments. They can confidently navigate crowded hallways, busy city streets, and unfamiliar indoor spaces, adjusting their technique as needed to match the demands of the environment.

Learning to Use Electronic Aids and Apps

Ākonga are introduced to and learn to use a range of electronic tools to support their travel. This may include electronic mobility aids (like a sonic guide that uses ultrasound to detect overhead obstacles) and mainstream navigational apps on their devices.

3.4d Community Travel and Transport

Achieving Independent Travel in Residential Areas

Ākonga achieve the milestone of travelling independently and safely in familiar residential areas. They can perform independent road crossings at more complex intersections, such as those with traffic lights, demonstrating their ability to interpret auditory and environmental cues to make safe crossing decisions.

Using Public Transport

Ākonga are introduced to, and begin to use, public transport. This typically starts with a regular, familiar route, such as taking a specific bus to and from school. They learn all the associated skills, including how to locate the bus stop, signal the bus, pay the fare using a travel card, and identify their destination.

Travelling in Varying Conditions

Ākonga develop the skills and resilience needed to travel safely in a variety of adverse conditions. They learn to adapt their travel techniques to manage challenges such as rain (which can obscure sound cues), heavy crowds, and the reduced visibility and different sensory environment of travelling at night.

3.4e Self-Advocacy and Social Skills

Developing Self-Determination

Ākonga develop a strong sense of self-identity and self-determination. They take ownership of their travel decisions, feel confident in their abilities, and see themselves as capable and independent travellers, which is a crucial mindset for lifelong mobility.

Advanced Problem-Solving

Ākonga develop advanced problem-solving and recovery skills. When they become disoriented or lost, they can remain calm and use a systematic set of strategies such as retracing their steps, using their phone for assistance, or asking for specific help to reorient themselves and get back on track.

Communicating with Specificity

Communication skills become highly specific and effective. They can clearly communicate their needs to public transport staff or members of the public, and they can give and receive directions with a high degree of clarity and precision.

Building Community Links

Ākonga are encouraged to connect with partner organisations that offer recreational and sporting opportunities. Linking with groups like the Halberg Foundation, Blind Sport NZ, or Blind Low Vision NZ provides avenues for social engagement, physical activity, and building a supportive community network outside of school.

Theme: Navigating the pathways and developing agency to help shape the future. This stage involves mastery, independence, and planning for adult life.

In the Tāpae phase, ākonga travel independently and confidently in both familiar and unfamiliar environments, plan complex journeys, and take full responsibility for all aspects of their mobility.

3.5a Motor Skills Development

Demonstrating Mastery

Ākonga demonstrate a high level of balance and motor skills that allow for full participation in their chosen activities. This level of physical competence supports complex, independent navigation in any environment and may enable them to excel in advanced sports or recreational pursuits.

3.5b Orientation and Mapping

Independent Route Planning in Unfamiliar Places

Ākonga independently plan and execute routes in completely unfamiliar places. They are proficient at using a variety of tools in combination, such as navigation apps and tactile maps. They have the confidence to ask for clear, specific directions from the public, when necessary, and to confidently and successfully navigate neighbourhoods or new cities.

Orientation to Tertiary or Workplace Environments

As part of their transition to adult life, ākonga independently complete a full orientation to a new tertiary campus or workplace. They systematically learn the layout, key locations, and travel routes within this new environment, ensuring they can navigate it efficiently from their first day.

3.5c Travel Aids and Techniques

Proficient Use of a Technology Suite

Ākonga independently and proficiently use a full suite of apps and technology to support their travel and orientation. They can seamlessly switch between navigation apps, transport apps, and support apps to solve problems and access information in real-time.

Managing Personal Equipment

Ākonga take full personal responsibility for their O&M equipment. This includes independently monitoring their cane for wear and tear, replacing worn tips as needed, and ensuring their long cane is always the correct size for their height, demonstrating complete ownership of their mobility tools.

3.5d Community Travel and Transport

Complex Independent Travel

Ākonga travel independently and confidently in new and diverse environments, including busy urban centres, complex public transport hubs, and rural areas. They can adapt their skills to any challenge and are viewed as fully independent travellers.

Full Access to Transport Options

Ākonga independently access and use a full range of public and private transport options. They are proficient at navigating bus and train systems and can confidently use taxis and ride-sharing services to meet all their travel needs.

Using Concessionary Travel Cards

Ākonga are aware of, and apply for, available travel concessions. This includes obtaining and using a Total Mobility card, which provides discounted travel in taxis and other services, enabling more affordable and accessible transport options.

3.5e Self-Advocacy and Social Skills

Managing Life Transitions

Ākonga proactively link with transition services, such as those offered by Blind Low Vision NZ or other services to plan and fund their future O&M needs. They take an active role in planning for life after school, ensuring that their mobility and transport needs will be met in their chosen path.

Taking Full Responsibility for Travel

Ākonga take full responsibility for all aspects of their personal travel. This includes independently booking appointments, arranging the necessary transport to get there, and managing all the logistical details, demonstrating complete self-sufficiency.

Maintaining a Lifelong Safety Journey

Ākonga maintain a constant awareness of their surroundings and consistently use strategies for ensuring their personal safety in the community. Safety is not just a learned skill but an ingrained mindset that guides all their travel decisions throughout their life.