Orientation and Mobility training for visually impaired and blind children, and a research of alternative mobility devices

本研究考察了定向和行动训练对视障儿童和盲童的效果。此外，还研究了对视障儿童和盲童行走有帮助的训练工具。第一章分析了视障儿童和盲童空间认知的特点。一些对视障儿童进行的研究表明，视障儿童感知的空间范围比正常儿童要小。在第一章和第二章中，提出了一种蹦极训练的方法来解决这一问题。该实验使用一根长橡胶带，一端系在孩子身上，另一端系在一个物体上。实验表明，在这种状态下，孩子在物体周围移动时，可以体验到比单独使用触觉、听觉和运动感官时更大的空间范围。第三章和第四章分别介绍了最新的成人运维培训方法。为了将为成人开发的运维培训方法应用到儿童的运维培训中，在第六章中提出了一套运维培训课程！与成人案例的不同之处在于，唤起了孩子的兴趣，让孩子获得了日常的经验。此外，本章还介绍了通过本研究开发的替代移动设备（AMDs）。第五章通过对盲童身体运动进行数字化记录，对盲童的运动发展进行测量。研究人员测量了七种身体运动，如走路和跳跃。在盲人儿童的运动姿势中，可以看出重心保持在身体后方的特征。由于盲人儿童的身体运动记录仅测量了两年，因此讨论了继续记录的必要性。并讨论了作为盲童运动测量方法的可能性。

This research examined the effectivity of Orientation ＆ Mobility training to visually impaired and blind children. Moreover, the training tools which are useful to walking of visually impaired and blind children were examined. In Chapter 1, the feature of the spacial cognition which visually impaired and blind children was considered. Some of the studies conducted on visually impaired children indicate that the range of space sensed by these children is smaller than that sensed by sighted children. In Chapter 1 and Chapter 2, an approach of bungee training was proposed as a method of conquering this problem.The experiment, which used a long rubber strap with its one end attached to a child's body and the other end to an object, demonstrated that the child, who moved around an object in this state, could experience wider range of space than when he used tactile, auditory and motional senses alone. In Chapter 3 and Chapter 4, the newest method of O＆M training for adults was shown. In order to apply the O＆M training method developed for adults to O＆M of children, in Chapter 6, a O＆M training curriculum was proposed! The difference with adult's case was pulling out a child's interest and making a child gain an everyday saptial experience. Moreover in this chapter, AMDs (alternative mobility devices) developed through this research were introduced. In Chapter 5, the measure of movement development of a blind child was made by digitizing and recording body movement. Seven kinds of body movements, such as a walk and hopping, were measured. The feature that the center of gravity remains behind the body was shown in the movement posture of th'e blind child. Since record of body movement of blind child has measured only two years, the necessity of continuing this record was discussed. And, the possibility as the method of measuring movement of blind children was discussed.