160. Part 2 - Global Perspectives On Culturally Responsive Teaching Practices In O&M With Molly Pasley And Panelists
Topics:
visual impairment challenges, cultural responsive teaching, orientation and mobility specialist experiences, overcoming cultural barriers, inclusive learning environments, guide dog and cane users, indigenous perspectives, navigating cultural differences, impactful teaching practices, culturally responsive education, Alaska indigenous communities
Welcome back to the second part of our captivating podcast and YouTube series, Global Perspectives On Culturally Responsive Teaching Practices in Orientation and Mobility." In part one, we laid the groundwork for understanding what cultural responsive orientation and mobility teaching entails. Now, it's time to delve into the practical aspects and challenges of embodying this approach. If you missed the first episode, make sure to catch up for a comprehensive overview.
As we dive deeper into the concepts, we explore the role of family and support networks in our clients' journey towards independence. How do they contribute to orientation and mobility training, if at all? We uncover the barriers faced by these individuals and the cultural modifications made by specialists to ensure successful learning environments.
So, buckle up and join us as we unravel the intricacies of cultural responsiveness in orientation and mobility. Your journey towards creating inclusive learning environments starts right here!
Involving Family and Support Networks in O&M Training
Oseas, who grew up with blindness, emphasizes the pivotal role his family, especially his mother, played in his O&M education. Through open communication, his family became active participants in describing his surroundings during various activities, fostering a strong connection between Oseas and his environment. This collaborative approach not only fostered understanding but also made O&M an integral part of their interactions.
Mackenzie, a 9-year-old kid with visual challenges, shares insights into how her family aids in her O&M training. Her family actively participates in her O&M training by helping her identify obstacles and encouraging the use of her cane. Mackenzie's story highlights the significance of a supportive environment in reinforcing O&M skills.
Jeremy, an O&M instructor, emphasizes the vital role of family involvement in O&M training, especially in remote communities. Working closely with individuals who are consistently accompanied by family members or support workers, Jeremy sees an opportunity for shared learning. The exchange of skills not only benefits the visually impaired individual but also empowers those supporting them, creating a collaborative and supportive environment.
Cultural Connection, Safety, and Pride in O&M Training
One groundbreaking aspect Jeremy introduces is the demand for indigenous colors in canes by the local communities. Indigenous people express a preference for canes adorned with glorious colors like black, yellow, and others, reflecting their cultural identity and instilling a sense of pride. Jeremy collaborates with an Australian company to fulfill this unique demand, carrying these vibrant canes in his kit bag, promoting cultural inclusivity in O&M services.
Jeremy acknowledges the need for balancing cultural preferences with safety considerations. Reflective tape is discussed as a common addition to indigenous-colored canes to enhance visibility. He also delves into the importance of adapting cane tips to different terrains, highlighting the use of coded tips like Bundu Basher for navigating rough paths and goat tracks in remote areas.
Jeremy also shared his experiences in Palm Island, where he collaborates with an indigenous health clinic. The clinic, designed with indigenous colors and staffed by locals, establishes a welcoming atmosphere. By connecting with a local optometrist and working within the community's healthcare infrastructure, Jeremy demonstrates the importance of cultural immersion in O&M services.
He also emphasizes the grassroots nature of O&M projects, highlighting the importance of word-of-mouth recommendations within communities. When individuals experience positive outcomes, they become advocates for O&M services, creating a network of support that transcends traditional promotional methods.
Unveiling O&M Barriers and Strategies for Enhancing O&M Services within Diverse Cultures
Oseas sheds light on the scarcity of certified O&M instructors in Guatemala. With only a handful of instructors for millions of people, the primary barrier lies in the limited availability of services. The urgent need for more instructors prompts a call to action to raise awareness and conduct workshops to highlight the significance of O&M training for the visually impaired.
Jeremy shares his experiences working in indigenous communities, emphasizing the misconception surrounding guide dogs. The challenge lies in dispelling myths and building trust within these communities, which have often faced inconsistent services. He stresses the importance of a patient and collaborative approach, working alongside local health professionals and adapting O&M techniques to suit the specific needs of the community.
