Global Perspectives on Culturally Responsive Teaching in Orientation & Mobility
What is Culturally Responsive Teaching in O&M?
Dr. Molly Pasley opened the session by defining culturally responsive teaching as an intentional approach that focuses on students' strengths rather than limitations. She emphasized that being culturally responsive requires developing a deep understanding of cultural diversity and implementing curricula that resonate with students’ lived experiences.
Key principles of culturally responsive teaching include:
Recognizing and valuing cultural backgrounds.
Setting high expectations for students.
Incorporating multicultural examples into lessons.
Using diverse communication styles.
Molly reminded attendees that this is a lifelong learning process, requiring constant reflection and adaptation.
Insights from the Panelists
Challenges and Strategies in Diverse Settings
Jeremy Hill (Australia): Jeremy shared his experience working with indigenous Australian communities. He emphasized the importance of integrating into the community and using culturally relevant tools, such as colored canes, to build trust and acceptance.
Oseas de Leon (Guatemala): Oseas highlighted the challenges of accessing O&M services in Guatemala, including a lack of certified instructors and limited resources. He stressed the importance of direct communication and raising awareness through workshops.
Angel Black (Alaska): Angel spoke about working in rural Alaska, where harsh environments and cultural beliefs can create barriers. She shared creative solutions, such as decorating canes with cultural artifacts to foster acceptance.
Autumn Booth (Alaska): Autumn discussed the importance of understanding cultural views on disability within the Tlingit and Haida communities. She emphasized implementing O&M skills in a way that aligns with these perspectives.
Cultural Modifications and Success Stories
The panelists shared inspiring examples of adapting O&M techniques to meet cultural needs:
Jeremy used indigenous-colored canes to make training more relatable.
Angel collaborated with families to create seal-skin-covered canes, bridging cultural traditions with functional tools.
Autumn incorporated local customs and stories into her lessons, creating a meaningful connection with students.
Overcoming Barriers to Access
A recurring theme was the need to address systemic barriers, such as limited resources and cultural misconceptions about blindness. Strategies discussed included:
Leveraging local organizations and community leaders to promote O&M services.
Educating families about the benefits of mobility training.
Using inclusive language to describe services, avoiding terms like "guide dogs" when they may deter participation.
A Story of Courage and Advocacy
Panelist Steve Widder shared his inspiring story of completing the Kokoda Trail in New Guinea in 2012, alongside another blind individual. Their project, Blind Courage, aimed to raise awareness and funds for disability services. Steve’s journey was a testament to the power of persistence and community support in achieving mobility goals.
Looking Ahead: Building a Culturally Inclusive Future
The session concluded with a call to action: for educators and specialists to embrace culturally responsive teaching as a core part of their practice. By understanding and respecting cultural nuances, we can ensure that O&M services are accessible, effective, and empowering for all.
Resources to Explore
Banks, J. A. (2019). Approaches to multicultural curriculum reform. In. J. A. Banks and C. A. M. Banks (Eds.), Multicultural education: Issues and perspectives (10th ed., pp. 137–157). John Wiley & Sons.
BetterLesson. (2020, October 15). 100+ strategies for culturally responsive teaching and learning co-created with the Kauffman Foundation. BetterLesson.com. https://betterlesson.com/blog/culturally-responsive-teaching-learning-kauffman
Coleman, M., Kan, D., Bruce, S., Miller, K., & Tiggs, S. (2023). An introduction to culturally sustaining pedagogy for students with sensory disabilities. TEACHING Exceptional Children, 55(5), 366–375. https://doi.org/10.1177/00400599221090867
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
Culturally responsive teaching isn’t just a strategy—it’s a commitment to equity and excellence in education. Together, let’s continue to grow, learn, and dream big for our students.
Topics: Culturally responsive teaching practices, principles of culturally responsive teaching, challenges in Orientation and Mobility instruction, strategies for overcoming barriers in O&M, cultural modifications for O&M success, promoting O&M services in indigenous communities, addressing misconceptions about mobility tools, advocacy