Jeremy advocates for a patient, flexible, and culturally sensitive approach. Listening and learning from the community members are pivotal steps in breaking down barriers. Handing over O&M skills to community members, allowing them to teach each other, fosters a sense of ownership and encourages the spread of knowledge. This grassroots approach addresses the unique challenges faced by each community, ultimately fostering trust and sustainability.
Modifying O&M techniques to fit the specific needs of each community is crucial. Jeremy highlights the importance of not being too clinical in the approach, understanding the local context, and collaborating with local medical professionals and clinics. This collaborative effort ensures that O&M services are not perceived as intrusive but are seen as valuable tools for safe navigation.
Both Oseas and Jeremy emphasize the power of word of mouth in promoting O&M services. In communities where traditional advertising methods may not be effective, building trust through personal connections and positive experiences creates a ripple effect. Empowering individuals within the community to pass on O&M knowledge ensures a more sustainable and inclusive approach.
O&M Remote Realities in Alaska
In Southeastern Alaska, the scarcity of O&M specialists poses a significant barrier to access. With a shortage lasting well over a decade, the region grapples with the challenge of providing consistent and in-person O&M support. However, a positive shift occurs as dedicated professionals in Juneau, like Autumn Boots, bring ongoing support to students and families, fostering a sense of trust and accessibility.
Autumn Boots also sheds light on the cultural nuances of Tlingit and Haida communities, emphasizing the need for culturally responsive teaching. She discusses how these cultures perceive independence and the role of O&M services. She explores the shift in perspective as she works closely with the community, listening to their needs, and addressing the unique challenges they face.
A significant barrier highlighted is the harsh Alaskan winter environment, particularly challenging for O&M training. Angel Black, also an O&M specialist in Alaska, delves into the complexities of navigating boardwalks covered in several feet of snow, where even the edges become indistinguishable. She provides insights into the difficulties faced in remote villages, showcasing the need for adaptive and flexible approaches.
Angel Black also explores how belief systems within Native Alaskan communities can impact O&M services. It discusses the perception that individuals with no vision may not be encouraged to live independently. Angel shares her experiences dealing with belief systems that may view independence differently and how it influences the use of canes.
Both Autumn Boots and Angel Black are encouraging professionals to view cultural differences not as barriers but as learning opportunities. By adapting teaching practices to meet the unique needs and beliefs of each community, O&M specialists can foster trust, break down barriers, and promote effective mobility training.
Cultural Modifications for Optimal O&M Learning Environments
1.Fitting In with the Community
Jeremy highlights the importance of blending in with the local community to create a successful learning environment. When working on Palm Island, he emphasizes the significance of ditching clinical-looking shirts in favor of local community center uniforms with indigenous colors. This approach fosters a sense of belonging, ensuring O&M specialists are not perceived as outsiders but as guests within the community.
A unique aspect of cultural modification Jeremy discusses is the use of indigenous-colored canes. He dispels concerns about legality, emphasizing the importance of having canes that align with the cultural preferences of the community. These canes not only serve their functional purpose but also become conversation pieces, allowing for meaningful interactions and connections.
Jeremy underscores the value of building relationships when working in unfamiliar communities. Rather than being the front person, he recommends going in with someone familiar to the community, facilitating introductions and creating a more comfortable atmosphere. This approach, akin to bringing along someone from a different profession, showcases a collaborative and inclusive mindset.
To create a relaxed and open learning environment, Jeremy advises against bringing clients into an office setting for assessments. Instead, he suggests conducting assessments in more informal locations, such as sitting on the edge of a fence under a tree. This approach minimizes the clinical feel, making clients feel at ease during the evaluation process.
Recognizing the power of language, Jeremy acknowledges the importance of being careful with specific words and phrases. Being aware of the language used ensures that communication is respectful and culturally sensitive. This awareness extends to every aspect of interaction, contributing to a positive and inclusive learning environment.
2. Understanding Cultural Perspectives
Autumn introduces us to the TCLL program, where she works with a nine-year-old client. The program, intricately woven with the Tlingit culture, language, and literacy, operates as a distinct entity within the district. Recognizing the program's unique nature, she took the initiative to familiarize herself with students, teachers, and the community before diving into implementing detailed O&M skills.
Autumn emphasizes the importance of understanding the cultural perspectives of the Tlingit community. Through conversations with teachers, she discovers a collective viewpoint that views persons with disabilities as individuals who simply require a bit more assistance. This cultural understanding forms the foundation for Autumn's approach, ensuring that her services align with the community's values.
Her commitment to cultural competence extends beyond the immediate context. Recognizing the need to deepen her knowledge, she seizes the opportunity to enroll in a brand-new cultural orientation course. While not specifically tailored to visual impairment, this course focuses on Tlingit and Haida clans, providing Autumn with invaluable insights to support her students inside and outside the classroom.
Autumn's access to the cultural orientation course is acknowledged as a rare opportunity. This initiative demonstrates the dedication of the community to fostering cultural understanding within the education system. While not universally available, it highlights the potential for similar programs to bridge gaps and enhance cultural competency among O&M specialists.
3. Facilitating Active Participation in Traditional Activities
Angel Black begins by highlighting the intimate connection between the Alaskan Native culture, economy, and the traditional way of life. The subsistence lifestyle, centered around living off the land through gathering, hunting, and fishing, poses a unique set of challenges for visually impaired students. Angel recognizes the importance of addressing these challenges by incorporating cultural modifications into her O&M services.
Angel shares a poignant example of a student participating in a muskox hunt, a vital cultural activity in the community. Working closely with the family, she devised a plan to ensure the student could safely engage in the hunt, learning to find and shoot a muskox with a bow and arrow. The success of this endeavor not only empowered the student but also bridged the gap between cultural practices and the student's participation.
In another instance, Angel addresses the concerns of a student's parents who were initially hesitant about their child using a cane in the village. Understanding the unique terrain of a village built on a river, with marshy soil and boardwalks instead of roads, Angel collaborated with the family to introduce a culturally informed cane. The cane, adorned with cultural artifacts and covered in real seal skin, became an accepted and practical tool for the student to navigate the village independently.
Angel's commitment to cultural modifications is evident in her collaboration with the community, ensuring her learners can actively participate in traditional activities. The muskox hunting experience and the culturally adorned cane exemplify her dedication to tailoring O&M services to the specific needs and cultural context of her students.
Meet Uncle Steve
Steve introduces himself as an indigenous Australian residing in New South Wales. He shares his personal journey as a guide dog and cane user, emphasizing the challenges faced by visually impaired individuals in the vast and isolated landscapes of Australia. Steve also touches on the importance of guide dogs in providing independence and mobility in his provincial city.
Steve draws parallels between his experiences and those of visually impaired individuals in Alaska, highlighting the challenges of mobility in areas with heavy snowfall. He shares his gratitude for guide dogs, which have played a crucial role in overcoming geographical obstacles and enabling him to lead a quality life, participate in the workforce, and have a thriving social life.
The discussion shifts towards promoting visually impaired services and overcoming reluctance within the community. Steve advocates for leveraging indigenous organizations, statewide groups, and national entities to raise awareness. He emphasizes the importance of events in local communities, utilizing existing organizations, and engaging with active community members to promote services effectively.
Steve addresses the stigma associated with guide dogs and offers an alternative perspective. He suggests highlighting the broader range of services, such as cane and mobility training and orientation, to make them more acceptable to a wider audience. Steve encourages collaboration with local disability networks and NDIS providers to ensure that services reach those who need them.
Steve also briefly shares his remarkable fundraising journey in 2012, where he, along with another blind individual, covered the Kokoda Trail in Papua New Guinea. The initiative, named "Blind Courage," aimed to honor soldiers who served in the Second World War, marking a historic achievement for blind individuals.
In this enlightening journey through diverse experiences and challenges faced by educators and learners with visual impairments, one common thread emerges - the power of resilience and cultural responsiveness. From Uncle Steve overcoming technical hurdles to the young learner in Alaska facing her unique struggles, each individual showcased the strength to conquer barriers. Angel Black, Autumn Boots, and Jeremy, though hailing from different cultural backgrounds, share a commitment to overcoming challenges and fostering inclusivity. As we reflect on the discussion around the color of canes, it becomes clear that it's the intention and impact of educators that truly matter. Culturally responsive teaching, whether through adapting communication tools or incorporating cultural practices, enhances the richness of lessons and empowers learners.